CBSE_Computer Science_G7_Teacher Manual

Teacher Manual

Grade 7

COMPUTER SCIENCE

1. Accessing a Dictionary

2. Updating a Dictionary

3. Properties of Dictionaries

4. Nested Dictionaries

5. Dictionary Methods

PAST DAYS OF AVORA

Introduction to Blockchain

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Grade…

● The people of Avora were celebrating their victory.

● Eva trapped herself in the Mirror Dimension while trying to learn about Cyborg (the evil monster).

● Elders, along with Mel and Conji, rushed to rescue her.

● A few decades before, Cyborg was trapped in the Mirror Dimension when he attacked Avora.

● Cyborg is free now and Ero and Cyborg are together.

In this Chapter…

● Evil Cyborg is back with Ero at his side.

● Many years ago, the Elder wizard lost his powers while trapping Cyborg in the Mirror Dimension.

● Elder wizard no longer possesses the power to destroy Cyborg.

● Eva shares this secret with Mel and Conji.

● Mel explains the concept of Blockchain to secure Avora.

The content covered in this chapter is aligned with the following CSTA Standard

● 2-NI–06 Cybersecurity

● 2-IC–23 Safety Law & Ethics

This chapter is divided into the following classroom sessions

1. Blockchain – I

2. Blockchain – II

3. Evolution of the Web

1. Blockchain – I

Objectives

In this session, students will learn about –

● What is Blockchain?

● Decentralisation

● Security in Blockchain

● Benefits of Blockchain

Keywords

● Blockchain: Network of blocks that store information

● Decentralisation: Everyone owns the file and has complete information

WEBS at a Glance

Brief

Action

● Brief the stor y covered in the previous grade with the CS concepts covered

● Brief the story covered in the previous grade with the CS concepts covered.

● Say: There is a new character in this chapter

● Say: There is a new character in this chapter.

● Introduce Eva to the students

● Introduce Eva to the students.

● Brief the story from page 2 to panel 3 of page 8 up to Conji’s word “sure!”.

● Brief the stor y from page 2 to panel 3 of page 8 up to Conji’s word “sure!” Say: Let us first discuss Blockchain

● Say: Let us first discuss Blockchain.

Decentralisation

Secure: No one can Hack As given in Panel 1 on Page 7

Decentralisation

Benefits of Blockchain As given in 1 and 3 on page 8

● Present the scenario: Consider you are selling books online Which technology will you prefer for safe and secure money transfers from your clients?

● Present the scenario: Consider you are selling books online. Which technology will you prefer for safe and secure money transfers from your clients?

● Discuss:

■ What are the benefits of using Blockchain?

Possible Responses: secure; easy to use; direct payment options.

■ What do you mean by P2P?

Possible Response: P2P stands for Peer-to-Peer

■ In which year was Blockchain Technology introduced?

Possible Response: 1991

■ What do you mean by Decentralisation?

Possible Response: Decentralisation means everyone owns the file and has complete information.

Note

● If time allows, discuss all four questions or discuss the first two.

● Conduct Tick the Correct Answer on Page 14:

10 min

■ Say: Lets help the Elder Wizard and Elder Robot regain their powers by matching the problems with their solutions.

■ Read Q2 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the correct answer in your books.

● Conduct Find the Truth on Page 14:

■ Say: Let’s help the Elder Wizard and Elder Robot regain their powers by matching the problems with their solutions.

■ Read Q1 and 3 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the correct answers in your books.

● Conduct Answer in Detail on Page 16:

■ Say: Let’s practise more to revise what we have learned.

■ Read Q1 aloud.

■ Invite some students to share their responses and validate their peers’ answers.

■ Instruct: Write the answer in your books.

Note

● If time permits, discuss Fill Up and Answer in Short Q1, 5 or assign them as homework.

5 min

● Conclude: Today, we learned about Blockchain and its benefits.

● Ask the following probing questions:

■ For what purposes do you think you need Blockchain?

Possible Responses: For keeping the data secure; for easy accessibility of the information; for decentralisation to avoid theft, etc.

■ What are the benefits of using Blockchain technology?

Possible Responses: Reduce points of failure; no third party.

● Assign Q2, 3, 4 and 5 from DIY as homework.

● Ask students to mark and read the story from page 9 to panel 1 page 11 up to the text “...the best care possible.” before the next theory session/class.

Objectives

In this session, students will learn about –

● Advantages of Blockchain

● Disadvantages of Blockchain

● Applications of Blockchain

WEBS at a Glance

Recap the story

Revise Blockchain and its benefits

Discuss advantages, disadvantages and applications of Blockchain

Tick the correct Answer – Q3 Find the truth – Q4 Answer in Detail Q2, 3

Conclude the concepts Assign homework

● Brief the story and concepts of blockchain and its benefits covered in the previous session.

● Invite a student to brief the story from page 9 to panel 1 page 11 up to the text “...the best care possible”.

CS Concepts Explain

Advantages of Blockchain

Disadvantages of Blockchain

Applications of Blockchain

As given in Panel 1 on Page 9

As given in Panel 1 on Page 10

As given in Panel 3 on Page 10 and Panel 1 on Page 11.

● Present the scenario: Consider you have the responsibility to store some sensitive data of all the students of your class in your laptop or on the internet.

