A nonvolatile memory used to store data in computers, digital cameras, universal serial bus, flash drives and mp3 players. Data in flash memory can be electrically erased and new data stored in it. Location of Fixed storage devices in a computer. Some fixed storage devices in a computer such as the hard disk and solid-state drive are usually found in the drive bay of the computer case or on underside of a laptop. Some solid-state drives are embedded on the motherboard. Internal flash drives are mostly located in small portable devices such as mobile phones and cameras. How data is stored Written and retrieved read from fixed storage devices. Writing data or saving data means storing data. Data is written on a fixed storage device by:Creating new files. Downloading. Copying or moving files and saving them in a computer storage device. Reading Data, retrieving data or opening data is same as getting data back from its location. When data is opened or a file is accessed in a fixed storage device then the data is read. Give the advantages and disadvantages of Fixed storage devices in a computer. The following table clearly gives the advantages and disadvantages of Fixed storage devices. How to manage waste from fixed storage devices:Always reuse the devices if still in good conditions or sell at a lower price. Return the device its manufacturer for reuse or recycling. Take the device to an e-waste management center for recycling and proper disposal. Removable storage devicesThese are portable storage devices that are not housed or fixed inside the computer case. The have to be connected or attached to a computer system through a port so that data can be read from or written to them. They can be used for backup and store and transfer of data from one computer to another. Types of Removable storage devices. External hard drives. Universal Serial Bus USB Flash drive. Memory drives. Memory cards. Compact discs CDs . Digital versatile discs DVDs . Blu-ray discs. Removable storage devices are used in a computing environment because:They are portable and can be used for transporting data and information from one computer to another. They can be used to back up data away from the computer in case the original data is lost or damaged. They can be read from or written to easily without affecting the operations of the computer. They enable sharing of information and data among computer users. They can store and be used to install critical applications like operating system in a computer.


They can be read from or written to easily without affecting the operations of the computer. They enable sharing of information and data among computer users. They can store and be used to install critical applications like operating system in a computer. Factors to consider when selecting a removable storage device for use:Advantages of removable storage devices over fixed storage devices. Easy transfer of data and sharing between computer and users. Portable-can store data while outside or not attached to a computer. Easily read from and written to. 1.3-Consumer and Investor Protection. Consumer protection refers to measures by either the government of NGO or consumers to avoid exploitation of consumers by business people. It is a deliberate attempt to safe guard consumers against exploitation or malpractices in business. Investor protection -Importance of consumer protection. Prevents consumers from access poor quality goods and services. Prevents consumers from purchase of goods and services under unhygienic conditions and environment. Protects consumers from over priced goods and services. Protects consumer against underweight goods and inadequate services. Protects consumers against illegal goods and services. Protects consumers against harmful goods and services. Protects consumers against hoarding of goods to create an artificial shortage. Ways in which consumers and investors protect themselves. Educate members on their rights as consumers. Ensure regular supply of goods to avoid hoarding to create shortages. Ensure health and safety regulations are followed. Forming consumer associations to deal with all consumer related issues. Ways in which the government protects consumers and investors. Form laws that protect consumers such as public health act to ensure health and safety standards are met. Encourage formation of consumer organisations to deal with consumers interests. Encourage businesses to conduct their affairs in a way that does not exploit consumers interests. Ways in which Non-Governmental Organisations protect consumers and investors. Ensure standards are maintained by bot h producers and traders. Customer protection by informing customers on their rights. STRAND 2-COMMUNICATION. 2.1-Business Communication. Communication is the process of sharing information through a channel from the sender to the receiver. Business communication is the exchange of information between a business organization and its customers or between people within and outside a company. When business communication is done correctly, everyone can do their job, all of which increases productivity and even creativity. A communication channel is a medium or method that is used to deliver a message to an intended audience.


Business communication is the exchange of information between a business organization and its customers or between people within and outside a company. When business communication is done correctly, everyone can do their job, all of which increases productivity and even creativity. A communication channel is a medium or method that is used to deliver a message to an intended audience. Forms of communication channels used in Business. Oral verbal communication channels. Written communication channels. Audio-visual communication channels. Oral verbal communication channels. It involves speaking and listening by both the sender and the receiver. Examples of oral communication channels include: Face to face conversations. Group presentations. Telephone calls. Speeches. Lectures. Advantages and disadvantages of oral communication channels. Written communication channels. They involve use of text to pass information. The text can be handwritten, printed or shared using digital communication devices. Examples of written channels of communication in businesses are: Emails. Letters. Memos. Reports. Circulars. Short message services SMS Newsletters. Advantages and disadvantages of written communication channels. Audio-visual communication channels. It involves a combination of different content forms such as text, audio, images, video and animation. Examples are: social media platforms. Blogs. Televisions. Video-conferencing. Websites. Advantages and disadvantages of audio-visual communication channels. Factors considered when selecting channels of communication. Cost of the channel. Urgency of the message. Number of people receiving the message. Confidentiality of the message. Reliability of communication. Nature of the message: whether it is urgent, private or confidential. Need for immediate feedback. Supporting technology: both the sender and the receiver should have supporting tools to ensure the message is delivered successfully, for example mobile phones and internet connectivity. 2.2-Plain Scale Drawing. Plain scale drawing involves drawing a line that has been divided into a specific number of equal parts. The first part of the line is subdivided into equal smaller portions or units. It can be used to represent two units, a unit or a fraction of a unit. Plain scale is used in engineering drawings to measure up to two units such as metre and decimeters or feet and inches. Interpreting a plain scale used in drawing.


It can be used to represent two units, a unit or a fraction of a unit. Plain scale is used in engineering drawings to measure up to two units such as metre and decimeters or feet and inches. Interpreting a plain scale used in drawing. A representative fraction R.F is the ration od the size of a feature on a drawing to its true size on the object. It is expressed in fraction form as R FA plain scale can be constructed using the example below. Example 1.:On a drawing, 1 cm represents 1,5m on the ground. Draw a plain scale to measure up to 30m in 5m interval. Show the length of 27m on the scale. Steps to follow. Step 1Determine the scale to use. In our case 1cm represents 1.5m or 150cm. In this example, it is appropriate to use Centimetres. Step 2. Calculate the Representative fraction, R.FR.F measurement on the map divided by measurement on the ground. R.F 1cm 1.5m R.F 1 150. R.F 1:150. Step 3. Calculate the maximum length of the scale to read 30 metres length. Measurement on map R. F x measurement on the ground. Measurement on map 1 150 x3000 Measurement on map 20. Step 4Draw a straight line 20cm long and divide it into 6 equal parts. Divide again first part into 5 equal parts. Indicate the number on the points on the line as shown. To show length 27m, draw a line AB above the scale with and B at 25 m mark on the main scale. Extend the line for point A to be at point 2m on the smaller scale. Complete the drawing with all details. Example 2:On a scale 1:150, determine the length of line PQ as shown in the figure. Give your answer in metres. Steps to follow. Determine where line begins on the main scale. In this example, point Q is at the 15m mark. Determine the point on the smaller scale where the line reaches. From the diagram above, point P is between 2 and 3 on the smaller scale. Therefore, this point represents 2.5m from 0.


Determine the point on the smaller scale where the line reaches. From the diagram above, point P is between 2 and 3 on the smaller scale. Therefore, this point represents 2.5m from 0. Combine the two values such that 15 is the value on main scale, while 2.5 is the value from smaller scale. Therefore, length of the line PQ is 15 2.5 17.5 m. Example 3On a drawing of scale 1.5, the length of a line is a s shown in the diagram. The unit of the scale is decimeters. Determine the length of the line in centimetres. Determine where the line begins on the main scale. In this came point is at 9cm mark. Determine the point on the smaller scale where the line reaches. From this case it is 8 mark representing a length of 8cm. Combine the two values such that: 90cm 9dm is the value rom main scale and 8cm is the value from smaller scale, 90 cm 8cm 98cm. Hence the length of the line 98cm. 2.3 Visual Programming. Introduction. Visual programming is developing applications using graphical components and figures. These graphical components and figures mostly include images and video clips. Types of visual programming applications. Visual programming is also called block-based programming. It is a way of creating applications using graphical components and figures. This is mostly done through the use of code blocks and drag-and drop processes. The most common examples of visual programming applications are:Microsoft MakeCode. Scratch. Code.org. Sprite box. Microsoft Visual Studio. Roblox. Minecraft. Visual programming applications are used because they are easy and interesting to use. They also help in creating stories, animations and videos that entertain users. Launching a visual programming application. Type the word Scratch in the search box. The Scratch application will appear. Click on the Scratch application to launch it. Alternatively, click Start. Scroll down to category S then click on Scratch App. The application will launch. Visual Programming Features. Features of Scratch. Scratch is a visual programming language that can be used to create interactive stories, games and animations.


