FORM 2

TOPICS TO BE COVERED.
1. Weather and Climate
2. Landforms and landscape processes
3. Ecosystems
4. Natural resources
5. Energy and Power
6. Map work and GIS
Termly Objectives.
At the end of the term the learners should be able to:
-Describe weather hazards and how their effects can be minimized, explain climate change and climate variability.
-Describe the different types of rocks, explain the different types of weathering as well as the internal structure of the earth.
-Explain the concept of biodiversity, describe the vegetation features and animal life of the tropical biomes.
-Describe population growth and effects on resources as well as factors influencing resource exploitation.
-Explain the importance of energy, describe the advantages and disadvantages of various energy sources.
-Describe the concepts of contour lines, calculate gradient and explain the concepts of landuse on maps.

RESOURCES
1.Step Ahead Geography : S. Gariwe , S. Jerie and M. Madondo
2.Dynamics of ‘O’ Level Geography: N.T.Gocha S.N.T.Moyo, R. Ncube and L.Newambare.
3.The National Syllabus : CDU
4.Physical Geography in Diagram for Africa. R.B. Bunnet
TOPIC AND OBJECTIVES COMPETENCI MEDIA ACTIVITIES S.O.M EVALUATION
CONENT ES
WEATHER AND -At the end of the end of the -The teacher helps the Step ahead
CLIMATE lesson the learners should -Defining. learners define terms
-Chalk geobk2..p.
-Weather be able to: and state weather
hazards. board. 5-6
-Define the term weather -Stating. hazards.
hazard and flood. -The learners in groups
-Floods -State weather hazards -Describing. describe the causes of National
common in Zimbabwe. -Pictures. floods. syll.p.
-Describe the causes, effects -Suggesting. -The class discusses
and solutions to flooding. measures to reduce
effects of droughts.
WEATHER AND -Define the term drought. -Defining. -The learners define the Step ahead
CLIMATE -Describe the causes and -Chalk term drought. geo.p.7
-Weather effects of drought. -Describing. board. -The class discusses the
hazards. -Suggest measures to reduce causes and effects. National
Drought. the effects of drought. -Suggesting. -The class discuss syll.p.
-Pictures. measures to effects.
WEATHER AND -Define the term lightning. -Defining. -The learners define the Step ahead
CLIMATE -Describe the effects of -Chalk term lightining. geo.p.2
-Weather lightning. -Describing. board. -The class discusses the
hazards. -Suggest measures to reduce causes and effects. National
Lighting. being struck by lightning. -Suggesting. -The class discuss syll.p.
-Pictures. measures to effects.
WEATHER AND -Define the term tropical -Defining. -The learners define the Step ahead
CLIMATE cyclone. -Chalk term cyclone. geo.p.3-4
-Weather -Describe the effects of -Describing.
hazards. board. -The class discusses the
cyclones.
Tropical causes and effects. National
-Suggest measures to deal -Suggesting.
cyclones. with the effects of cyclones. -The class discuss syll.p.
-Pictures. measures to effects.
TOPIC AND OBJECTIVES COMPETENCI MEDIA ACTIVITIES S.O.M EVALUATION
CONENT ES
WEATHER AND -At the end of the lesson the -The learners in pairs Step ahead
CLIMATE. learners should be able to: -Describing. discuss influence of geo.p.9
-Chalk
-People and -Describe the influence of human activities on
weather. board.
human activities on weather. -Explaining. weather.
National
-Explain how weather affects -The class describe how syll.p.
people’s lives. -Pictures. people affect weather.
WEATHER AND -Define the terms climate -Defining. -The learners define Step ahead
CLIMATE change and climate terms climate change
-Chalk geo.p.9-10
-Climate change variability. -Describing. and climate variability.
and climate board.
-Describe the effects of the -The class discuss the
variability. National
two in Zimbabwe. -Suggesting. effects in Zimbabwe.
-Suggest measures to reduce -The learners suggest syll.p.
the impacts. -Pictures. solutions to impacts.
WEATHER AND -State the farming regions in -Stating. -The learners state the Step ahead
CLIMATE. Zimbabwe. farming regions.