● Discuss:

■ What technology would you prefer to reduce identity theft?

Possible Response: Blockchain technology

■ What are the advantages of using Blockchain?

Possible Response: Secure; Decentralised; Everyone is the owner.

■ What are the areas where using Blockchain will be most helpful?

Possible Response: Money Transfer; Identity Theft; Voting system; Safely sharing medical information.

■ What are the alternatives to Blockchain technology?

Possible Response: Direct Acrylic Graph; Holochain, etc.

● Conduct Tick the correct Answer on Page 14:

■ Say: Let’s Match the correct options to help Elder Wizard and Elder Robot to regain their powers.

■ Read Q3 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

● Conduct Find the Truth on Page 14:

■ Say: Let’s Match the correct options to help Elder Wizard and Elder Robot to regain their powers.

■ Read Q4 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answers in your books.

● Conduct Answer in Detail on Page 16:

■ Say: Let’s practise some more to revise what we have learned.

■ Invite some students to share their responses to Q2 and 3.

■ Discuss and validate the answers with the whole class.

Note

● If time permits, discuss the section Fill Up on page 15 else, assign it in the homework.

● Conclude: Today, we learned the advantages and disadvantages of Blockchain and we also discussed the applications of Blockchain.

● Ask the following probing questions:

■ What are the different sectors in which blockchain can prove to be helpful?

Possible Responses: Financial sectors; Voting, etc.

■ What are the disadvantages of Blockchain?

Possible Responses: Slower Process; High energy consumption; High Cost; not fully mature.

● Assign the Fill Up from Brain Teaser as homework on page 15.

● Ask students to mark and read the story in panel 2 page 11 to page 12 up to the text “... some other day.” prior to the next theory session/class.

3. Evolution of the Web

Objectives

In this session, students will learn about –

● Evolution of the web:

■ Web 1.0

■ Web 2.0

■ Web 3.0

Keywords

● WWW: World Wide Web

● Static website: One with fixed content

● Dynamic website: Allows the content to change with the user

WEBS at a Glance

Recap the story Revise the advantages and disadvantages of Blockchain

Conclude the concepts Assign homework

● Recap the story covered in the previous chapter with the CS concepts covered.

● Clear the doubts a student may have related to Blockchain.

● Read or invite students to read and Discuss the story aloud from page 11 panel 2 to page 12 up to the text “... some other day”.

CS Concepts Explain

Web 1.0

Web 2.0

Web 3.0

As given in Panel 3 on Page 11

As given in Panel 1 on Page 12

As given in Panel 1 on Page 12

● Present the scenario: Consider you are creating a static and a dynamic website. Which version of the web do you prefer?

● Discuss:

■ What is the usage of web 2.0 and 3.0?

Possible Responses: web 2.0 is used for dynamic social websites like Facebook, Twitter etc. and web 3.0 is for AI recommendation websites like Netflix, youtube, etc.

■ What is the range of years for the following web versions:

a. Web 1.0

Possible Answer: From the year 1990 – 2000

b. Web 2.0

Possible Answer: From the year 2000 – 2010

c. Web 3.0

Possible Answer: From the year 2010 to the present

● Conduct Tick the correct Answer on Page 14:

■ Say: Let’s help Elder Wizard and Elder Robot to regain their powers by selecting the correct answer.

■ Read Q1, 3, 4 and 5 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Write answers in your books.

● Conduct Find the Truth on Page 14:

■ Say: Let’s practise more to revise what we have learned.

■ Read Q2 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the class.

■ Instruct: Write the matches in your books.

Note

● If time permits, discuss the section Case Study – Q1, 2, 3, 4, 5 or, assign it as homework.

● Conclude: Today, we learned about Evolution of the web. We discussed different versions of the Web.

● Ask the following probing questions:

■ What were the features of Web 1.0?

Possible Response: Read-Only Web; Static.

■ What were the features of Web 2.0?

Possible Response: Read-Write Web; Dynamic.

■ The advantages of Web 3.0 over Web 1.0 and 2.0

Possible Responses: AI recommendation; Smart system to personalise web for every user, etc.

● Assign the following from DIY as homework:

■ Answer in Short Q2, 3, 4.

Cryptocurrency

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● Elder wizard and Elder Robot discussed how evil Cyborg was back with Ero at his side.

● The Elder wizard lost all his powers when they trapped Cyborg in Mirror Dimension a few decades before.

● Eva shared this secret with Mel and Conji.

● Mel explained the concept of Blockchain to secure Avora.

In this Chapter…

● Flashback: Curious Ero took his father’s dark magic book and began practising.

● Dark magic is dangerous, so his father told him to stop.

● Ero got more enraged following the argument with his father.

● Ero used dark magic to summon a powerful dark-world monster.

● Present: Mel and Conji continue to upgrade Avora’s security system.

The content covered in this chapter is aligned with the following CSTA Standard

● 2-NI–05 Cybersecurity

● 2-IC–22 Social Interactions

● 2-IC–23 Safety Law & Ethics

This chapter is divided into the following classroom sessions

1. Cryptocurrency – I

2. Cryptocurrency – II

3. Cryptocurrency – III

1. Cryptocurrency I

Objectives

In this session, students will learn about –

● Cryptocurrency

● Security in Cryptocurrency

Keywords

● Currency: Medium of exchange with which we buy things e.g. Rupees, Euros etc.