Visual Programming Features. Features of Scratch. Scratch is a visual programming language that can be used to create interactive stories, games and animations. Features of scratch include:The menu bar-it contains the fie menu used to save and load projects and the view menu which displays rulers, grid lines, status, zoom in and out options. The black palette-it contains a coloured set of code blocks that are used to program and give instructions to the sprite. The stage-it is the main working area where the sprite moves and performs according to the given code of instruction. Backdrops pane-it is the part used to add a back ground to the project. Functions of the features of Scratch. A sprite is a small graphic character that performs actions such as moving around the stage. The script area is also called the coding area; it is where codes scripts are created for a sprite to do a specific action. Codes are dragged and dropped here then snapped together to create a program. Code blocks are blocks shaped differently and are used to create codes in Scratch. The codes connect to each other vertically like a jigsaw. The sprite info shows information about the size of each sprite. The sprite pane displays all the sprites in a project. A selected sprite has a blue border around it. NBTo move the sprite, add a move block from the motion category. To add sound, click on sound category and choose a sound block. To move the sprite back, use a negative value on the move back block. The block can be repeatedly severally to generate the desired animation. Terminologies used in visual programming applications. The start option commands the sprite to perform moves, it is represented by a green flag. When you click stop the sprite ends its moves. Reserved words are also known as key words. These are words with a special meaning to the programming application. In scratch they are words that we cannot edit on the blocks. They include when, by and change. The rules that should be followed when writing a program using an application are called syntax. Input statement are blocks that are used to create animations. Output statements are outcomes of the processed instructions that are programmed using clocks. These are the actions viewed on the stage when the blocks are executing. Control structures are the blocks that allow selecting or repeating execution of certain blocks or instructions. A backdrop is the background for the stage. Backdrops can be changed from the gallery or photo in the computer.


Control structures are the blocks that allow selecting or repeating execution of certain blocks or instructions. A backdrop is the background for the stage. Backdrops can be changed from the gallery or photo in the computer. The sensing category helps one to enable input from the mouse, keyboard and other input devices. IF is used to choose between two output. For example, it can be used to perform mathematical calculations and state whether the answer given is correct or notSTRAND 3-MATERIALS FOR PRODUCTION. 3.1 Composite Materials. Identification of Composite materials. A composite material is formed by combining two or more materials of different characteristics. Some of the composite materials found in the locality include:Composition of composite materials. Different composite materials are made of different materials as described in the table below. Uses of Composite materials. Some of the uses of composite materials are explained as follows:In sports industry, composite materials are used to make various games and sports items. O Composite materials are used to make body parts of vehicles and bicycles. Composites materials are used to make customer goods and electronics such as mobile phones, television sets, radios and calculators. At home, composite materials are used to make hand tools and furniture. In construction industry, composites like concrete are used to build houses and to construct roads and bridges among other structures. In medical engineering, composite materials are used to make artificial body parts and implants. In transport industry, composite materials are used to make the body parts of vehicles, aeroplane, ships and boats among others. It is also used to make travelling bags and briefcases. NOTE:Artificial body parts are also called prosthetics. Prosthetics limbs are given to substitute missing body parts. These body parts may have been lost in an accident or through amputation. The prosthetic body parts help people with missing limbs to function properly and with ease despite the missing body partsCareers in use of Composite materials. Masonry-involves use of mortar, stones and concrete to construct structures. Pottery- involves use of mud to make pots, dishes, mugs, vases and other types of artworks. Interior design involves use of papier mache and manufactured boards to decorate interior of houses and motor vehicles. Sculpting -involves uses of clay, fiberglass, stone or concrete to make sculptures. Boat construction -involves use of fiberglass to construct boats that are light and resistant to corrosion.


Interior design involves use of papier mache and manufactured boards to decorate interior of houses and motor vehicles. Sculpting -involves uses of clay, fiberglass, stone or concrete to make sculptures. Boat construction -involves use of fiberglass to construct boats that are light and resistant to corrosion. Carpentry involves use of manufactured boards to make furniture, construct ceilings and other finishes in a building. Importance of composite materials used in the locality. Promote recreation that improves health. Providing employment. Use of manufactures boards such as blockboards, softboards or chipboards to reduce deforestation through recycling of waste. Improves the appearance in landscaping of compounds3.2 -Ceramic materials. A ceramic material is made by mixing clay, earthen elements like silica, kaolin, alumina and feldspar, and water. The material is thoroughly kneaded, shaped into desired forms and baked before being covered in decorative, waterproof, paint-like substances called glazes. Some ceramic materials like sea shells occur naturally. The common type of ceramic materials are:Earthenware- clay heated at temperatures of between 10000C and 11500C. An example is clay used to make pot. Stoneware clay heated at an average temperature of 12000C until it appears like glass. An example is material used to make a stoneware mug. Porcelain -clay mixed with glass and heated at high temperature of between 12000C and 14500C. Example is material used to make a porcelain cup. Most common ceramics materials found in the locality. Ceramic tiles. Glass. Backed clay bricks. Clay tiles. Physical properties of Ceramic materials. Ceramic materials break easily when crushed. Ceramic materials are poor conductors of electricity. Ceramic materials have a hard surface which is difficult to scratch. Ceramic materials are resistant to corrosion. Ceramic materials do not absorb water. Ceramic materials do not bend. Ceramic materials do not burn. Uses of ceramic materials. In electrical and electronic engineering, ceramics are used to make items like resistors, semiconductors and inductors etc. Ceramic materials are used to make a variety of pottery items like pots and utensils. In the manufacturing industry, ceramics are used to make a variety of household utensils.


In electrical and electronic engineering, ceramics are used to make items like resistors, semiconductors and inductors etc. Ceramic materials are used to make a variety of pottery items like pots and utensils. In the manufacturing industry, ceramics are used to make a variety of household utensils. Ceramics are used in plumbing works to make drainage installations and sanitary fittings such as toilets and wash basins,In construction, ceramics like bricks and tiles are used in building construction for walling, roofing and finishing materials. In beautification, ceramics are used to produce items like flower vase, lamp stand and souvenirs. STRAND 4 -TOOLS AND PRODUCTION. 4.1 Cutting tools. Identify and uses of various cutting tools. A cutting tool is a device that is used to chop, split, shape or remove excess materials from a workpiece. The common cutting tools are as follows:Knife-a small tool that has a sharp metal blade fastened to a handle. Its purpose is to cut cords, cutting and scrapping hides, reshaping timber, carving, cutting paper and kitchen work. Utility knife Skiving knifePanga-it is also called a machete. It is a tool made of a broad metallic blade with shapes. Used to chop wood as well as cut tree branches, shrubs and long weeds. Mainly used in fields of woodwork, construction and gardening. Axe-an axe is a woodwork tool. It is used to cut, split and shape wood. It is used to in the woodwork conversion industry as well as in the stone carving industry. Scissors-it is a tool that has to blades joined together at the middle so that the sharp edges can slide each other. They are of different types such as tailors scissors, barber s scissors, paper scissors and surgical scissors. They are used for cutting cloth, foil and paper, among othersScissors are used in fields like textile, medicine, beauty and leisure industry. Shears-a tool that has two blades joined together at the middle so that the sharp blades slide against each other,They are of different types. They are used to cut tough materials like leather, canvas and rubber. Shears are used by workers in leather industry, furniture industry and interior design. Carton shears. Leather shears. Snips-they are hand tools used to cut sheet metals and other tough materials. They come in different sizes. Mainly used in area such as construction, sheet metal work and leather industry.


Snips-they are hand tools used to cut sheet metals and other tough materials. They come in different sizes. Mainly used in area such as construction, sheet metal work and leather industry. Secateurs-also called pruning shears-It is a cutting tool that looks like a pair of strong, heavy scissors. Used to prune flowers and small branches of shrubs, Main used in gardening and landscaping among others. Hand saw-a hand tool with toothed edge. Comes in different types. Main used in the field of woodwork, carpentry, gardening and building construction. Used to:Cut wood and wood products. Cat joints in carpentry and woodwork. Prune trees and large shrubs. Hack saw-it is a cutting tool made of thin blade held across a frame. Used to cut through thin materials such as plastic or metal pipes in the fields of plumbing, steel fixing, electrical installations and metal workPlane- a general purpose woodwork tool for smothering the surface of timber by removing excess material. It is used for shaving wood to provide uniformity to the wooden surface. Mainly used in carpentry and woodwork. Chisel-a hand tool with a characteristic shaped cutting edge of blade on its ends. Comes in different types. Used for carving, cutting and shaping hard materials such as wood, stone or metal. Used in fields like woodwork, metal work, masonry and stone carving. Cold chisel Wood chisel Stone chiselStrap cutter-it is a handheld tool with a sharp blade. Used to cut long lengths of leather materials into consistent widths. It is used in the leather industry to cut strap blanks such as belts, guitar straps etc. Bolt cutter-it is a tool with two handles and two short blades. It is used to cut bolts, chains, padlocks and wire mesh. Mainly used in mechanical engineering and metal work. Pipe cutter-also called tube cutter, a pipe cutter us a type of tool used by plumbers to cut pipes. Pipe cutters come in different shapes and designs. It is used to cut pipes and tubes. Pipe cutters come in different shapes and sizes. Mainly used by plumbers and other tradespeople. Scrapper- it is a hand tool that has a small handle and a metallic or plastic blade, Used to remove a wide range of materials from various surfaces such as walls and floors. Care for cutting tools.