-Chalk geo.p.10
-The climate of -List areas found in each -Listing. -The learners in pairs
Zimbabwe. board.
region. list areas of each region.
National
-Explain the climate of each -Explaining. -The class discusses the
region. climate of each region. syll.p.
-Pictures.
Revision test. -Define the term weather -Defining.
-Weather hazard. -the teacher writes the Past
Hazards -Describe the causes and -Describing. -Chalkboard. questions on the board. examinatio
effects of named weather n papers.
hazards. -Suggesting. -The learners write the
test.
TOPIC AND OBJECTIVES COMPETENCI MEDIA ACTIVITIES S.O.M EVALUATION
CONTENT ES
LANDFORMS -At the end of the lesson the -The teacher asks the Step ahead
AND learners should be able to: -Describing. Chalkboard. leaners to define terms.
LANDSCAPE
geo.p.17
-Define the terms rock and -In pairs the learners
-Types of rocks.
mineral. -Stating. state types of rocks.
Igneous rocks. National
-State different types of -The class discusses
rocks. -Discussing. Pictures formation and syll.p.
-Discuss the formation and characteristics of
characteristics of igneous. igneous rocks.
LANDFORMS -The learners state the Step ahead
AND -State types of sedimentary -Stating. Chalkboard. types of rocks.
LANDSCAPE
geo.p.17-
rocks. -In groups leaners 19
-Types of rocks.
-Describe how the rocks are -Describing. describe formation of
Sedimentary
formed. the rocks.
rocks. National
-List examples of the rocks. -Listing. Pictures -Teacher asks learners to
give the examples. syll.p.
LANDFORMS -The leaners describe Step ahead
AND -Describe how the rocks are -Stating. Chalkboard. formation of
LANDSCAPE
geo.p.21
formed. metamorphic rocks.
-Types of rocks.
-Describing.
Metamorphic National
-State the metamorphic -In groups learners state
rocks. syll.p.
changes. -Listing. Pictures metamorphic changes.

LANDFORMS -Define the term weathering. -The teacher helps the Step ahead
AND -Defining. Chalkboard. learners define
LANDSCAPE
geo.p.23
-Explain factors affecting weathering.
-Weathering.
weathering. -Describing.
National
-State the types of -The class describe the
weathering. -Listing. Pictures types of weathering. syll.p.
TOPIC AND OBJECTIVES COMPETENCI MEDIA ACTIVITIES S.O.M EVALUATION
CONENT ES
LANDFORMS -At the end of the lesson the -Defining. -The learners define Step ahead
AND learners should be able to: Chalkboard. physical weathering.
LANDSCAPE
geo.p.25
-Define physical weathering. -Listing. -In pairs learners list
-Weathering.
-List the types of physical Chart. types of physical
Physical National
weathering. -Describing. weathering.
weathering. syll.p.
-Describe freeze thaw and -The class discusses two
salt crystallization. types of physical
weathering.
LANDFORMS -Describe pressure release -Stating. -The learners describe Step ahead
AND and exfoliation. Chalkboard. pressure release and geo.p.24
LANDSCAPE
-Draw diagrams to illustrate -Drawing. exfoliation.
-Weathering.
the processes. Chart. -The learners draw National
Physical
-State areas where they are -Describing. diagrams to show the syll.p.
weathering.
common. processes.
LANDFORMS -Define chemical -The learners define Step ahead
AND weathering. -Defining. Chalkboard. chemical weathering.
LANDSCAPE
geo.p.25
-I groups leaners state
-Weathering.
-State the types of chemical -Stating. Chart. the types.
Chemical National
weathering. -The class describe the
weathering. syll.p.
-Describing. types of chemical
-Describe the different types weathering.
of chemical weathering.
-Stating. -The teacher writes the Past
Revision test. questions on the board. examinatio
Answer questions correctly. -Describing. n papers.
Rocks and Chalkboard. -The learners write the
weathering. -Explaining. test.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
ECOSYSTEMS -At the end of the lesson the -Defining. -The teacher helps the learners National
-The Concept of learners should be able to: explain the major terms. Syll.p.
biodiversity -Describe the terms -Describing. Step
-Species biodiversity, ecosystem and -In groups the learners discuss Ahead.p.37
-Habitat biome. -Explaining. the types of biodiversity. -Local
-Genetic -Explain the types of environment
biodiversity. -The learners give feedback.