● Cryptocurrency: Type of digital/virtual currency that uses blockchain

WEBS at a Glance

Revise the story and CS concepts covered in the previous chapter Invite students to brief the story and CS concepts covered in this chapter

Discuss cryptocurrency and security in cryptocurrencies

Tick the Correct AnswerQ2, 3 Match Me - Q1, 4 Find the Truth - Q1, 2

Conclude the concepts Assign homework

● Recap the story covered in the previous chapter.

● Instruct: Let’s learn how the story moves ahead.

● Invite a student to brief the class on the story from page 20 to page 21, up to the text “...Let’s get started then”.

● Say: Let’s learn about cryptocurrency.

CS Concepts

Cryptocurrency

As given in Panel 1, 3 on Page 22 and Panel 1 on Page 23

Are Cryptocurrency Safe? As given in Panel 3 on Page 23

● Present the scenario: Consider you have 500 rupees for you and your younger brother. You want to know where and how he is spending that money and keeping a record of all money.

● Discuss:

■ How will you keep track of spending in offline software?

Possible Responses: using MS Excel, MS Word etc.

■ What would you have used instead of currency?

Possible Responses: Bitcoins

■ What Method will you use for keeping a track of all the transactions.

Possible Responses: Cryptocurrency

■ What is the use of a decentralised system?

Possible Responses: A decentralised system allows all the users to have access to a file.

10 min

● Conduct Tick the correct answer on Page 31:

■ Say: Let’s help curious Eva to find the correct options.

■ Read Q2 and 3 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Write the answers in your books.

● Conduct Match Me section:

■ Say: Let’s explore further by matching the correct pairs.

■ Read Q1 and 4 aloud, one by one with options given in the column on the right.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Match the correct answers in your books.

● Conduct Find the Truth on Page 32:

■ Say: Let’s practise some more to revise what we have learned.

■ Read Find the Truth – Q1 and 2 aloud, one by one.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Fill in True or False in your books.

Note

● If time permits, discuss the section Answer in Short– Q1, 5 else, assign it in the homework.

● Conclude: Today, we learned about Cryptocurrency, its benefits and security in cryptocurrency.

● Ask the following probing questions:

■ What do you mean by Cryptocurrency?

Possible Response: Cryptocurrency is a type of digital or virtual currency that uses blockchain technology for security.

■ Share some of the benefits of Cryptocurrency that make it safe.

Possible Responses: Cryptocurrency cannot be duplicated. It uses blockchain technology, which is a decentralised system.

● Assign the following from Brain Teaser as homework:

■ Fill Up

2. Cryptocurrency II

Objectives

In this session, students will learn about –

● Electronic Money

● Bitcoin

● Units of Bitcoin

Keywords

● E-Money: Electronic version of any physical currency

● Bitcoin: World’s first decentralised cryptocurrency

● Open-source software: Publicly available and free to use

● Satoshi: Smallest unit of Bitcoin

● mBTC: Highest unit of Bitcoin

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Invite students to brief the class on the story and CS concepts covered in this session

Discuss E-money, Bitcoin and its units

Tick the Correct Answer – Q4 Match Me – Q2, 3 Find the Truth – Q1, 4

Conclude the concepts

Assign homework

● Recap the story and CS concepts covered in the previous session.

● Invite a student to brief the class on the story from page 24 panel 1 to page 26 panel 2 up to the text “...the bitcoin is already mined”.

● Explain Bitcoin and units of bitcoin.

CS Concepts

Electronic Money

Bitcoin

Examples of Bitcoin

Units of Bitcoin

Explain

As given in Panel 2, 3 on Page 24 and Panel 1 on Page 25

As given in Panel 2 and 3 on Page 25

As given in Panel 4 on Page 25

As given in Panel 2 on Page 26

● Present a scenario: You and your friends are on a treasure hunt, following clues that lead you through a maze of streets and alleys in search of the hidden treasure. The next hint is related to Bitcoin, now you both have to solve it by exploring more.

● Discuss:

■ In which year was bitcoin invented?

Possible Answer: 2007

■ What is Ethereum?

Possible Answer: It’s a cryptocurrency.

■ What is the smallest unit of Bitcoin?

Possible Answer: Satoshi is the smallest unit of Bitcoin.

■ Where can E-Money be held?

Possible Responses: Cards, Devised or on a server.

● Conduct Tick the correct answer on Page 31:

■ Say: Let’s help curious Eva to find the correct options.

■ Read Q4 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Write the answer in your books.

● Conduct Match Me section:

■ Say: Let’s explore some more by matching the correct pairs.

■ Read Q2 and 3 aloud, one by one with options in the right column.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Match the correct answers in your books.

● Conduct Find the Truth on Page 32:

■ Say: Let’s practise some more to revise what we have learned.

■ Read Find the Truth – Q1 and 4 aloud, one by one.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the True or False in your books.

Note

● If time permits, discuss the section Answer in Short – Q3, or assign it as homework.

● Conclude: Today, we learned about E-Money, Bitcoin and its units.

● Ask the following probing questions:

■ Give some examples of Cryptocurrencies.