Mainly used by plumbers and other tradespeople. Scrapper- it is a hand tool that has a small handle and a metallic or plastic blade, Used to remove a wide range of materials from various surfaces such as walls and floors. Care for cutting tools. Caring for cutting tools is the process of keeping them in good condition even when they are not being used. Some of the ways of caring for cutting tools in the work environment are: Inspect tools regularly as some manufacturers have specific instructions for how to use cutting tools that are the right size and type for the job. Follow the correct procedure for using every cutting tool. Keep your cutting tools, sharp and in good condition. Always carry pointed tools with the points and heavy ends facing down. Never carry cutting tools in your pocket. Keep your punches and chisels in good conditions because mushroomed heads can slip and cause injuries. Don t use a cutting tool without a handle. Clean the cutting tool after use and return it to its proper storage place. Never place cutting tools where they hang on the edge of a bench. Store cutting tools vertically, with the points and heavy end facing down. Frequently clean and oil your scissors, snips and shears. Fit protective guards to sharp edges to prevent injury to you and damage to the tool. Importance of Cutting Tools. The importance of cutting tools in a work environment includes: Cutting tools enable workers to cut, shape and remove materials like metals, wood and plastics among others for use to make desired items in different work environment. It enables preservation of extra material from workplace. This enables the worker to only use materials that is required to make an item and leave the rest for others uses, thus lowering of cost of production. Cutting tools like saws, drills and blades are designed to make accurate cuts. They enable a worker achieve specific dimensions, angles and shapes required for a particular task or project. Cutting tools improve the appearance of items made by removing excess materials making the surface smoother. Working tools are used to accurately cut workpieces and their joints to the required size and shape. This enables the cut pieces and joints to fit properly. Some cutting tools have specialized uses.


Working tools are used to accurately cut workpieces and their joints to the required size and shape. This enables the cut pieces and joints to fit properly. Some cutting tools have specialized uses. For example, mechanical workplaces, specialize cutting tools are used for shaping and modifying components and body parts for vehicle and building among others. 4.2 - Production UnitA production unit is a business enterprise that uses economic resources to provide goods and services for sale, with aim of making a profit. Examples of production units in your locality. Posho milli. Salon. Barber shop. Welding. Cybercafe etc. Factors that determine the size of a production unit:Volume of output large unit produce goods on large scale while small unit produce goods in small scale. Area covered by the premises a unit covering large floor area is considered large while a unit covering a small floor area is considered small. Number of workers -a large unit has many workers while a small unit has few workers. Methods of production- highly mechanized unit with capital-intensive method of production are considered large. Small unit uses labour-intensive methods. Size of the market controlled- when a business controls a large portion of the total market, it is considered big. When a business controls a small portion of the total market, it is considered small. Capital invested- if a lot of capital is invested in a unit, it is considered big. Incase small amount of capital is invested in a unit; it means that the unit is small. Volume of sales- large units make large amount of sales, while small units make small amounts of sales. Factors to consider when locating a production unit. Access to raw materials- raw materials should be readily available at affordable. Availability of labour-skilled and unskilled labour should be easy to access. Market-production units are usually located close to the market to cut on distribution costs. Government policies-to encourage production, the government may implement policies such as reduced taxes on imported raw materials, providing free land and building supporting infrastructure for business. Such like policies could be aimed at influencing location of production units in certain areas. Access to electricity and water supply-these are important in the operations of productions units. Access to supporting services such as banking, insurance and warehousing. Access to social amenities to be used by employees and their family. STRAND 5- ENTERPRENEURSHIP. 5.1 Bookkeeping.


Access to social amenities to be used by employees and their family. STRAND 5- ENTERPRENEURSHIP. 5.1 Bookkeeping. Book keeping -This is the practice of recording and tracking on a regular basis the financial transactions of a business. It is done to keep records of a business which can be used anytime in decision making. Importance of Book keeping in entrepreneurship. Making accurate budgeting possible. Book keeping provides important information that helps in Helps an entrepreneur prepare for taxes. Book keeping maintain organized records in a business. It also enables proper reporting to investors, aiding in setting and monitoring business goals, ensuring compliance with government regulations. Book keeping reveals the financial status of a business. Classifying business transactions in entrepreneurship. Business transactions in entrepreneurship can be classified as:Cash transactions. Credit transactions. Cash transaction- is a transaction where payment is settled immediately. Credit transaction is a transaction in which payment is settled or done at a later date as agreed by the parties. Advantages of cash transaction. It is simple and faster. Use of cash transactions makes it easier to budget and stick to it. It helps to avoid any additional charges. Personal information is protected. Disadvantages of cash transactions. Carrying large amount of money can be risky making parties involved vulnerable to theft and robbery. May involve cases of fake money being used. Advantages of Credit transactions. It provides a record of transactions. Disadvantages of credit transactions. Customers may go bankrupt and fail to pay as agreed earlier. Credit transaction may come with charges and interests. Calculating assets, liabilities and Capital using the Bookkeeping formula. What is an asset? Assets are resources belonging to a business. They are things owned by the business. Examples of assets include:Money in hand cash Money in bank accounts. Properties such as buildings, machinery, furniture, crops and livestock, motor vehicles, tock or goods for sale. Money other businesses owes you. What is a liability? Liabilities are debts you owe other business and other people. Main examples of liabilities are:Creditors money owed by the business to supplier Bank loans. Bank overdrafts. What is Capital? Capital is the amount of investment the business owner put or used to start a certain business. Book keeping formulaAssets liabilities capital. To calculate the Assets:Calculate all the liabilities and adding them to the capital.


Capital is the amount of investment the business owner put or used to start a certain business. Book keeping formulaAssets liabilities capital. To calculate the Assets:Calculate all the liabilities and adding them to the capital. That means for one to find the capital used to start a certain business they have to calculate all the liabilities and subtract from all the total assets owned by the business. 5.2 Income Budgeting. Income-this is the money earned on a regular basis as payment of work done or as earning from an investment or business. A person can earn income when employed or self-employed. Categories of income sources. Active sources of income. This are income sources that require one to work to earn from them. Examples of active sources of income are:Fees. Wages. Salaries. Passive sources of income. These are sources of income resulting from work done to create an asset, painting or a block. These sources generate income for the owner without the person actively participating in the income generating process. Examples of passive sources of income are:Rent. Dividends. Interest. Royalties income earned from abilities and talents such as musician. Importance of budgeting in day-to day life. A budget is an estimate of how one plans to spend income over a certain period of time. Budgeting is the process of making a plan on how to spend income. Importance of budgeting. Helps one to have a clear picture of the amount of income that one had and how to spend it. Helps to control spending, therefore enables people to live within their means. Helps one to make and implement a saving plan. Helps to identify and avoid unnecessary expenses. Ways of Spending money wisely in day-to-day life. Spending is the act of using money to pay for goods and services. Spending money wisely is about strictly buying items on budget and purchasing them at reasonable prices. One should make a priority list with items to spend money on. Some ways in which money is spend include:Paying for basic needs such as food, clothes, water and healthcare. Paying rent. Paying school fees. Impulsive buying this is the tendency to buy items that a person had not planned for. Ways of spending money wisely in day-to-day life. Make a budget and stick to it. Find out the prices of items in various shops and market for comparison purpose. Avoid impulsive buying by only purchasing items that are budgeted for.


Make a budget and stick to it. Find out the prices of items in various shops and market for comparison purpose. Avoid impulsive buying by only purchasing items that are budgeted for. Buy in cash and make sure you carry enough cash for what you want to buy. Buying items on discount. Preparing a simple budget for personal finance management. A format of budget sample. Step 1: list all your income of the month. Step 2: list all things you want to spend money on and their prices. Start with the most urgent needs to the least urgent wants. Step 3: Calculate the total cost of all the items you want to buy. Compare the total cost with the total amount to be spent, in your budget. If the total cost exceeds your budget, adjust your list by removing the least important items. Step 4: Buy the items you have budgeted for. Sale of dairy products 15,300. Sale of poultry products 15,000. Sale of vegetables 5,500. Expenses Amount Ksh. Savings 4,000. Food 5,000. Rent 8,000. School fees 7,500. Medical insurance 500. Transport 2,000. Airtime 1,500. Television subscription 800. Internet 2,000. Donations to charity 1,000. Entertainment 1,500. Task. Calculate Mr. Gitau s total: a. Income:Income 15,300 15,000 3500 sh.33,800. B. Expenses. Expenses 400 5000 8000 7500 500 2000 1500 800 2000 1000 1500 sh.30,200. Ethical and unethical practices in budgeting and spending. Ethical practices in budgeting and spending include:Make budget and strictly following it. Balance income and expenses and adjusting to situations accordingly. Determining the amount one needs to save before spending money. Avoiding to carry excess cash when going for shopping. Unethical practices in budgeting and spending include:Unethical practices are bad behaviours or practices people adopt when spending money. These practices include:Spending money without a budget. Making a budget and not strictly following it. Misusing money because of bad influence, for example, entertaining friends when family needs have not been met. Postponing paying bills and clearing debts when one has money.