Sustainable -Explain sustainable -Explaining. -The learners explain the National
management of management. concept of sustainable Syll.p.
ecosystem -Suggesting. management. Step
-Education -Suggest measures of -In pairs the state measures of Ahead.p.40
-Legislation. sustainably managing -Discussing. sustainably managing -Local
-Technology ecosystems. ecosystems. environment
-Discuss the measures. -The class discusses the
measures.
Major threats to -State major threats to -Stating. -The learners state the major National
ecosystems ecosystems. threats to ecosystems. Syll.p.
-Veld fires -Discuss the threats. -Suggesting. -The class discusses the threats. Step
-Deforestation -Suggest conservation -The learners suggest the 41Ahead.p.
measures. -Discussing. conservation measures against -Local
the threats. environment
Soil Erosion -Describe the factors affecting -Describing. -The learners in groups discuss National
-Factors affecting soil erosion. factors affecting soil erosion. Syll.p.
soil erosion. -Discuss the effects of soil -Suggesting. Step
-Effects of soil erosion. -The class discusses the effects Ahead.p.43
erosion. -Suggest soil conservation -Discussing. of soil erosion. -Local
-Conservation measures. environment
measures. -The learners suggest the
conservation measures.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
ECOSYSTEMS -At the end of the lesson the -The learners locate the position Nat Syll.p.60
Tropical learners should be able to: -Stating. of the Equatorial region on maps. Step
ecosystems. -State the location of the -In groups learners describe the ahead.p.46-
The Tropical equatorial region. inputs and outputs of the biome. 47
Rainforest. -Describe the inputs and -Describing. -The class discusses the -Maps
-Inputs and outputs. adaptation of animals and plants -Atlas
outputs. -Explain adaptation of plants in the region. Photographs
-Adaptations. and animals. -Outlining.
The Savannas -State the location of the -Stating. -The learners locate the position Nat syll.p60
-Inputs and Savanna region. of the Savannas region on maps. Step
outputs. -Describe the inputs and -Describing. -In groups learners describe the ahead.p.48-
-Adaptation of outputs. inputs and outputs of the biome. 49.
plants and -Explain the adaptation of -Outlining. -The class discusses the -Maps
animals plants and animals. adaptation of animals and plants -Atlas
in the region. Photographs
The Hot desert -State the location of the -Stating. -The learners locate the position Nat syll.p60
-Inputs and Tropical deserts region. of the desert region on maps. Step
outputs. -Describe the inputs and -Describing. -In groups learners describe the ahead.p.50-
-Adaptation of outputs. inputs and outputs of the biome. 51
plants and -Explain the adaptation of -Outlining. -The class discusses the -Maps
animals. plants and animals. adaptation of animals and plants -Atlas
in the region. Photographs
Test -Define major terms. -Defining.
-Biodiversity. -The teacher writes questions on -Past exam
-Describe types of biodiversity. -Explaining. the board. papers.
-Tropical biomes
-Explain adaptations of plants -Describing. -The learners write the test.
and animals.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
NATURAL -At the end of the lesson the -The teacher helps the learners National
RESOURCES learners should be able to: -Describing. describe the world population Syll.p.61
World population -Describe the world growth.
-Trends population growth. -Discussing. -In groups learners discuss the Step
-Reasons for -Discuss the reasons for the reasons for population growth. ahead.54-
growth. growth. -Explaining. -The learners give feedback 56

Population -Define the term carrying -Defining. -The learners in pairs define National
growth and capacity carrying capacity. Syll.p.61
resources. -Classify natural resources. -Classifying. -The learners classify natural
-Effects of -Discuss the effects of resources. Step
population population growth on -Discussing. -The class discusses the effects of ahead.p.57
growth on resources. population growth on resources. -58
resources.