Possible Responses: Bitcoin, Ethereum, Ripple, Bitcoin Cash, Litecoin etc.

■ Who invented Bitcoin and in which year?

Possible Responses: Satoshi Nakamoto in 2007. It was released in 2009 as an open-source software.

● Assign the following from Brain Teaser as homework:

■ Fill Up Q3

3. Cryptocurrency III

Objectives

In this session, students will learn about –

● Famous cryptocurrencies in India

● Cryptocurrency rules of India

Keywords

● ETH: Etherium

● BTC: Bitcoin

● XRP: Ripple

● ADA: Cardano

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Invite students to brief the class on the story and CS concepts covered in this session

Discuss famous Cryptocurrencies in India, Cryptocurrency Rules in india

Tick the Correct Answer – Q5

Match Me – Q5 Find the Truth – Q4, 5 Answer in Detail – Q3

Conclude the concepts Assign homework

● Recap the story and CS concepts covered in the previous session

● Instruct: Let’s learn how the story moves ahead.

● Invite a student to brief the story from page 27 panel 2 to page 29.

CS Concepts Explain

Famous Cryptocurrencies in India

Cryptocurrency Rules in India

As given in Panel 3 on Page 27

As given in Panel 2 on Page 28

● Present a scenario: You and your friends are on a quest to explore a mysterious new world called the Cryptosphere. This world is different from the one you’re used to because everything is made up of digital currencies called cryptocurrencies. As you travel through the Cryptosphere, you learn that cryptocurrencies are like virtual money that people can use to buy things.

● Discuss:

■ Name any two famous cryptocurrencies.

Possible Answer: Ethereum(ETH), Bitcoin(BTC), Ripple(XRP) etc.

■ Which is the world’s first decentralised cryptocurrency?

Possible Answer: Bitcoin.

■ What is Cardano and what is the code for it?

Possible Answer: Cardano is a decentralised cryptocurrency. Its code is ADA.

● Conduct Tick the correct answer on Page 31:

■ Say: Let’s help curious Eva to find the correct options.

■ Read Q5 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Write the answers in your books.

● Conduct Match Me section:

■ Say: Let’s explore more by matching the correct pairs.

■ Read Q5 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Match the correct answers in your books.

● Conduct Find the Truth on Page 32:

■ Say: Let’s practise some more to revise what we have learned.

■ Read Find the Truth – Q4, 5 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write True or False in your books.

Note

● If time permits, discuss the section Answer in Details – Q3, or assign it as homework.

● Conclude: Today, we learned about some of the Famous Cryptocurrency and cryptocurrency rules in India.

● Ask the following probing questions:

■ Name some famous cryptocurrencies in India.

Possible Responses: Bitcoin, Ripple, Cardano, Etherium etc.

■ In which year was Cryptocurrency banned and when was the ban lifted?

Possible Responses: In 2016, Cryptocurrency was completely banned. Then in 2020, the ban was lifted with some regulations.

● Assign the following from Brain Teaser as homework:

■ Case Study

■ Fill Up Q5

DBMS

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● In a flashback, Lord Ero’s father had confronted him about practising dark magic.

● Lord Ero had been provoked by the fight with his father.

● In the present, Mel and Conji pursued a security system upgrade for Avora.

● They discussed cryptocurrency and blockchain.

● In a flashback, Lord Ero had tried and failed to cast a dark magic spell.

● Lord Ero and Cyborg plan their revenge attack on Avora.

In this Chapter…

● In a flashback, Lord Ero and Cyborg met and joined their evil forces.

● In the present day, Mel and Conji start with the security system upgrade.

● They learn about data and databases.

● They also learn about the benefits of databases and DBMS.

The content covered in this chapter is aligned with the following CSTA Standard

● 2-CS–02 Computing Systems

● 2-DA–08 Data & Analysis

This chapter is divided into the following classroom sessions

1. Database and DBMS

2. DBMS Components

3. Benefits of DBMS

1. Database and DBMS

Objectives

In this session, students will learn about –

● Introduction to Database

● Use of Database

● Database Management System

Keywords

● Database: An organised collection of data

● Data: Unprocessed information

● Record: Rows of a database table

● Tables: Storage structure in database

● Fields: Properties of data

● DBMS: Software to create and manage a database

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Read the story aloud

Discuss data, database, its uses and DBMS

Answer in Detail – Q1, 3 Case Study – Q1, 2,

● Recap the story covered in the previous chapter.

● Read the story aloud from Panel 1 on Page 36 to Panel 1 on Page 39 up to the text, “..is a database?” .

● Say: Let me explain Database and DBMS.

Tables As given in Panel 3 on Page 40

Fields

As given in Panel 3 on Page 40

● Present the scenario: Suppose your class teacher needs to keep a record of marks scored by all the students in your class in every subject.

● Discuss:

■ What possible data will the teacher need to store?

Possible Responses: Maximum Marks; Minimum Marks; Average Score.

■ What can the values in the subject fields be?

Possible Responses: Maths; Science; Computer Science.

■ What will be the benefits of using a database in this case?

Possible Responses: Organised; Time-Saving; Efficient.

■ How many records should there be in the maths table if there are 40 students learning maths?