Making a budget and not strictly following it. Misusing money because of bad influence, for example, entertaining friends when family needs have not been met. Postponing paying bills and clearing debts when one has money. Accumulating many unnecessary debts. 5.3 -Marketing of Goods Services. Meaning and importance of marketing. A market is where buyers and sellers interact to facilitate the exchange of goods and services. Marketing is the process of promoting and selling goods and services. Consumer is any person who buys goods and services for their personal use. Goods, produces and services offered should target a specific market or consumers of the goods or services. Marketing should target specific consumers. Sources of information about the market and its potential customers. Sources of information about the market and its potential customers include the following:Family and friends. Internet from websites and social media platforms or sites. Mass media such as radio, television and newspapers. Business dealings in similar products and services. Organisations that conduct research about markets. Customers of business dealings in similar products. Factors to Consider when selecting a suitable market for goods and services. The number of traders selling goods and services that are similar. Accessibility of the market. Consumers taste and preferences-levels of income and living standards. The living standard of consumers. Consumer potential-involves considering consumers spending habits, consumers purchasing potential. Competition-one must consider the extent o competition as well as the strength of the competitor. Market size-one needs to access whether the market is large enough for him to capture market share. Demographic trends such as size, level of income. Marital status. Market cost and budget. Physical infrastructure. Market acceptance. ICT Platforms used for marketing goods and services. The following platforms are used for marketing goods and services. Mobile phones that are used to communicate with consumers who are in different places. Radios are used to advertise and promote goods to many consumers. Television can be used to market goods and services to the consumers. Social media such as Facebook, WhatsApp, Twitter among others have become the best platforms to market goods and services. Internet provides platforms for marketing goods and services through online newspapers and magazines. Emails can be used to market goods and services. Methods of gathering information about the market and its potential customers:Observation-watch and note people behaviours to know their taste and preferences. Interviews-involves questions and answers. Surveys-gather information by asking targeted questions to a sample group of people. Focus on group discussions-gather information from a group of people who represents target market.


GRADE 7 CREATIVE ARTS AND SPORTS TERM 1 LESSON NOTESIntroduction to Creative Arts and Sports. What is creative arts? Creative Arts is a description of various artistic activities that allow performers to use their imaginations, creativity, and express ideas through a variety of mediums to passage a message to the audience. What is sports? A sport is any activity involving physical or mental effort combined with skills in which an individual or a team or teams compete against another or others for entertainment. ROLES OF CREATIVE ARTS AND SPORTS IN THE SOCIETY. Social roles of Creative arts Sports. Creates a sense of identity-bring people together, creating shared experiences that help to foster a sense of community and collective identity. Creative arts and sports promote cohesion through teamwork. Through creative arts and sports culture is preserved-it ensures that our history and traditions are not forgotten, and that future generations can appreciate and learn from them. Creative arts and sports provide provides us with entertainment through components such as music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball, netball, volley ball. Economic roles of Creative arts and Sports. Creative arts and sports provide employment opportunities such as artists, musicians, referees, sports coaches, sports doctors, choreographers. Trainers, teachers etc. One can earn income through activities related to creative arts and sports hence eradicating poetry. Through creative arts and sports, a country can earn or generate tax revenue. Boosts revenue collection Creative arts and sports attract investments which in turn increases job opportunities. Creative arts and sports stimulate growth of economy through sectors such as tourism. Encourages tourism Components of Creative Arts and Sports. Creative arts is made of the following components:Visual arts -creative art forms appreciated through sense of sight such as; Play - a written work that tells a story through action and speech and is meant to be acted on a stage. Music - Music is a collection of coordinated sound or sounds. Making music is the process of putting sounds and tones in an order, often combining them to create a unified compositionDance dance is the movement of the body in a rhythmic way, usually to music and within a given space, for the purpose of expressing an idea or emotion. Principles of Visual arts. There are two principles of visual arts namely:Principle of dominance in Visual Arts.


Making music is the process of putting sounds and tones in an order, often combining them to create a unified compositionDance dance is the movement of the body in a rhythmic way, usually to music and within a given space, for the purpose of expressing an idea or emotion. Principles of Visual arts. There are two principles of visual arts namely:Principle of dominance in Visual Arts. Dominance is when a single element is so large and or different compared to the rest of the design that it dominates. It grabs your attention. Famous examples include the London Eye that dominates the skyline of London or the Ashoka Lions that dominate the Indian Passport and other official documents. Principle of Proportion in Visual arts. Proportion refers to the dimensions of a composition and relationships between height, width and depth. How proportion is used will affect how realistic or stylized. Proportion also describes how the sizes of different parts of a piece of art or design relate to each other. Proportion in any art is the relative size of objects in relation to each other or corresponding to the other elements as a whole. Basic Elements of a play. The theme refers to the message meaning that is intended to be expressed in the story. In other words, it is the main idea or the lesson to be learned from the story. Examples of themes in plays include: justice, loyalty. Drugs, bullying, human rights etc. Character- this is a person or individual taking part in the play or drama that may have defined personal qualities and or histories. Plot- A plot is a sequence of events within a play that tells a story. A plot is what makes a story. Five components make up a plot: exposition, rising action, climax, falling action, and resolution. Conflict and theme help drive the plot forward. Language- Language in drama is represented as spoken language or, in other words, as speech. In drama, language refers to the particular manner of verbal expression, the diction or style of writing, or the speech or phrasing that suggests a class or profession or type of character. Setting- The setting is the time and place in which the story takes placeElements of Music in Creative Arts. Sound-any tone with characteristics such as controlled pitch and timbreRhythm- Rhythm is the pattern of sound, silence, and emphasis in a songMelody- a melody is a combination of pitch and rhythm.


In drama, language refers to the particular manner of verbal expression, the diction or style of writing, or the speech or phrasing that suggests a class or profession or type of character. Setting- The setting is the time and place in which the story takes placeElements of Music in Creative Arts. Sound-any tone with characteristics such as controlled pitch and timbreRhythm- Rhythm is the pattern of sound, silence, and emphasis in a songMelody- a melody is a combination of pitch and rhythm. Harmony-harmony, in music, the sound of two or more notes heard simultaneously. Elements of Dance in Creative Arts. Body - In dance, the body is the mobile figure or shape, felt by the dancer, seen by others. The body is sometimes relatively still and sometimes changing as the dancer moves in place or travels through the dance area. The body is the mobile instrument of the dancer and helps inform us of what is moving. Action This is what a dancer does, for example travelling, turning, elevation, gesture, stillness, use of body parts, floor-work and the transference of weightSpace Space refers to the area through which the dancer's body moves. Time - It is an essential part of choreographing and performing dance. It helps us to stay together when we dance in unison, identify the beat and the rhythm of how we move and provide stimulus for choreography. CATEGORIES OF ARTSARTS - This is a general term used to describe expression of creative human skill, feeling and imaginations. This is mainly appreciated for beauty and emotional value. The arts can be experienced through the following:Sense of lightHearingTouchSmellTasteEntrepreneurshipThis is the process of setting up, developing and running a business with the aim of getting profit. It requires marketing goods, services and new ideas in order to make profit. 1. Visual artsThese are arts forms appreciated through the sense of sight. They are appreciated for their emotional power and beauty e.g. Drawing paintingmontagecollageApplied ArtsApplied Arts are related to visual arts but involved making anddecorating of everyday items. These items are for practical use or utilitarian purposesPerforming ArtsPerforming arts involves performance or presentation to the audience.


They are appreciated for their emotional power and beauty e.g. Drawing paintingmontagecollageApplied ArtsApplied Arts are related to visual arts but involved making anddecorating of everyday items. These items are for practical use or utilitarian purposesPerforming ArtsPerforming arts involves performance or presentation to the audience. Artist use the following in performing artsBody movementFacial expressionVoices artistic expressionIt can be done live to an audience or recorded for future useWritten or Literacy artThis writing of stories that have artistic and cultural value. They display the beauty of speech and language to convey meaning. It may be inform of stories novels, script writing and spoken films and poetry. The main reason for doing research is to get new information about a specific area. It also help you get different views and what people think about an issue. Researching on the categories of art will enable you find out about a wide area in the Art. 1. PERFORMING ARTSIntroduction to Performing Arts Basic ElementsActivity 1: Defining Performing Arts Performing Arts can be defined as cultural and creative activities prepared and staged for an audience. Activity 2: Identifying the Various Disciplines of Performing ArtsThere are different genres of Performing Arts namely music, drama, dance, film and elocution. They can also be referred to as the disciplines of Performing Arts. Each discipline is divided into smaller areas, for example music vocal and instrumental music , drama skit and play , dance Creative and folk dances , film documentaries, fiction films and elocution verse, narrative . These are known as the genres of Performing Arts. Ln some cases, several disciplines can be used together in a particular performance. For example, songs can be used in narratives and skits to make them more interesting poetry is used with background music, while a movie trailer uses drama, film and music. Activity 3: Discussing the Importance of Performing Arts in SocietyPerforming Arts are used as a medium of self-expression. Through Performing Arts, talents are identified and developed. Performing Arts are a source of entertainment. They promote cultural appreciation, unity and cohesion when people come together to watch a performancePerforming Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life.