Factors affecting -Describe the distribution of -The learners describe the National
resource forests in Zimbabwe. -Describing. distribution of forests in Syll.p.61
exploitation. -Describe factors affecting Zimbabwe.
Forests exploitation of forest resources. -Discussing. -The class discusses factors Step
-Explain effects of over-
affecting forest exploitation. ahead.p.60
exploitation of forests. -Explaining.
-The learners in groups explain -63
effects of over-exploiting forests.
Factors affecting -Briefly explain freshwater fishing -The learners describe freshwater National
resource in Southern Africa. -Describing. fishing in Southern Africa. Syll.p.61
exploitation. -Describe factors affecting -The class discusses factors
Fisheries. exploitation of fish resources. -Discussing. affecting exploitation of fisheries. Step
-Conservation -State effects of over-exploitation
-The learners in groups suggest ahead.p.64
measures. of fisheries and suggest measures -Explaining.
measures of conserving fisheries. -66
Essay
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
Factors affecting At the end of the lesson the National
resource learners should be able to: -Defining. -The learners define the term Syll.p.61
exploitation. -Define term wildlife. wildlife and list endangered
Water and -Describe factors affecting -Discussing. species in Africa. Step
wildlife - exploitation of water and -The class discusses factors ahead.p.7-
Conservation animals. -Explaining. affecting exploitation of water 68
measures. -Suggest conservation and animals.
measures. -The learners suggest
conservation measures.
Factors affecting -Describe factors affecting -The learners describe factors National
resource exploitation of soil and minerals. -Describing. affecting exploitation of soil and Syll.p.61
exploitation. -Discuss the effects of over- minerals.
Soil and minerals exploitation of the soil and -Discussing. Step
-Conservation negative impact of mining.
-The class discusses the effects of ahead.p.6
measures.
-Explaining. over-exploitation of the soil. 9-70
ENERGY AND -Define the term energy. -The learners define the term National
POWER. -Defining. energy. Syll.p.61
-Sources of energy. -State the various forms of -The learners in pairs list the
-Economic energy. -Stating. various form of energy. Step
importance of -Explain the economic
-The class discusses the economic ahead.p.7
energy importance of energy.
-Explaining. importance of energy. 5-76

Test -Describe the effects of -The teacher writes the questions -Past
-Population and population growth on resources. -Describing. on the board. exam
resources. -Explain the advantages and papers.
disadvantages of named energy -Explaining. -The learners write the test.
sources.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
ENERGY AND -At the end of the lesson the -In pairs the learners state the uses National
POWER learners should be able to: -Stating. of coal. Syll.p.62
Sources of energy. -State the uses of coal. -The class discusses the factors
Coal -Discuss the factors affecting the -Discussing. affecting location of the station. Step
-Factors siting of a thermal power station. -The learners examine the ahead.p.78
-Advantages and -Examine advantages and -Examining. advantages and disadvantages of -80
disadvantages. disadvantages of coal. coal.

Sources of energy. -Discuss factors affecting siting of -The learners discuss factors National
Hydro-Electric the HEP plant. -Stating. affecting siting of an HEP plant. Syll.p.62
Power -Explain briefly generation of -In groups the learners explain
-Factors affecting HEP. -Discussing. generation of HEP. Step
siting of the plant. -State advantages and -The class discuss the advantages ahead.p.81
-Advantages disadvantages of HEP. -Explaining. and disadvantages of HEP and rural -83
-Discuss rural electrification electrification programme.
programme in Zimbabwe.
Sources of energy. -Explain occurrence of natural -The teachers explain the National
Nuclear and gas and what nuclear power is. -Stating. occurrence of oil. Syll.p.62
petroleum
-State advantages and -Discussing. -The class discusses the advantages Step
disadvantages of nuclear and and disadvantages of petroleum. ahead.p.85
petroleum. -Explaining.
Sources of energy. -Explain the uses of firewood and -The learners explain the uses and National
Biomass fuels. problems associated with -Stating. problems of firewood. Syll.p.61
-Firewood firewood. -The learners discuss how a
-Biogas -Discuss how a biodigestor works -Discussing. biodigestor works. Step
-State advantages and -The class discusses advantages and ahead.p.86
disadvantages of firewood and -Examining. disadvantages of wood and biogas. -87
biogas.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
Sources of energy. -At the end of the lesson the -The learners state the uses of solar National
Solar and wind. learners should be able to: -Stating. energy. Syll.p.62
-Uses of solar. -State the uses of solar energy.