Possible Responses: 40; Less than 40; more than 40

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Answer in Detail on Page 47:

■ Say: Help Mel secure the data by answering these questions in detail.

■ Read Q1 and 3 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Write the final answers on the board so that students can take notes.

● Conduct Case Study on Page 47:

■ Say: Help Mr. Time store the real-time data of the people of Avora by answering the following questions based on the case study.

■ Read Q1, 2, and 3 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

Note

● If time permits, discuss the sections Tick the Correct Answer – Q1 Find the Truth – Q1 or assign them as homework.

● Conclude: Today, we learned about Data, Database, and DBMS.

● Ask the following probing questions:

■ What are the possible examples of data in terms of a human?

Possible Responses: Height; Weight; Age.

■ What are the possible places which use databases?

Possible Responses: Schools; Hospitals; Airports

● Assign the following as homework:

■ Tick the Correct Answer – Q1

■ Find the Truth – Q1

2. DBMS Components

Objectives

In this session, students will learn about –

● Components of a Database Management System

Keywords

● Hardware: Computer components which we can touch/see

● Software: Programs which run on hardware

● Procedures: Instructions in DBMS

● Database Access Language: Language to maintain data in database

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Read the story aloud

Discuss DBMS components Tick the Correct Answer – Q2, 3, 4, 5 Answer in Detail – Q2 Case Study – Q2

Conclude the conceptss Assign homework

● Recap the story covered in the previous session.

● Read the story aloud on Page 43

● Say: Let me explain DBMS components.

CS Concepts

Hardware

Software

Procedures

As given in Panel 1 on Page 42

As given in Panel 1 on Page 42

As given in Panel 1 on Page 42

Database Access Language As given in Panel 1 on Page 42

● Present the scenario: You visit your school manager’s office, who keeps records about students, teachers and events.

● Discuss:

■ What things does the school manager use to do their daily tasks?

Possible Responses: Data; Database; DBMS

■ What can be the parts/components of the DBMS they are using?

Possible Responses: Hardware; Software; Procedures

■ They must be storing data in ____?

Possible Responses: Databases; Tables; Rows

■ What can the possible fields for the competition event table be?

Possible Responses: Date; Event name; Location; Winner.

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Tick the Correct Answer on Page 45:

■ Say: Help Conji’s dad choose the correct option.

■ Read Q2, 3, 4, and 5 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the final answers in your books.

● Conduct Answer in Details on Page 47:

■ Say: Help Mel to secure the data by answering these questions in detail.

■ Read Q2 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

● Conduct Case Study on Page 47:

■ Say: Help Mr. Data to store the real-time data by answering these questions.

■ Read Q2 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

● Conclude: Today, we learned about DBMS Components.

Note

● If time permits, discuss the sections Find the Truth – Q2, 3, 4, 5 assign them as homework.

● Ask the following probing questions:

■ Which database components can we not touch?

Possible Responses: Software; Tables; Data.

■ What can be the use of Data access language?

Possible Responses: Access; Update; Delete.

● Assign the following as homework:

■ Match Me – Q1, 2, 3, 4, 5

■ Find the Truth – Q2, 3, 4, 5

3. Benefits of DBMS

Objectives

In this session, students will learn about –

● Benefits of DBMS

Keywords

● Hardware: Computer components which we can touch/see

● Software: Programs which run on hardware

● Procedures: Instructions in DBMS

● Database Access Language: Language to maintain data in database

Revise the story and CS concepts covered in the previous session Read the story aloud

Discuss benefits of using DBMS Case Study – Q4 Fill

Conclude the concepts Assign homework

● Recap the story covered in the previous session.

● Say: Let me recall all that we have learned up to now.

CS Concepts Explain

Data

Database

Records

Tables

As given in Panel 4 on Page 39

As given in Panel 2 on Page 39

As given in Panel 1 on Page 41

As given in Panel 3 on Page 40

Fields As given in Panel 3 on Page 40

Hardware

Software

As given in Panel 1 on Page 42

As given in Panel 1 on Page 42

Procedures As given in Panel 1 on Page 42

Database Access Language As given in Panel 1 on Page 42

● Present the scenario: Suppose your uncle is working in a bank and maintains the database operation for the bank.

● Discuss:

■ Which tool could he be using in order to maintain large databases?

Possible Responses: DBMS; Database management system.

■ What could be the possible benefits of using DBMS over physical files?

Possible Responses: Fast; Secure; Responsive.

■ What features does DBMS provide?

Possible Responses: Privacy; Security.

■ Is graphical representation of data possible using DBMS?

Possible Responses: Yes; No; Maybe.

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Case Study on Page 47:

■ Say: Help Mr. Time store the real-time data of the people of Avora by answering the following question.

■ Read Q4 aloud

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Write the final answers on the board so that students can take notes.

● Conduct Fill Up on Page 47:

■ Say: Help Conji to fill in the blanks.

■ Read the paragraph aloud

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Fill in the final answer in your books.

Note

● If time permits, discuss the sections DIY Activity (Answer in Short) – Q1, 2, 3, 4, 5 or assign them as homework.

● Conclude: Today, we learned about the benefits of DBMS.

● Ask the following probing questions:

■ What are the few DBMSs you know?

Possible Responses: MySQL; Oracle; Access.

■ What are some benefits of using a DBMS?