Through Performing Arts, talents are identified and developed. Performing Arts are a source of entertainment. They promote cultural appreciation, unity and cohesion when people come together to watch a performancePerforming Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life. Importance of doing research of artPreparation for a presentationFactors to consider when making preparation and presentation of art research . 1. Relevance of the contentIt is important that the information in the presentation is relevant to the main topic. This help in preventing the speaker and the audience from talking about things not related to them. The information should be well organized starting from what the audience knows to providing new informationOral presentationWhen making oral presentation, use appropriate language and expressions. Remember also to maintain eye contact with the audience. Team workEvery member of the group should actively participate in the activities. All members should take part in carrying out tasks during presentations. These includes: preparations, organization sample artwork, operating the equipment and answering questions from the audience. All members should demonstrate respect for one another and unity when carrying out the group activity. Guidelines to follow when making a presentation on categories of arts1. Introductions Introduce yourself and member of the group to the audience. Give the tittle of the presentation. 2. Body of the presentationDiscuss the meaning of the artsGive as many examples of the arts as possibleShow actual samples, pictures or drawing to emphasize your points Demonstrate where necessaryConclusionAsk the audience whether there are questions of contributionsAnswer the questions confidently, ask other group members, the audience of the teacher if you are not able to give a response to the question. When there are not more questions, thank the audience for the co- operation. Presentation and appreciation categories of arts A presentation involves talking to an audience about the topic, an idea or a product. The main purpose of a presentation is to pass information and persuade an audience about a certain idea or topic. Elements of presentation Speaker of the presenterThe role of the presenter is to communicate with the audience. The speaker also controls the presentation. The presenter should involve the audience and other members of the group during presentation. The audienceThese are people the presenter will communicate with. It is important to maintain attention of the audience by involving them through questions and asking them to participate in some activities.


The presenter should involve the audience and other members of the group during presentation. The audienceThese are people the presenter will communicate with. It is important to maintain attention of the audience by involving them through questions and asking them to participate in some activities. The contentThis is the information you will pass to the audience. The resources used in the presentationThese may include o samples of artwork o presentation software o chartso postersCareer pathways in the artsCareer pathways - is an area of study taken so as to lead and prepare someone for a specific career. The arts is a wide a field that has very many opportunities. Careers in the art range from traditional fine art emerging digital and media design. The artist therefore, has an opportunity to choose a career pathway that is interesting and suits their individual abilities in the world of work. Careers Path in Secondary schoolThe arts are offered as two subjects in lower secondary: performing and Visual arts. Performing arts include: - musicdancetheatre and filmVisual and applied art: - fine artapplied arttime based mediaPupil s activities Pg. 10Presentation on career pathways in the ArtWhen making a presentation on the career in the arts, follow the same procedure as in the categories of the arts. Make sure you have done a good research and that you have enough point for the presentation. Present your points in a simple and clear language that everyone will understand. Present your points in the simple and clear language that everyone will understand. Be careful when talking in a simple and eye contact with your audience. Respect others and appreciate their contributions. Categories of Visual ArtsThe visual arts can be classified as either two dimensional or three dimensional. The two dimensional art forms can be also written as 2D, while three dimensional written as 3D. The 2D FormsThese are art forms that only have length and width. These artworks are done on flat surfaces and have no depth. Examples of 2D artwork are:DrawingPaintingMontageThe 3D arts FormsThese are artwork with length, width and heightThese types of artwork have volumeThey can be turned around and viewed from more than one direction. Some examples of 3D artwork are:PotteryBasketryOrnamentsPresentation on the categories of 2D and 3d Arts Pupils activities page 19.


These artworks are done on flat surfaces and have no depth. Examples of 2D artwork are:DrawingPaintingMontageThe 3D arts FormsThese are artwork with length, width and heightThese types of artwork have volumeThey can be turned around and viewed from more than one direction. Some examples of 3D artwork are:PotteryBasketryOrnamentsPresentation on the categories of 2D and 3d Arts Pupils activities page 19. Creating and Performing in Creative Arts and Sports Composing rhythmRhythmActivity 1: Clapping Rhythmic Patterns Incorporating the SemiquaverA quaver is half the value of the crotchet. A semiquaver is half the value of a quaverTwo quavers make a crotchet while, four semiquavers make a crotchet. The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-tefe and ta-fa-teActivity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding RestsClass ActivityWith the help of your teacher, listen to various pieces of music and identity where the semiquavers are round. In small groups, sing songs that have the semiquaver patterns. Recite the following rhythmic patterns using French Rhythm names and clap them. Use common words or names of the members in the class to practise the rhythmic patterns with semiquavers, for example: apple juice, ripe mango, mama mboga etc. Activity 3: Grouping Notes into Beats in Simple TimeNotes of small value such as quavers and semiquavers are joined together to form a crotchet beat. This is known as grouping notes. A horizontal line, known as a beam, is used to connect two or more notes of small value to form a crotchet beat. The number of beams in a group is equal to the number of flags or tails in the separate notes. The following shows how the notes are grouped into beats. NoteMusic is made up of strong and weak beats. The strong beat is shown by the use of a symbol known as an accent insert The strong beat can recur every two, three or four beats. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each.


NoteMusic is made up of strong and weak beats. The strong beat is shown by the use of a symbol known as an accent insert The strong beat can recur every two, three or four beats. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each. The repetition of the strong beat after either two, three or four beats is known as meter. In written music short vertical lines, known as bar lines, are used to separate the groups of beats into twos, threes or fours. These groups of beats are known as bars. The first beat of every bar is accented and double bar lines are used at the end. The meter of music is shown using a symbol of two numbers, one on top of the other. This is a called a time signature. The top number shows the number of beats in a bar and the bottom number shows the value of the beats. The number 4 is used at the bottom because there are four crotchet beats in a semibreve. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats. Activity 4: Writing Rhythms in Simple Time on Monotone. Can You Recall? A time signature is a symbol made up of two numbers that shows the meter of a piece of music. Music is divided into strong and weak beats. The strong beats occur after every bar line. Grouping of notes makes it easier to read music. Group ActivityWith the help of your teacher, write down 2-bar rhythms in simple time on monotone. Use all the rhythmic patterns you have learnt so farTake turns clapping your written rhythms. You can also take turns to tap and write down each other's rhythms. Your teacher will assist you to write down the rhythms of familiar songs in simple timeActivity 5: Appreciating Music in Simple TimeClass ActivityListen to the song "pease porridge hot" played by your teacher:With the help of your teacher, study the song to find out what its time signature is. Practise beating time for the different time signatures. The conducting patterns in simple duple, triple and quadruple. Listen to a variety of excerpts that will be played by your teacher. You will be assisted to beat time for each of them. Individual ActivityListen carefully to the rhythmic patterns which will be played by your teacher.


Ensure the javelin is parallel to the ground. Look at the direction of your through. Approach runAfter you have the javelin in position, begin running towards your target with the javelinKeep your hips high and down on the balls of your feetLet your free arms swing across your bodyExtend the arm carrying the javelin fully behind you. Keep your head facing in the direction of your targetTurn so that the left side of your body faces your target. Cross over. Place yourright foot on the ground and your left foot forward and elevated. Put your right ahead in a lean back positionsPull the javelin back a little further so that the tip is lined up with your eyebrowsKeep the right foot close to the groundLet the right heel touch the groundAs the right foot moves forward, move the left foot up and lean your trunk back at 115 degree angle. Place your right foot on the ground and you left leg forward and elevatedDirect your shoulder and hips towards your left target. Wait for your left foot to touch the groundStraighten your torsoTurn your face toward the direction of the throw with the javelin parallel to your shoulderPosition your throwing and hand above shoulder level. ReleaseThrough the javelin with your arms as high as possiblePlant you left heels and thrust forward with your right footPull back with your left arm keeping it parallel to your right shoulderMove your throwing shoulder over your left legLift your left leg and move your throwing arm, with the elbow placed high and close to the midline. Release the javelin with your arm over your head in front of you. Follow throughLet your throwing arm travel diagonally across your body. For examples if you are throwing with your right arms, it should end up infront of your left side. Keep your left foot on the ground. Let the right leg pass the left foot and then stop you. Finish by standing on your right foot, with your left leg up behind you. Your right shoulder will turn left, with your chest facing to the left. PUPILS ACTIVITIESLearner to discuss various drills in javelin with the guidance of the teacherKLB TOP SCHOLAR PAG 47Creating and Performing in Creative Arts and Sports Composing MelodyMelodyActivity 1: Identifying Qualities of a Good MelodyThe melodies move in stepwise motion with a few leaps.