-How wind is -Explain how wind energy is -Explaining. -The learners in groups discuss how Step
generated. wind energy is generated.
generated. ahead.p.88
-Advantages and -Examining.
-Examine the advantages and -89
disadvantages. -The class discusses the advantages
disadvantages of using solar and disadvantages of solar energy.
and wind.
MAPWORK AND -Explain the term contour lines. -The teacher explains the concept of National
GIS -Explaining. contour lines. Syll.p.63
Contour Lines and -Determine altitude using -The learners in pairs use contour
their contour lines. -Determining. lines to determine altitude. Step
interpretation. -The learners describe and explain
ahead.p.99
-Draw and describe types of -Drawing. types of slopes.
-102
slopes.
MAPWORK AND -The learners use contour lines to National
GIS -Draw landforms found on maps. -Drawing. show landforms found on maps. Syll.p.63
Landforms on -The class describes the landforms.
maps. -Describe the landforms. -Describing. -In pairs the learners identify the Step
-Ridge, valleys, landforms on maps.
ahead.p.10
spurs -Identify the landforms on maps. -Identifying.
1-102
Test -Explain the factors affecting -The teacher writes the questions on Past
Sources of energy. location of named power plants. -Explaining. the board. examination
papers
-Discuss advantages and -The learners write the test.
disadvantages of sources of -Discussing.
energy.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
MAPWORK AND -At the end of the lesson the -The teacher helps the learners to National
GIS learners should be able to: -Describing. describe the concept of gradient. Syll.p.63
Gradient -Describe the concept of Maps
-Calculation. gradient. -Calculating. -In pairs the learners calculate Step
-Interpretation of gradient.
-Calculate gradient of a slope. ahead.p.1
data. -Interpreting. -The class discusses the
-Interpret gradient data. 03-104
interpretation of gradient data.
MAPWORK AND -Identify types of land uses on -The learners identify the land uses National
GIS. maps. -Describing. on maps. Syll.p.63
-Landuse Types.
-Residential. -Describe the types of landuse. -In groups learners describe the land Step
-Farming. -Identifying. uses.
ahead.p.1
-Grazing -Outline the factors affecting -The class discusses the factors
03-104
landuse patterns. affecting land use patterns.
Maps
MAPWORK AND -Identify landuse patterns on -Identifying. -The learners identify the points, National
GIS maps. lines and polygons. Syll.p.63
-Types of landuse -Describe the types of landuse -Describing.
patterns on maps. patterns. -The learners describe types of land Step
-Point -Explain processes influencing -Explaining. uses.
ahead.p.1
-Polygon and line landuse patterns. -The class discusses factors
03-104
influencing land use patterns.
Revision exercise.
-Calculating -The learners calculate gradient on Maps
-Calculation of -Calculate gradient on maps. maps.
gradient.
-The teacher monitors progress.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
MINING AND -At the end of the lesson the -Describing. -The teacher helps the learners National
MINERALS. learners should be able: explain the term mining. Syll.p.63
Factors affecting -Describe the term mining. -Stating. -The learners state factors affecting
mining. -State the factors affecting mining. Step
mining. -Explaining. -The class discusses the factors.
ahead.p.103
-Explain the factors.
-114
MINING AND -Distinguish between surface -Distinguishing. -The teacher explains surface and National
MINERALS. and underground mining. underground mining methods. Syll.p.63
Surface mining -Describe surface mining -Describing. -The learners in groups describe
methods methods. the types of mining methods. Step
-Discuss advantages and -Discussing. -The class discusses advantages and
ahead.p.115
disadvantages of the methods disadvantages of the methods.
MINING AND -State underground mining -Stating. -The teacher explains surface and National
MINERALS. methods. underground mining methods. Syll.p.63
Underground -Describe underground mining -Describing. -The learners in groups describe
mining methods. methods. the types of mining methods. Step
-Discuss advantages and -Discussing. -The class discusses advantages and
ahead.p.120
disadvantages of the methods disadvantages of the methods.