Possible Responses: Makes editing easier; Provides backup; Concurrent usage of data.

● Assign the following as homework:

■ DIY Activity – Q1, 2, 3, 4, 5

MS Access

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● Young Ero had summoned Cyborg to embrace his dark power.

● Cyborg revealed how wizard kind had prevented the end of robots.

● Cyborg reminded Ero of his destiny as ruler of Avora.

● Presently, the security systems of Avora were being upgraded.

In this Chapter…

● The robots refuse to accept the misguided young Ero as a successor to the Elder Wizard.

● Presently, Cyborg and Ero plot to hack the robot database and destroy them.

● Meanwhile, Elder Robot and Elder Wizard advise Mel and Conji to stay hidden.

● Ero asks Cyborg to plan the database hack.

The content covered in this chapter is aligned with the following CSTA Standard

● 2-DA-07 Abstraction

This chapter is divided into the following classroom and lab sessions

1. Introduction to MS Access

2. Objects in MS Access I

3. Objects in MS Access II

Note

● Any activities that cannot be completed within the time allotted for these sessions can be discussed in the revision classes later.

1. Introduction to MS Access

Objectives

In this session, students will learn about -

● Database and its importance

● Storing data in MS Access

● Relational Database

Keywords

● Database: Collection of data stored in a computer system

● Tables: Contains all the stored data and is made up of rows and columns

● Relational Database: Understands the relationship between different data stored in it

WEBS at a Glance

Discuss database, its importance, and introduce MS Access and how it stores data

Answer in

● Invite students to read the story covered in the chapter from Page 50 to Panel 3 on Page 56.

● Say: Let me recall information about a database, learn about its importance, MS Access and relational databases.

Concept Explain Database

As given in Panel 2 on Page 53

Importance of databases As given in Panel 4 on Page 55

MS Access

As given in Panel 3 on Page 54 Plan 5 min Warm-Up 12 min Engage

CS Concept Explain

How is data stored in MS Access? As given in Panel 2 on Page 55

Relational Database As given in Panel 2 on Page 56

● Present the scenario: Consider you want to collect some information about 100 students studying in your school.

● Discuss:

■ What are the five main things you need to know about every student?

Possible Responses: Name, Age, Phone number, Class and Section, Address etc.

■ Will you be able to remember and recollect all this information if you simply write it down?

Possible Responses: Yes/No

■ What is better and more organised than writing the data in a notebook?

Possible Responses: Typing on notepad, Filling it in Google sheets, Using database management systems etc.

Note

● If time allows, discuss all three questions, or discuss the first two.

● Conduct Answer in Brief on Page 65:

■ Say: Let’s help Mel bring back Ben by giving short answers to the questions.

■ Read Q1, 2, 3 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

● Conduct Answer in Detail on Page 64:

■ Say: Let’s help Conji understand MS Access by answering these questions.

■ Read Q1, 3 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Ask students to write the answer in their own words in their notebooks.

Note

● If time permits, discuss Fill up – second paragraph or assign it as homework.

10 min

min

● Conclude: In this session we learnt about the importance of databases, what MS Access is and relational databases.

● Ask the following probing questions:

■ What is the importance of using databases?

Possible Responses: Better organised; More efficient to store large amounts of data, etc.

■ Why is MS Access a good option to store textual data?

Possible Responses: Handles textual data better than sheets, easy to sort and analyze, make relational database

● Assign the following as homework

■ Fill up – second paragraph from “In MS Access ………to each other.” on Page 63

■ Tick the Correct Answer – Q2, 3

2. Objects in MS Access I

Objectives

In this session, students will learn about –

● Objects in MS Access – Tables, Forms, Queries and Reports

Keywords

● Database: Collection of data stored in a computer system

● Tables: Contains all the stored data and is made up of rows and columns

● Forms: A database object that you can use to create a user interface

● Queries: Help to search and manage data

● Reports: Help to display data in a printable fashion

WEBS at a Glance

Recap the story and the concepts covered in the previous chapter

Invite the students to brief the class on the story and CS concepts covered in the session

● Invite students to briefly explain the story covered in the previous chapter.

● Invite students to read the story covered in the chapter from Page 57 to Panel 5 on Page 60.

● Say: Let me explain more about the objects in MS Access.

● Explain the CS concepts as mentioned in the table below.

Table As given in Panel 3 on Page 57

Form As given in Panel 2 on Page 58

Query As given in Panel 4 on Page 58 to Panel 1 on Page 59 Report As given in Panel 3 on Page 59

● Present the scenario: Consider your uncle owns a car showroom. He has asked you to help him make an inventory of all the cars available in his showroom using MS Access.

● Discuss:

■ What are the four field names you need to add in your table?

Possible Responses: Brand, Colour, Model, Year, Condition (new/used) etc.

■ If your uncle asks where the data is stored, which object will you select to view this data?

Possible Responses: Forms

■ If you want to view all cars made before 2015, what will help you find the exact data?

Possible Responses: Query

■ Your uncle asks you to print out a physical copy of the records stored How will you help him?

Possible Responses: Make a report and print it for him

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Tick the Correct Answer on Page 62:

■ Say: Let’s help Conji choose the correct option, to open a portal to Memory Palace.