Finish by standing on your right foot, with your left leg up behind you. Your right shoulder will turn left, with your chest facing to the left. PUPILS ACTIVITIESLearner to discuss various drills in javelin with the guidance of the teacherKLB TOP SCHOLAR PAG 47Creating and Performing in Creative Arts and Sports Composing MelodyMelodyActivity 1: Identifying Qualities of a Good MelodyThe melodies move in stepwise motion with a few leaps. The melodies begin on notes d, m or s and end on d. They have a good melodic contour. They have several rhythmic patterns. Activity 2: Interpreting 4-bar Melodies in Simple TimeSing the melodies below and take note of the melodic contourTo interpret a melody, the following should be done:Identify the clef, key signature and time signature. Tap the rhythms of the melody. Write tonic sol-fas of the melody below the staff. Remember "doh' is the note that gives the key its name, for example, in C major, doh is C,Practise singing the tonic sol-fas of the melody, first in crotchets and then using the correct rhythm. Notice the movement of successive notes in each of the melodies. Stepwise motion is where the interval between any two neighbouring notes is not more than a step on the scale. In some cases there can be more than a step between two successive notes of a melody. This type of motion is called skipwise motion or movement by leaps. Each melody has a shape, which depends on the successive movement of notes. A melody can move upwards, downwards, in waves forming a curve and so on. This is referred to as the melodic shape or contour. Activity 3: Creating 1-bar Melodies in Simple Time on Treble ClefThings To RememberBefore you begin creating a melody, you should: draw the staff, add the treble clef, write the key signature of the scale you want to use, and write the time signature you will use. Work in PairsWhat are the qualities of a good melody as was discussed in the previous activity? Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. Sing or play the melody you have created. Describe the melodic motion and shape or contour.


Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. Sing or play the melody you have created. Describe the melodic motion and shape or contour. What is the first and the last note in each of the melodies? Activity 4: Playing or Singing Melodies Created by Self and OthersCan You Recall? What are the qualities of a good melody? Work in pairsTake turns to play each other's melodies. Discuss the qualities in each of the melodies played. Group Activity With the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies. Activity 5: Appreciating Melodies Composed by Self and OthersListen and LearnYou have created 4-bar melodies in simple time in the major scales of C, G, D and AIn pairs, take turns to sing or play or use: digital devices to listen to and appraise each other's melodies. Take turns to sing your melodies to the class. Creating and Performing in Creative Arts and Sports HandballHandball Passes and reception in handballPassing is delivering the ball to a team mate during play in a handball game. Passing the ball helps in;Speeding up the gameCreating scoring chancesBreaking tight defenseReleasing pressure during playExpressing creative abilities during playQualities of a good passAccurate so that a player has no problem catching the ball. Fast and timely to exploit the play chance promptly. Useful a pass should be directed to that player whose position may disadvantage the opponent. Types of passesThere are three types of passes, namely;Jump passSide passFlick pass1. Jump passA jump pass is where a player leaps in to the air and throws the ball to a teammate before landing. It is completed at the peak of the jump with a player in control releasing the ball to the teammateStages of execution in jump pass a. PreparationTake off from the ground either on a single or double foot. Bring the passing arm high and back above the level of the headBring the non- passing arm slightly in front of your body Keep shoulders high and head up b. ExecutionAs you bring the passing arm forward to release the ball, pull the non-passing arm backwards at hip level.


PreparationTake off from the ground either on a single or double foot. Bring the passing arm high and back above the level of the headBring the non- passing arm slightly in front of your body Keep shoulders high and head up b. ExecutionAs you bring the passing arm forward to release the ball, pull the non-passing arm backwards at hip level. Release the ball to your teammate with a follow through and wrist action. 2. Side passA side pass is also known as wrist passes and is the most common way of passing the ball across the width of the court. This movement is called ball circulation. Stages of execution in side passa. PreparationStand with feet slightly closer together than shoulder-width apart from the target,the receiver should be on your right or left sideHold the ball on the passing hand with palm facing downIf the pass is to be made at the right side, hold the ball with the right hand , if the pass is to be made on the left side, hold the ball with the left handb. Executionswing the passing arm across the body from left to right when passing towards the right directionrelease the ball with full extension of the arm with a wrist actionstep sideways towards the direction of the pass for a follow- through3. Flick passA flick pass is an action made using the passing arm which quickly propels the ball forward. The release action of the ball is terminated with a forward wrist action. A. PreparationTake a staggered stance with the leg of the non- passing arm leading. Hold the ball with one hand in an open palm, fingers well spread behind it at shoulder levelThe non-passing arm should be extended outwards for balanceEyes should be focused on the target b. ExecutionStep with trailing foot forwardPush the ball forward towards the receiverRelease the ball by flexing the wrist and the fingers forward for a follow- through. This generates power to propel the ball and give it directions. ReceptionReception is the act of receiving the ball with one or both hands. The catch may vary from high level to medium or low level. Points for reception of the balla. PreparationStand on the balls of your feet shoulder-width apart facing the direction of the ball.


The catch may vary from high level to medium or low level. Points for reception of the balla. PreparationStand on the balls of your feet shoulder-width apart facing the direction of the ball. Extend your hands towards the ballMove forward to meet the oncoming ballKeep your arms pointed towards the ballYour hands should form a tunnel shape of a W formation ready to receive the ball. Preparation to catchb. TerminationOn contact with the ball, wrap the fingers around it and bend the elbows bring the ball towards the chest. Ensure the thumbs are behind the ball and get in to a ready position for your next action. Drills in hand ballsDrill 1: jump passingIn pairs, stand apart. Take three steps toward your partner and then take offPass the ball using a jump pass and walk back to your siting positionYour partner also takes three steps and then passes te ball back to you using a jump pass. Drill 2. Flick passIn groups of four, stand in a square formation, ass the ball around the square using flick. Drill 3: two line drillPlayer to form two linesThe leaders pass the ball using a flick passAfter making the pass, the leader joins the line from behindEnsure everyone get a chance to pass the ballSide pass drillsDrill 1: side passingIn pairs, stand 3m apart side by side. Pass the ball to one another using a wrist passDrill 2: pass curveIn groups of four, stand three meters apart in a semi-circleThe player with the ball to be at the extreme endPass the ball from right to left without skipping any playerWhen the ball reaches the end, pass the ball back to the leftDrill 3: down court drillIn pairs, stand 3 m apart facing the goal, walk down the court passing the ball using the side pass. Change the pace to a jog and continue passing the ball each other up and down the courtPupils activity Pg. 22Footwork in handball Principles of good landingLanding on the balls of the feetKnees should be slightly bent to cushion the shock on the impact of landingThis is also referred to as knee- deep landing. Stepping progression skills in handballDrill 1: individually jump, catch a ball and land on one foot.


Change the pace to a jog and continue passing the ball each other up and down the courtPupils activity Pg. 22Footwork in handball Principles of good landingLanding on the balls of the feetKnees should be slightly bent to cushion the shock on the impact of landingThis is also referred to as knee- deep landing. Stepping progression skills in handballDrill 1: individually jump, catch a ball and land on one foot. Drill 2: in pairs, stand 3m apart facing each other, jump, and catch a ball and land on both feetDrill 3: a the players are in circular formation passing and catching the ballb Catch the ball from a side pass land on both feet and take three steps and then pass it to the next player using a side pass. Drill 4: a the players are in a triangular formation passing and catching the ballb Catch the ball from a flick pass and land on both feet, take three steps andthen pass the ball using a flick pass. Drill 5:a in a group six form a line formationb Practice catching the ball and landing on both feet. Use a jump pass while passing. Dodging and marking in handball DodgingWhen dodging, a player may use body actions that mislead the defending player. It enables the attacking player to go past the defender and score goals with ease. MarkingMarking is a defensive action that limits the chances of attacking players gaining possession of the ball. Qualities of a good playerObservant the marking player needs to pay attention to the attackers who are likely to gain possession of the ball and drive forwardGood positioning ability to position himself or herself appropriately between the attacking player and their defending goalQuick time reaction this helps the marking player respond to unexpected tactical actions by the attacking players. Resilience and persistence the marking player should never give up on playing a defensive role. Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teamsCourageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situationsPeripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone.


Qualities of a good playerObservant the marking player needs to pay attention to the attackers who are likely to gain possession of the ball and drive forwardGood positioning ability to position himself or herself appropriately between the attacking player and their defending goalQuick time reaction this helps the marking player respond to unexpected tactical actions by the attacking players. Resilience and persistence the marking player should never give up on playing a defensive role. Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teamsCourageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situationsPeripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone. Body feign in handballBody feigns are performed by using the trunk legs. They involve a shift of balance and weight. This can be done with or without the ball. Body feigns are used to free the player from an opponent and get a better position for receiving or passing the ball. Types of dodging technics include:Single feign dodgeDouble feign dodgeSingle feign dodgeIn group of five players, form two lines facing one another 5m apartPlayers approach each otherIn closing to one another, each of them performs a single feign to the opposite side. Leaning point for double feign dodgeTake a position at least 5m in front of an opponentMake a short run and break it with a double foot landing referred to as a zero step Lean towards either the right or left and repeat the feigning. Complete the original intended love. Drill 1: Pair feign dodgeIn pairs without the ball, stand facing each otherOne of you to practice the double feign dodgeRepeat three times and switch rolesDrill 2: Quinque drillIn groups of five, place a cone in the court and make a line facing the coneSprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handballDribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly.


Complete the original intended love. Drill 1: Pair feign dodgeIn pairs without the ball, stand facing each otherOne of you to practice the double feign dodgeRepeat three times and switch rolesDrill 2: Quinque drillIn groups of five, place a cone in the court and make a line facing the coneSprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handballDribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribblingHigh dribbleLow dribbleDemonstrating low dribbleStand with the feet shoulder-width apartThe knees should be slightly bent and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non- dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with the enough force so that it bounces slightly above knee level. This constitutes a low level. Control the ball by flexing the wrist and the fingersBounce the ball below knee level for a low dribbleKeep the head up and avoid looking at the ballLearning points for high dribbleStand with the feet shoulder- width apartKeep erect with a slight lean forward and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non-dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with enough force so that it bounces slightly above knee level for a high. This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handballDrill 1: Step and dribbleTake three steps, make one dribble and take three more steps.


This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handballDrill 1: Step and dribbleTake three steps, make one dribble and take three more steps. Increase the number of dribbles between three- step sectionsAt the end of the sequence, make a shot or a passDrill 2: Walking drillWalk across the court with a ball five times making a high dribbleRepeat the drill using a low dribbleDrill 3: The cone drillPlace seven cones in a line 1.5m apartIn groups of five, practice zigzag movement pattern in and out of the cones one at a timeStart with a low dribble and later a high dribbleAs you perfect the dribble, make more challenging by shortening the distance between the conesDrill 4:The court drill Individually dribble a ball along a court marking using high and low dribbles. Use a movement pattern of three high dribble and three low dribbles. SHOOTING IN HANDBALLShooting it involves throwing the ball in to the opponent s goal to make a score. Safety measures to be observed when performing shooting in handballNever aim to hit or injure the goalkeeper with the ball. Take turn and shoot one player at a timeWarm up adequately before starting the shooting activityAdhere to the instructions given by the instructorBe conscious of the nature of the floor or the ground while making a falling or a dive shot. . Types of shots in handball include:Jump shotDive shotRunning shotFalling shotLob shotDemonstrating jump shotA jump shot is where a player can shoot from a stationary position and gain horizontal distance and the releasing powerfully towards the goal at the highest point of the jump. Make a shot run with a maximum of three steps while gripping the ballMake a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running shortRunning shot is executed while the player is in motion making the three steps progression.


Make a shot run with a maximum of three steps while gripping the ballMake a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running shortRunning shot is executed while the player is in motion making the three steps progression. Make two or three steps towards the attacking goal end then make a shot at the goalFollow through with a swing of the throwing handDemonstrating a dive shotTake a position outside the 6m line facing the attacking goal. Take off with both feet high and the head fast towards the goal area. Release the ball while airborne and land in the goal area with the body low. Convert your landing into a roll for safety. Learning points for falling shotTake a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .bodyLearning points for lob shotTake a position outside the 6m lineFace the goalkeeper who may have moved closer to you in defense Throw the ball in a curved path over the goalkeeper Flick the wrist to give the ball direction and accuracy.


Learning points for falling shotTake a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .bodyLearning points for lob shotTake a position outside the 6m lineFace the goalkeeper who may have moved closer to you in defense Throw the ball in a curved path over the goalkeeper Flick the wrist to give the ball direction and accuracy. Drills for shooting in handballDrill 1: Step and shootIn groups of five make a line facing the goal with the leader at the free throw lineThe leader makes a pass to the first player in the lineThe player makes 3 steps and then a jump shotAfter making a jump shot the player joins the line from the backRepeat the activity3 times then change to practice a running shotDrill 2: Drill and shootIn a group of four players, make a line at the substitution zone facing the goal where you intend to shootUse a high dribble to move towards the goal areaOn reaching the free throw line, catch the ball and make a jump shotRetrieve the ball and run along the goal line to the corner and then along the sideline to join your teammatesAfter three attempts change and practice a running shotDrill 3: Corner drillIn a group of five, make a line at the corner of the courtThe leader to stand at a point within the courtThe first player in the line to run along the goal area lineWhen at a comfortable position, catch the ball from the group leader and make a dive short. Pupils activities Pg. 35. CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS WESTERN SOLO INSTRUMENTWestern Solo InstrumentsActivity 1: Tuning the Descant Recorder or Any Other Solo Western Instrument Study the following instruments and answer the questions that follow. What can you see? With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument.


With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument. Activity 2: Playing the Scale Of C Major On StaffWhat I need to knowWestern instruments have different fingering charts to guide in playing of different pitches. Use digital devices to download the fingering charts for the instrument of choice. Below is the fingering chart for the Descant Recorder showing the notes of the scale of C major. Descant Recorder Fingering ChartIndividual ActivityPractise playing the notes of the scale of C major ascending and descending on your instrument using the fingering chart. On a digital device, watch videos to learn how to play the scale of C major. Use the fingering provided to the play the notes C D EF G A B C' on the descant recorder. Practise playing the scale in ascending and descending order. Group Activity Play familiar tunes in the scale of C major on your instrument. Activity 3: Sight Reading Simple Melodies in C Major To do individually and in groups. Look at the clef below. Check the key signature and keep the key in your head while playingLook at the time signature. Clap or tap the rhythms of each of the melodies before you play them. Locate the notes on the instrument. Look at the melodies and play. Sight-reading is playing of music without prior preparation. Your teacher will provide 2-bar melodies for you to sight-read. Do so without referring to the fingering chart or tapping the rhythms before playing. Activity 4: Playing with Appropriate TechniquesEvery instrument has specific techniques to be applied while playing. For example, for strings there is bowing, plucking, strumming, fingering; and for wind, there is tonguing, blowing and fingering. All the techniques when well applied ensure good tone quality. How To Produce a Good Tone on The Descant RecorderBlow gently into the descant recorder as you make the sound du with the tongue. This is referred to as tonguing and it helps to produce a clear sound. Do not blow too hard into the recorder because it will make a high pitch sound. If you are having trouble producing a sound after lots of practice, clean your recorder. Cover the air hole below the mouthpiece and blow in hard.


Do not blow too hard into the recorder because it will make a high pitch sound. If you are having trouble producing a sound after lots of practice, clean your recorder. Cover the air hole below the mouthpiece and blow in hard. Activity 5: Observing Performance DirectionsWhat I Need to KnowPerformance directions are words, phrases or signs showing the appropriate tempo, dynamics, articulation and repeats in a piece of music. The directions help to enhance the overall effect in a performance. With your teacher s guidance, play various melodies observing the performance directions shown. Your teacher will also help you search for short duets in C major to be played in pairs and groups. Creating and Performing in Creative Arts and SportsFootball.


INTEGRATED SCIENCEGRADE 7CBC JUNIOR SECONDARYSTRAND ONESCIENTIFIC INVESTIGATIONNOTE: Integrated science is taught through inquiry-based learning approaches with an emphasis on the 5Es: engagement, exploration, explanation, elaboration and evaluation. Integrated Science: What is integrated science? Integrated Science is an interdisciplinary approach to science education that seeks to connect and integrate concepts and ideas from different branches of science, such as biology, chemistry, physics, and earth science. Components of Integrated scienceThe components of Integrated Science may vary depending on the curriculum and educational approach, but typically include:Basic scientific concepts: students learn about fundamental scientific principles and theories, such as the nature of matter and energy, the structure of the universe, and the process of evolution. Laboratory experiences: hands-on experiments and investigations provide students with opportunities to apply scientific concepts and methodologies. Problem solving and inquiry: students learn to use scientific reasoning and inquiry to design experiments, analyze data, and make informed conclusions. Scientific literacy: students learn to critically evaluate scientific information, understand the impact of science and technology on society, and appreciate the ethical considerations involved in scientific research. Integration of scientific concepts: the curriculum emphasizes connections between different branches of science and the interplay between science, technology, and society. Pathways related to integrated ScienceThe provision of pathways at senior school is based on the aspiration that all learners can be successful in life. These pathways are contained in one-word STEM Science, Technology, Engineering and Mathematics Subjects in the STEM pathway includePure ScienceStudents in this track shall be expected to join a university or other middle level college to pursue careers in area such as education, medicine, pharmacy, science BSc , industrial science and actuarial science. Some will be able to join the world of work under experienced persons and later undergo further training and apprenticeships to advance their skills. Applied SciencesThe Applied science track provides a specialization opportunity for learners who have demonstrated the interest, abilities and aptitude to pursue a career in applied sciences. The track builds on the competencies acquired at lower secondary in the areas of mathematics and integrated science. It equips learners with the knowledge, skills and attitudes necessary for advanced careers in applied sciences offered in middle level colleges and universitiesStudents graduating from this track shall be expected to join middle level colleges or universities to pursue careers in areas such as agricultural engineering, computer engineering, foods science and technology, business and hospitality and home economics.


Applied SciencesThe Applied science track provides a specialization opportunity for learners who have demonstrated the interest, abilities and aptitude to pursue a career in applied sciences. The track builds on the competencies acquired at lower secondary in the areas of mathematics and integrated science. It equips learners with the knowledge, skills and attitudes necessary for advanced careers in applied sciences offered in middle level colleges and universitiesStudents graduating from this track shall be expected to join middle level colleges or universities to pursue careers in areas such as agricultural engineering, computer engineering, foods science and technology, business and hospitality and home economics. They shall also be able to join the world of work where they shall work under the guidance of a specialist as they advance their skills on the job, through apprenticeships or further training. The pure and applied sciences curriculum shall prepare learners to graduate with a senior school national certificate that will open the following career opportunities for them:Enroll directly into a university for a degree in science related subjects. Enroll into middle level colleges for a diploma in science related fields. Join the world of work to work under skilled personnelTechnical and EngineeringThe schools shall prepare learners with foundational skills in applied sciences and moderntechnology. Emphasis shall be on the understanding and practical application of basic principles of science and mathematics in various fields such as engineering, design, agriculture, business, computers and data processing, environmental and resource management and health. Career opportunities related to Integrated ScienceEnvironmental managerForensic laboratory technicianHealth education specialistLaboratory technicianPublic health advisor analystResearch assistantScientific journalistSoftware DeveloperDentistDoctorForensic scientistGeneticistLawyerMarine biologistNeuroscientistNurseNutritionistOptometristPharmacistPhysiotherapistPsychiatristUrban plannerTeacher ProfessorVeterinarianVirologistImportance of Integrated ScienceLearning in the 21st century should have context, be linked to community life, be student centered and be collaborative. Learning has context mean that the content of learning material must be associated with the real world. In this way, the material discussed in the school is close to the daily life of the students. In learning process, students more involved actively to construct their competences. Construction of competencies in learning is done collaboratively. Hence, these four principles of learning are the essence of the 21st century learning.


In learning process, students more involved actively to construct their competences. Construction of competencies in learning is done collaboratively. Hence, these four principles of learning are the essence of the 21st century learning. Integrated science learning is a good way to apply the essence of learning in the 21st century. In integrated science learning students are encouraged to connect the learning materials content to real-world contexts. Students are involved actively in exploring the real-world contexts which relevant to the learning material, conducting the collaborative investigation, and communicating the results of the investigation. Thus, the learning can be implemented holistically, authentically, meaningfully and actively. Aims to improve students understanding on the environmentImportance of Scientific KnowledgeAnd that knowledge is useful for all sorts of things:designing bridges,slowing climate change, andprompting frequent hand washing during flu season. Scientific knowledge allows us to develop new technologies,solve practical problems, andmake informed decisions both individually and collectively. Laboratory safetyA place equipped for experimental study in a science or for testing and analysis. A research laboratory. Broadly: a place providing opportunity for experimentation, observation, or practice in a field of study. Common hazards and their symbolsHazard pictograms alert us to the presence of a hazardous chemical. The pictograms help us to know that the chemicals we are using might cause harm to people or the environment. Here are a few of them. Biohazard It provides warning on lab equipment that may contain biohazardous materials like blood samples. Causes of accidents in the laboratory1. CHEMICALSIf you handle chemicals, you need to wear protective gloves. Treat chemicals with the necessary caution, measure chemicals carefully, contain potentially irritating or hazardous chemicals and use only approved containers when you re transferring chemicals. Chemical burns should be treated by flushing the affected area with a large amount of cool, running water for at least 15 minutes. If the burn area is large or if the affected person is dizzy or weak, call 911. If you work in a chemistry lab, ensure you are taking the proper steps to be safe around the chemicals in your workplace. 2. HEATExercise caution when handling hot items. Hastily or improperly handling these items without the correct tools can cause serious burns. Workers should be properly using water baths, tongs and cooling equipment. Be careful not to touch hot surfaces with your bare hand.


Hastily or improperly handling these items without the correct tools can cause serious burns. Workers should be properly using water baths, tongs and cooling equipment. Be careful not to touch hot surfaces with your bare hand. If you suffer a heat burn in the lab, run the burned area under cool water for five minutes. 3. CUTS AND SCRAPESUsing sharp tools in the laboratory setting can cause scrapes and cuts. Workers may also use sharp objects, such as needles and razor blades, or need to clean up broken glass. To avoid cutting yourself on these items, carefully wrap them so that you can safely carry and dispose of them. 4. CONTAMINATIONAvoiding contamination is key to ensuring safety in the lab setting. Though the advice to wash your hands may seem quite basic, it s an important procedure to avoid contamination. After you interact with any foreign substance, you should wash your hands thoroughly. Protect your skin and clothing with the proper equipment, such as gloves, glasses and a lab coat. You can contaminate areas outside of the lab if you carry bacteria or other substances on your clothing or skin, which can cause the spread of illnesses and other dangers. 5. Inhaling SubstancesAnother common type of lab accident is inhalation. If you inhale chemicals or gases in a space that isn t properly ventilated, you may experience nausea, headaches or fainting. Ensure you follow proper procedures for ventilation, such as using ventilation fans and measuring the amount of gas emitted in a room. 6. FIRESWhen working with hot surfaces and flammable materials, fires become a common danger. Review and practice the proper procedures to ensure you minimize the risk of fire in the laboratory. All flammable materials should be properly stored and sealed. Inspect burners for leaks to avoid sudden flares. 7. SPILLS AND BREAKSIn the lab, glass beakers may be dropped and break. Liquids may be spilled. Generally, these accidents are caused by rushing, being negligent and not properly following procedures. While you work, move carefully through every step. Moving slowly but more steadily will be much better for the safety of yourself and your colleagues. Though students have a responsibility to themselves and their colleagues to exercise proper safety measures and follow protocol, the laboratory environment itself should also follow guidelines from the Occupational Safety and Health Administration OSHA to provide workers with safe working conditions.


While you work, move carefully through every step. Moving slowly but more steadily will be much better for the safety of yourself and your colleagues. Though students have a responsibility to themselves and their colleagues to exercise proper safety measures and follow protocol, the laboratory environment itself should also follow guidelines from the Occupational Safety and Health Administration OSHA to provide workers with safe working conditions. Lack of warning labels and signsInadequate eye and face protection against chemical and environmental hazardsLack of protection against hazardous sources of energy, such as electric powerInadequate respiratory protection for working with gases, chemicals and smokeFirst Aid safety measures for common laboratory accidentsGeneral course of actionRELOCATE everyone in the immediate work area to a safe location. ALERT-CONFINE- If it can be done safely, close doors to confine the area where the emergency occurred. Post an Emergency Hangtag on the door s to prevent reentry by other personnel. EVACUATE the building through the nearest exit. Do not run. Do not use elevators. REPORT to your designated meeting site. REENTER once the lab has been cleared by emergency personnel. First Aid: Eye Exposure to Hazardous ChemicalForcibly hold both eyes open under an emergency eyewash to ensure an effective wash behind both eyelids. If contact lenses are being worn, remove the contacts while flushing. Continue flushing the eyes underneath the eyewash until emergency personnel arrive. Report the injury to your principal investigator and or laboratory facility manager. First Aid: Skin ExposureWash affected area s with tepid water from an emergency safety shower. Take care not to break skin. Remove or cut off contaminated clothing while rinsing. Do not pull contaminated clothing over the head. For chemical and thermal burns, flush affected area s with water from the safety shower, if indicated in safety data sheet. For blood, biological, or radiological exposures use soap and water. Keep flushing affected area s underneath the safety shower until emergency personnel arrive. Report the injury to your principal investigator and or laboratory facility manager. First Aid: Inhalation of Chemical Vapors, Fumes or SmokeIf exposed individual is unconscious, do NOT enter the lab if a possibility of oxygen depletion, toxic vapors, or an explosive atmosphere exists. If exposed individual is conscious, move the person to fresh, uncontaminated air. Report the injury to your principal investigator and or laboratory facility manager.


First Aid: Inhalation of Chemical Vapors, Fumes or SmokeIf exposed individual is unconscious, do NOT enter the lab if a possibility of oxygen depletion, toxic vapors, or an explosive atmosphere exists. If exposed individual is conscious, move the person to fresh, uncontaminated air. Report the injury to your principal investigator and or laboratory facility manager. First Aid: Chemical IngestionIf safe to do so, move affected individual to an uncontaminated area. Do not induce vomiting or drink water or other liquids unless instructed to do so by emergency personnel. Report the injury to your principal investigator and or laboratory facility manager. Importance of safety in the laboratoryLaboratory safety is an essential part of ensuring the health and safety of workers and researchers in laboratory settings. Laboratories can be hazardous environments with various potential risks, including chemical spills, fires, explosions, and exposure to hazardous substances. Lab safety is important because it can prevent injury, keep us from making mistakes and save lives. Lab safety equipment can prevent injury. Lab safety equipment can help you avoid making mistakes. Lab safety equipment can save lives. Safety is important when working in the lab because it helps you avoid injury, keep yourself from making mistakes and save lives of others who may be nearby when an accident happens, or if there is a fire or other emergency situation that needs to be handled quickly and safely by someone who knows what they're doing before the situation gets out of hand. Following lab safety rules is part of being a good citizen. Following lab safety rules is part of being a good citizen. When you follow lab safety rules, you are doing your part to keep everyone safe. You are protecting yourself, your peers and coworkers, and everyone around you. Lab safety rules help prevent accidents and injuries, which means they can also save lives. We should follow the lab safety protocols to stay safe and healthy! By following the lab safety protocols, you will stay safe and healthy. It is absolutely critical that you follow all the rules of your lab protocol when conducting experiments in the lab. This allows you to avoid accidents and contamination, which can cause injury or illness. You should always wear protective clothing goggles, gloves and a face mask to keep yourself safe from hazardous materials such as chemicals or glass shards if an accident occurs in the laboratory. You should never eat or drink anything in the laboratory because it could easily contaminate your food with chemicals or bacteria potentially harmful for consumption by humans!