Test
-Types of land use. -Outline the types of land use. -Outlining. -The teacher writes the questions Past exam
on the board. papers.
-Mining methods. -Describe the methods of -Describing.
mining.
-Explaining. -The learners write the test.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
MINING AND At the end of the lesson the -The learners state areas where National
MINERALS learners should be able to: -Stating. gold panning takes place. Syll.p.63
Gold panning -State areas where gold panning -The learners describe the problems
-Problems is common in Zimbabwe. -Outlining. associated with gold panning. Step
associated with -Outline problems associated -The class discusses ways of
ahead.p.118
gold panning. with gold panning. -Suggesting. increasing contribution by gold to
-Contributions to -Suggest measures of increasing national economy.
economy. gold participation to economy.
MINING AND -Describe environmental impact -The learners describe National
MINERALS of mining. -Stating. environmental impacts of mining. Syll.p.63
Impact of mining -Suggest the possible solutions. -The class discusses the solution.
on the -Outlining. -the teacher helps learners identify Step
environment. -Identify rehabilitation measures. rehabilitation measures.
ahead.p.118
-Suggesting.
ENVIRONMENTAL -The learners in pairs list the causes National
MANAGEMENT -State the causes of veld fires and -Stating. of veld fires and deforestation. Syll.p.63
The concept of deforestation.
environmental -Outlining. -The class discusses the effects. Step
degradation. -Discuss effects of deforestation.
ahead.p.118
-Veld fires. -Suggesting. -The learners suggest the mitigatory
-Deforestation. -Suggest the mitigatory measures.
measures.
ENVIRONMENTAL -The learners in pairs state the National
MANAGEMENT -State the causes of water -Stating. causes water pollution. Syll.p.63
Types of pollution.
environmental -Outlining. -The class discusses the effects. Step
degradation. -Discuss effects of water pollution
ahead.p.118
-Water Pollution and river siltation. -Suggesting. -The learners suggest the mitigatory
-Siltation of rivers. measures.
Suggest the mitigatory measures.
TOPIC AND OBJECTIVES COMPETENCIES ACTIVITIES SOM/AIDS EVALUATION
CONTENT
ENVIRONMENTAL At the end of the lesson the -Stating. -The learners in pairs list the causes National
MANAGEMENT learners should be able to: of air and land pollution. Syll.p.63
Types of -State the causes of air and land -Discussing.
environmental pollution. -The class discusses the effects. Step
degradation. -Discuss effects. -Suggesting.
ahead.p.132
-Air pollution. -Suggest the mitigatory -The learners suggest the mitigatory
-Land pollution. measures. measures.
ENVIRONMENTAL -Describe the term soil erosion. -Describing. -The teacher helps the learners National
MANAGEMENT describe the term soil erosion. Syll.p.63
The concept of -Explain effects of soil -Discussing. -The learners describe the effects of
environmental abstraction and soil erosion. soil erosion. Step
degradation. -Explaining.. -The class discusses factors
ahead.p.133
-Soil Erosion -Discuss factors contributing to affecting soil erosion.
-Sand abstraction. soil erosion.
ENVIRONMENTAL -State the physical, social -Stating. -The learners state the physical, National
MANAGEMENT economic and physical impacts economic and social impacts of Syll.p.63
-Impact of of environmental degradation. -Discussing. environmental degradation.
environmental -Discuss the effects. -The class discusses the effects. Step
degradation. -Suggest the measures to reduce -Suggesting. -The teacher helps the learners
ahead.p.135
-Mitigation environmental measures. suggest mitigatory measures.
measures.
ENVIRONMENTAL -Identify the impacts of climate -Identifying. -The learners identify impacts of National
MANAGEMENT change. climate change. Syll.p.63
-Impact of Climate -Discuss the positive and -Discussing. -The class discusses the positive
Change negative impacts of climate and negative measures. Step
change. -Suggesting. -The class discusses the mitigatory
ahead.p.138
-Suggest the mitigatory measures.
measures.