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Drawing Design Report
23.0 DRAWING AND DESIGN (449)
The Drawing and Design examination for 2010 consists of a theory and a practical paper. The former constituted 60% of the total marks while the latter constituted 40% of the final mark. This report outlines the candidates performance in Drawing and design in the year 2010.
23.1 CANDIDATES OVERALL PERFORMANCE
Table 29 below shows Candidates Overall performance in Drawing and Design for the Years 2008, 2009 and 2010.
|Year||Paper||Candidature||Max. Score||Mean Score||
From the table above, the following observations can be made:
23.1.1 The number of candidates dropped slightly from 313 in 2009 to 307 in 2010.
23.1.2 Although the mean score for 2010 showed some improvement, there was aslight drop in the standard deviation from 18.49 to 14.79
23.2 PAPER 1 (449/1)
The following analysis examines individual questions where poor performance was recorded in the paper. The questions include 2(b), 3(a), 7, 8,9,10 & 13.
(a) Distinguish between a salary and a wage.
i. the meaning of the term design; ii. two factors considered when designing.
The candidate's knowledge on various types of payments made to labours and workers on projects was tested in part (a) of the question. In part (b) (i) & (ii) of the question, candidates were requested to recognize and define terms used in Design paper 449/2.
Most student s did not have the knowledge of salary & wages differences.
Expected response(a) Salary is payment made after a predetermined period/duration and is taxable. Wage is payment to short term worker usually daily or weekly
(b) DESIGN: a process of converting an idea into pictorial or drawing form
Factors to consider function
(a) Use sketches to show the difference between a leader line and a projection line.
(b) Define each of the following properties of materials:
Candidates were expected to show clearly the difference between a leader line and a projection line in part (a). In part (h) the candidates were expected to use the theory knowledge of materials in design paper 449/2 to answer correctly.
Most candidates confused leader lines with dimension lines.
Expected responses -
Figure 4 shows three views of a block drawn in first angle projection.
Sketch the isometric view of the block taking X as the lowest point. (3 marks)
Candidates were expected to make a sketch in Isometric of the given block when given 1st Angle orthographic projections.
Candidates were not able to interpret the lowest point �X' when making the sketch.
Figure 5 shows two orthographic views of a block.
From the two views, sketch the oblique views in:
1. cavalier II. cabinet
The candidates were expected to make sketches in oblique pictorial drawing (i.e.) in cavalier and cabinet given
the orthographic 3'' Angle projection views
Candidates confused the types of oblique pictorial drawings this shows that they lack mastery in the area.
Sketch and show the following features in a one point perspective drawing:
a) picture plane
b) station point
c) Vanishing point
d) Ground level
Candidates were expected to show various features in one-point perspective drawings.
Candidates mixed features of two-point and one-point perspective showing clearly that they also lacked mastery in perspective drawing.
Both oblique I
Sketch the tree orthographic views of the block in third angle projection.
Candidates were expected to sketch orthographic views in third angle given the pictorial view of the Block.
Candidates were expected to sketch orthographic projections hence most candidates mixed the views.
The sketch could vaiy hut the concept should be coned
Figure 6 shows a pictorial view of a block.
Figure 9 shows a square pyramid trancated along X-X and Y-Y
Copy the given front elevation, complete the plan and thaw the end elevation in the direction of aiow U.
Copy the given front elevation; complete the plan and the end elevation in the direction of arrow U Candidates were requested to complete plan and project end elevation of the given truncated square pyramid.
Three main weakness portrayed in the candidate's responses were poor or wrong projection of views, poor and untidy line work and lacked subject mastery in truncated solid geometry.
The candidates should have observed:
- Use one of the concretrational methods in orthographic projection.
- Each view to be detected including out wise and hatched areas.
- Concert line work with correct use of like work.
- Neatness in each view presented.
23.3 PAPER 2 (449/2)
This paper is always composed of one design question which must be attempted by all the candidates. In the year 2010, the question required the candidates to design a device for a physically challenged patient with partial walking difficulties. The device should help the patient walk and also be used as a seat when necessary with the following features:
It should be used to assist in walking with ease.
It can be used as a seat.
It can be adjusted to desired heights.
It can be folded and stored when not in use.
It should have a suitable braking system.
In their responses, the candidates were expected to present rough sketches of two possible designs. In the second requirement, the candidates were to select one of the two possible designs and refine it into a pictorial drawing. The third requirement called for the candidates to make detailed sketches of suitable mechanisms to cater for each feature cited above.
WeaknessesThe following weaknesses were observed in candidate's work.
Wrong interpretation of the design problem.
Inability to sketch neat, proportional and appropriate drawing to represent specific features.
Failure to present clear and detailed mechanisms.
Limited skills to present ideas in exploded form
Inability to identify appropriate materials and joints required to assemble various part of the ironing board.
23.4 Advice to Teachers
23.4.1 Candidates require a lot of practice in sketching and presenting various ideas In thawing form.
23.4.2 Candidates also need sufficient exposure to various designs in order to develop the desired concepts.
23.4.3 Teachers should insist on neatness and proportionality in all the drawing assignments given to their students.
23.4.4 Teachers should also ensure that the entire syllabus is covered including topics like materials and joining methods.
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