■ Read Q1, 4, 5 aloud, one by one.

min

■ Invite some students to share their responses and others to validate their peers’ answers.

■ Instruct: Fill in the final answers in your books.

● Conduct Answer in Detail on Page 64:

■ Say: Let’s help Conji understand MS Access by answering these questions.

■ Read Q2 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class

■ Write the final answers on the board so that students can take notes.

● Conduct Inspect on Page 62:

■ Say: Let’s help Ben complete a task to stay in Avora for longer.

■ Read the question.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class

■ Write the final answers on the board so that students can take notes.

Note

● If time permits, Discuss Fill up – first paragraph or, assign it as homework.

● Ask the following probing questions:

■ Where else have you seen examples of a printable report?

Possible Responses: Test results from a lab; Bills at grocery stores; Electricity and water bills etc.

■ What is a table made up of?

Possible Responses: Rows; Records and Columns; Field names

● Assign the following as homework

■ Fill-up first paragraph from “MS Access is a …….under the MS Office Family.” (Page 63)

■ Find the Truth – Q1, 2, 3, 4, 5

3. Objects in MS Access II

Objectives

In this session, students will apply what they have learned from the previous class to practise MS Access with the help of activities.

Keywords

● Database: Collection of data stored in a computer system

● Tables: Contains all the stored data and is made up of rows and columns

● Forms: A database object that you can use to create a user interface

● Queries: Help to search and manage data

● Reports: Help to display data in a printable fashion

WEBS at a Glance

Show the slides to recap the concepts of Objects in MS Access on Digital Panel

Discuss questions given on the slides in the panel

Conduct the Activity given on the panel

Case Study – Q A, B, C

DIY Activity: Fill up – Q1, 2, 3

Conclude the session Assign the homework

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students and recap the concepts learnt.

● Instruct: Go to the Panel and open Lab on Objects in MS Access.

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Say: Let me explain the objects in MS Access.

Scenarios If you are teaching without a projector

If you are teaching with a projector

Open MS Access on your computer system

CS Concepts Explain Demonstrate

Start MS Access From the slides in the panel

OR

How to create a new blank database.

How to start MS Access on the computer. Create a blank database From the slides in the panel

How to add a new table to enter data. Entering and editing data From the slides in the panel

Add a new table From the slides in the panel

How to enter data by adding and editing the data to modify as needed. Running a query From the slides in the panel Run a simple query.

● Present the scenario: Consider that you are collecting data about the students in your class. Fields should include roll no/student id, name, phone number, computer science marks

● Discuss:

■ What will you do if you need to add another detail “Date of Birth” along with the created table?

Possible Responses: Add another field or column.

■ How will you know which of the students have received full marks in their test?

Possible Responses: By running a query; Checking manually etc.

■ How will you remove the information of the first two students?

Possible Responses: Deleting the first two records or rows in the table.

■ Can you add data to more than one table?

Possible Responses: Yes, forms allow you to add data into multiple tables at once; No, cannot add data in multiple tables at the same time

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct the activity given in the panel.

■ Explain the activity to the students.

■ Instruct: Click on the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

● Conduct Case Study on Page 64:

■ Say: Let’s help Pronita maintain teacher records.

■ Read QA, B, C, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

● Conduct Fill up on Page 65:

■ Say: Let’s help Eva find the correct answers.

■ Read Q1, 2, 3 aloud, one by one.

■ Invite some students to share their responses and others to validate their peers’ answers.

■ Instruct: Fill in the final answers in your books.

Note

● If time allows conduct all these activities or else conduct only the first two and the third once can be covered later in revision classes.

● Ask the following probing questions:

■ How do you identify the key fields in a table?

Possible Responses: Field that has unique value for every record is key; Don’t know

■ Why do we use database management systems instead of other applications to store large amounts of data?

Possible Responses: To store data; For security reasons, Easy to find specific information; Better organised etc.

● Assign the following as homework

■ Match the Following – on Page 62

■ DIY Activity: Fill up – Q4 (Page 65)

MS Access Tools

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● Ero was caught practising dark magic on an innocent bird.

● So, the Elders decided that he could not be the leader of the Wizards.

● To take revenge, Ero and Cyborg planned to hack Avora’s database.

● The Elders and the kids planned to strengthen the security of the databases and servers.

● The Elders convinced the kids to hide and be safe for a while. Meanwhile, Ero and Cyborg planned the hacking.

In this Chapter…

● In the past, Elder Wizard detected dark energy summoned by young Ero.

● He rushed to stop Ero, but Cyborg interrupted him.

● In the present, Mel and Conji recall objects of MS Access before making their own database.

● They learn how to create a database and perform multiple operations in it.

● Suddenly, Mr Geebal appears from a portal and informs them of a grave danger that will befall Avora.

The content covered in this chapter is aligned with the following CSTA Standard

● 2-DA–07 Storage

● 2-DA–08 Collection Visualisation & Transformation

This chapter is divided into the following classroom and lab sessions

1. Planning and Creating a Database

2. Your First Database

3. Edit and Delete Data

4. Find and Arrange

1. Planning and Creating a Database

Objectives

In this session, students will learn about –

● Need for databases

● Use of databases

● Creation of a database

Keywords

● Database: A collection of data stored in a computer system

● DBMS: A tool that helps create and manage databases

● Objects: Components of MS Access DBMS

● Tables: A collection of rows and columns in which data is stored

● Forms: Used for storing, modifying and viewing records in MS Access

● Queries: Help us search for and manage data from tables

● Reports: Help us show data in a printable format

● Planning: Ideating the tables in a database

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Invite students to brief the class on the story and CS concepts covered in the chapter

Discuss Database, DBMS, its objects and Database creation

Action Plan

Tick the Correct Answer – Q1, 2

Find the Truth – Q1, 2 Case Study – Q6

Conclude the concepts Assign homework

● Recap the story and the CS concepts covered in previous chapter

● Recap the story covered in the current chapter from Page 68 to Panel 4 on Page 69.

Warm-Up 10 min

Engage

● Say: Let me explain MS Access components.

CS Concepts Explain

Objects

Recall in reference to MS Access as given in Panel 5 on Page 69

Tables Recall in reference to MS Access as given in Panel 5 on Page 69

Forms Recall in reference to MS Access as given in Panel 5 on Page 69

Queries Recall in reference to MS Access as given in Panel 5 on Page 69

Reports Recall in reference to MS Access as given in Panel 5 on Page 69

Creating a Database Recall in reference to MS Access as given in Panel 4 on Page 70

● Present the scenario: A coding festival with 5 coding events and one fun event is being organised at your school.

● Discuss:

■ What can be used to keep track of the events and competitions?

Possible Responses: Tables; Databases; Records.

■ Name a few objects in MS Access which can be used to maintain and use data.

Possible Responses: Tables; Forms; Queries.

■ How many tables are required if all the data is to be stored?

Possible Responses: 1; 5; 6.

■ A table is created for storing a web-development event. Should entries for debugging events be stored in the web development table?

Possible Responses: Yes; No; Maybe.

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Tick the Correct Answer on Page 79:

■ Say: Help Eva to tick the correct answer.

■ Read Q1 and 2 aloud, one by one.

min

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the final answers in your books.

● Conduct Find the Truth on Page 80:

■ Say: Help Eva to mark the statements as true or false.

■ Read Q1 and 2 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Mark the final answers in your books.

● Conduct Case Study on Page 81:

■ Say: Help Eva to answer the question.

■ Read Q6.

■ Invite some students to share their responses.

■ Discuss and validate the answer with the whole class.

■ Instruct: Fill in the final answer in your books.

Note

● If time permits, discuss the sections DIY Activity (Answer in Short) – Q4, DIY Activity (Fill Up) – Q1 or assign them as homework.

● Conclude: Today, we learned why we need databases and how to create one.

● Ask the following probing questions:

■ What are the steps of database creation?

Possible Responses: Click on a blank database; Name the database; Click on create.

■ What fields must there be in a database of students in a class?

Possible Responses: Name; Class; Roll number, Gender.

● Assign the following as homework:

■ DIY Activity: Answer in Short – Q4

■ DIY Activity: Fill Up – Q1

2. Your First Database

Objectives

In this session, students will apply what they learned from the previous session to plan and create tables in a database using MS Access.

Keywords

● Creating a table: Creating a new table in an existing database

● Planning: Ideating the fields and type of data

● ID field: A default field created by MS Access in a new table

● Type of Data: Specifies what kind of data goes into a field

● Add: Helps us to write data in a database

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Your First Database

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Say: Let me explain database and table creation as well as adding data to tables

● Discuss the following questions one by one to check students’ understanding:

■ What is a database made up of?

Possible Responses: Data; Tables, Rows.

■ What are the few types of data which can go into a database?

Possible Responses: Short text; Currency; Date and time; Yes/No.

■ Which database tables might be used for a hospital database?

Possible Responses: Patient records; Doctors’ records; Medicine records.

■ Which fields might there be in a medicine record table?

Possible Responses: Name of Medicine; Uses; Expiry date; Quantity available.

● Invite answers from as many students as possible.

● Address any other doubts students may have related to the concepts presented in the slides.

● Instruct: We know how to plan for databases and tables in it, set the type of data in fields as well as add data to tables.

● Now, let’s practise what we have learned. Click on the Practice button on the Assignment page to attempt the activity.

● Add a database in MS Access.

● Add a table in the database.

● Add fields and type of data in it.

● Add the data in the rows of the table.

Note

● Make the students practise the activity until they have mastered the concepts covered in the session.

● Walk around in the classroom and observe the activity done by the students.

● Instruct: Save the file and upload it to the Tekie platform, by either dragging it to the submit box or by browsing the file.

● Conduct Match Me on Page 80:

■ Say: Help Eva to match the correct text field to the data type.

■ Read the options on both sides.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Match the final combinations in your books.

● Conduct Case Study on Page 81:

■ Say: Help Eva to answer the questions.

■ Read Q1 and 4 aloud

■ Invite some students to share their responses.

■ Discuss and validate the answer with the whole class.

■ Instruct: Fill in the final answers in your books.

● Conclude: Today, we have learned how to create databases, and tables as well as add data to them.

● Instruct: Practise the same activity at home.

● Assign the following as homework:

■ Project: Lab Time on Page 84

■ Tick the Correct Answer – Q3, 4

■ Find the Truth – