FTNA
Geography · Karatasi 1 · 2016
612 maswali 🇹🇿 NECTA ✓ Majibu rasmi ya NECTA
FTNA
🇹🇿 NECTA
✓ Majibu rasmi ya NECTA
Geography · Karatasi 1 · 2016
612 maswali
💰 Fanya mtihani kamili
TZS 200
Mtihani wa saa 3 wa muda · husahihishwa kiotomatiki · huhesabiwa kwenye nafasi
Lipa na anza mtihani →
Maswali (612)
Sehemu A
1.
0 alamas
Is the student showing reclaimed areas environmental conservation?
(a))
Explain the effects of population change to an individual and a nation.
8 alama
(b))
Is the student able to assess the social and economic problems associated with urban growth?
0 alama
(a)
The teacher to guide students in groups to read different texts on the environment and discuss the meaning of environment.
0 alama
(e))
Identify and locate major producing countries for respective crops in the world.
5 alama
(d))
Explain how distance to water source from household affects the girl child.
0 alama
(i))
The mode of formation for each type of formation.
0 alama
(i)
The teacher to assign students to draw world map and locate areas with rainfall and infertile soils.
1 alama
(c) i))
Is the student able to assess the importance of soil?
0 alama
(e) i))
Is the student able to demonstrate: Ways of controlling soil erosion?
1 alama
(d)
Explain the importance of the survey in social and economic activities.
0 alama
(e)
Describe how massive data can be summarized.
0 alama
(1)
Ability to identify and articulate the concepts of research and its stages.
0 alama
(c))
Explain the use of research output and recommendations.
40 alama
(i)
Explain the meaning of global climatic change?
0 alama
(a)
The student should be able to brainstorm in groups the meaning of environmental conservation.
0 alama
(1.1(a)
Define Geography.
0 alama
(c)
Explain how the use of solar energy promotes environmental conservation.
0 alama
(1.)
Identify major features of the continents in the world?
0 alama
(1.1(b)
Explain the inter-relationship between different geographical phenomena.
0 alama
(ii)
Analyse the causes of global climatic change on environment?
0 alama
(2.)
Locate the continents on the world map?
0 alama
(b)
The teacher to guide students to summarize the meaning of environment.
0 alama
(ii)
Is the student able to locate areas with rainfall and infertile soils on world map?
2 alama
(c) ii)
The teacher to guide each group to discuss, present and summarize the importance of soil.
0 alama
(ii))
At school level, the teacher to guide students to practice how to control soil erosion by mulching, planning trees and grasses, planting cover crops and terracing.
1 alama
(none)
Is the student able to interpret features presented on the photograph?
0 alama
(2)
Ability to identify and articulate the importance of research in problem solving and planning for daily life activities.
0 alama
(b)
Using different photographs and pictures showing conservation practices e.g. reclamation of land, tree planting, the teacher to guide students to clarify the environmental conservation.
0 alama
(iii)
Analyse the causes of global climatic change on environment?
0 alama
(iii))
1 alama
(3)
Ability to apply research methods in solving daily life problems and for the purpose of making choices in life.
0 alama
(c)
Explain the importance of studying population.
0 alama
(d)
Is the student able to describe bearing of objects on maps and in the environment?
1 alama
(4)
Ability to develop skills in planning and conducting research project.
0 alama
(iv)
Measure and record weather statistics.
0 alama
(v)
Explain the use of these records.
0 alama
(f)
Prepare students for self employment and for the world of work in general.
0 alama
(g)
Develop skills in reading, writing and arithmetic.
0 alama
(h)
To inculcate principles of the national ethic and integrity, national and international cooperation, peace through the study, understanding and adherence to the provision of the National constitution and other basic charters.
0 alama
Boresha ili kuona majibu ya mfano.
2.
0 alamas
Is the student able to analyse various ways of environmental conservation?
(a))
Explain the sources of population data.
5 alama
(c))
Is the student able to suggest ways of solving existing problems related to urban growth?
0 alama
(a)
Citing real examples from the environment, the teacher to guide students in groups to discuss the importance of environment.
0 alama
(i)
Explain the meaning of environmental conservation?
0 alama
(a)
Using written documents on land reclamation and photographs showing reclaimed areas, the teacher to guide students in groups to discuss and explain the environmental conservation.
0 alama
(1.2(a)
Explain the importance of studying geography.
0 alama
(d)
Explain how solar energy may contribute to emancipation of women.
0 alama
(ii))
differentiate between standard time and time zones?
0 alama
(1)
Categorize various ways of mining.
1 alama
(4.1)
Weather
0 alama
(f))
Describe contribution of produced crops to the economy of USA and Tanzania.
10 alama
(i))
explain ways of improving large scale agriculture in Tanzania?
3 alama
(i)
The teacher to assign students individually to collect information about mass wasting from texts on mass wasting.
1 alama
(ii)
Analyse various ways of environmental conservation?
0 alama
(b)
The teacher to guide each group to discuss and analyse various ways of conserving the environment and prepare a summary.
0 alama
(c)
Describe the features of the oceans?
0 alama
(none)
Is the student able to explain the concept of statistics?
0 alama
(ii)
The teacher to guide the students summarise on the causes of mass wasting.
2 alama
(2)
Explain ways of processing different types of minerals.
2 alama
(b))
Interpret population data.
5 alama
(b)
The teacher to guide each group to discuss and present the importance of environment.
0 alama
(iii)
The teacher to clarify the impact of poverty on environment and guide students to summarize.
1 alama
(3)
Locate International Date Line?
1 alama
(c)
Assess the student's ability to identify and draw different types of natural regions on a world map.
5 alama
(iv)
Prepare notes from the discussion on weather.
0 alama
(3.2 i)
Using soil samples the teacher to guide students in groups to test soil texture and observe its colour, properties and structure.
0 alama
(d)
Develop an understanding of the problems facing environment, their causes and solutions at national and global contexts.
0 alama
(e)
Observe, record, analyse, interpret geographical phenomena and conducts research.
0 alama
(f)
Apply geographical knowledge and skills in problem solving.
0 alama
(g)
Appreciate the interrelationship between man and his environment in a
globalised world.
0 alama
(h)
To inculcate principles of the national ethic and integrity, national and international cooperation, peace through the study, understanding and adherence to the provision of the National constitution and other basic charters.
0 alama
Boresha ili kuona majibu ya mfano.
3.
0 alamas
Is the student able to practice environmental conservation and management at school level?
(a))
Explain the uses of population data.
3 alama
(none)
Explain the strategies used to control population growth.
6 alama
(5.0 ()
Is the student able to explain the meaning of environment?
0 alama
(a)
Using the actual environment, photographs and pictures the teacher to guide students in groups to discuss and identify the environmental problems.
0 alama
(e)
Examine causes, extent and impacts of deforestation on environment?
0 alama
(i)
The teacher to invite a resource person on environmental issues to explain the causes and effects of global climatic change on the environment.
1 alama
(a)
Using different ways/methods of environmental conservation the teacher to guide students in groups to practice environmental conservation by planting grasses, seedlings, collecting garbage and cleaning the school compound.
0 alama
(d)
Is the student able to draw a map and show the distribution of continents and water bodies?
0 alama
(d)
Describe the growth, farm preparation, planting, care, harvesting, processing, storage and transport of crops in these plantations.
0 alama
(g))
Drawing examples from Tanzania and USA explain problems facing large scale agriculture.
15 alama
(c))
Explain the process of land reclamation in Tanzania, referring to conditions that favour it.
3 alama
(1)
composition?
0 alama
(i)
Using texts on mass wasting the teacher to guide students in groups to discuss, identify and present types of mass wasting.
2 alama
(d))
Assess the effects of mass wasting to the environment.
0 alama
(i))
Differentiate types of statistical data.
0 alama
(b)
Using written texts on environment the teacher to guide students in groups to discuss and explain the meaning of bio-diversity and loss of bio-diversity. The teacher to guide each group to use pictures and photographs to discuss and analyze the causes, extent and effects of loss of bio-diversity in plants and animals in the ecosystem. The teacher to guide each group to discuss and present the meaning, causes, extent and effects of loss of bio-diversity.
0 alama
(b))
Clarify the uses of population data.
2 alama
(ii))
Identify problems facing transportation of timber in the world.
2 alama
(b)
Teacher to demonstrate and give the students a chance to practice environmental conservation at school.
0 alama
(ii)
The teacher to guide the student summary of different types of mass wasting.
2 alama
(ii)
The teacher to guide students to discuss in groups the meaning, causes, and effects of global climatic change on environment and summary.
1 alama
(2)
properties?
0 alama
((cid:)
The teacher to guide students to clarify on the relationship between soil types and soil characteristics.
0 alama
(iii)
Is the student able to describe major climatic types of the world and their characteristics?
0 alama
(c)
Assess the student's ability to explain the relationship between human activities and climate after presentation and summary.
5 alama
(c)
Dumping site, Pictures, Photographs answers, the teacher to guide students to brainstorm the meaning of pollution and waste mismanagement.
0 alama
(iv)
Measure and record weather statistics.
1 alama
(v)
Explain the use of these records.
1 alama
(f)
Apply geographical knowledge and skills in problem solving.
0 alama
(g)
Appreciate the interrelationship between man and his environment in a
world.
0 alama
Boresha ili kuona majibu ya mfano.
4.
0 alamas
The teacher to guide students in groups to read texts on environment to explain the meaning and discuss the impact of poverty on environment.
(b) i))
Is the student able to: i) Illustrate soil characteristics?
0 alama
(i)
Is the student able to describe characteristics of human population?
0 alama
(a))
Analyse population problems.
6 alama
(a)
Using written documents on settlements, the teacher to guide students in groups to discuss the factors which lead to growth of settlements.
0 alama
(5.2)
Is the student able to explain the importance of environment?
0 alama
(f)
Explain the impact of poverty on environment?
0 alama
(c)
Is the student able to describe the importance of the components of the solar system?
3 alama
(b)
Show relative distances of planets from the earth.
0 alama
(g)
Explain the essence of time and time zones.
0 alama
((cid:)
Is the student able to define weather?
0 alama
(c))
Describe characteristics of large scale agriculture.
0 alama
(e)
Identify and locate major producing countries for respective crops in the world.
0 alama
(a)
Is the student able to evaluate the importance of power and energy resources in focal countries?
1 alama
(i)
Using texts, the teacher to guide students in groups to discuss and describe the factors which cause mass wasting.
2 alama
(1)
Erosion?
0 alama
(c)
Explain the mean, mode and median.
0 alama
(i))
Present data graphically.
0 alama
(d)
Interpret data using simple statistical measures.
0 alama
(ii)
The teacher to organize a visit to one tourist area and guide students (cid:87)(cid:82)(cid:3)(cid:85)(cid:72)(cid:70)(cid:82)(cid:85)(cid:71)(cid:3)(cid:90)(cid:75)(cid:68)(cid:87)(cid:3)(cid:87)(cid:68)(cid:78)(cid:72)(cid:86)(cid:3)(cid:83)(cid:79)(cid:68)(cid:70)(cid:72)(cid:3)(cid:76)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3) industry.
0 alama
(b)
The teacher to guide each group to discuss, present and summary.
0 alama
(b))
Analyse the effects of population change on economic growth, labour, human needs and investment, and suggest possible solutions.
6 alama
(none)
Is the student able to present data graphically?
0 alama
(ii)
The teacher to guide each group to discuss and present the factors which cause mass wasting and their consequences.
1 alama
(ii))
The teacher to guide students clarify on the meaning of weathering.
0 alama
(2)
Deposition?
0 alama
(b) ii)
Illustrate soil characteristics?
0 alama
(iii)
Teacher to guide students to summarize lessons drawn from local countries.
0 alama
(g)
Understand the world and relate to the globalised world.
0 alama
Boresha ili kuona majibu ya mfano.
Sehemu B
7.
10 alamas
Present data graphically. Is the student able to present data graphically?
(c)
Describe the importance of the components of solar system.
1 alama
(a)
Is the student able to understand solar energy?
3 alama
(g)
Describe the results of the Earth’s revolution around the sun.
5 alama
(j)
Locate International Date Line.
0 alama
(b)
Identify impacts of tourism in the world.
0 alama
(a)
Name factors necessary for location of industries.
0 alama
(a))
Identify types of photographs.
0 alama
(c)
Present data graphically.
5 alama
(none)
Is the student able to present data graphically?
5 alama
(i))
Using a world map and globe, the teacher to guide students to locate th4e International Date Line.
0 alama
(ii))
Teacher to guide students draw maps showing the position of the International Date Line.
0 alama
(d)
Outline the types, location, sustainable use, accruing problems, and management of power and energy resources.
0 alama
(e)
Identify the types, importance, and problems of transport in East Africa.
0 alama
Boresha ili kuona majibu ya mfano.
Sehemu C
5.
0 alamas
Identify and list environmental problems.
(i)
Interpret population census data.
0 alama
(5.3 a)
Are students able to identify environmental problems?
0 alama
(a)
Is the student able to state the dimension of the sun in relation to other space bodies?
3 alama
(c)
Explain how the use of solar energy promotes environmental conservation.
1 alama
(h)
Explain variation of standard time in a single country.
0 alama
(1)
Identify major features of the continents in the world?
1 alama
(c)
Is the student able to describe the Stevenson Screen and its location, functions and the mounting of Stevenson Screen and other screens for weather stations?
6 alama
(e)
Find direction and bearing of objects on maps and in the environment?
1 alama
(d))
Describe the growth, farm preparation, planting, care, harvesting, processing, storage and transport of crops in large scale agriculture.
0 alama
(f)
Describe contribution of produced crops to the economy of USA and Tanzania.
0 alama
(d)
Is the student able to locate the distribution of major volcanic zones in the world?
0 alama
(b))
Generate information from maps.
0 alama
(a)
Explain the concept of statistics.
5 alama
(i))
Explain the importance of statistics to the user.
0 alama
(b)
Identify essentials of a map.
0 alama
(ii)
Interpret population data.
0 alama
(2)
Locate the continents on the world map?
1 alama
(none)
Is the student able to explain the importance of statistics to the user?
0 alama
(ii))
Using a world map, students and the teacher to examine the standard times and time zones of the USA and Russia as examples.
0 alama
(3)
Identify the major features of the continents?
1 alama
(iii)
Teacher to guide students to relate the major conditions which determine the distribution of forests.
0 alama
(g)
To impart knowledge of national and international issues.
0 alama
Boresha ili kuona majibu ya mfano.
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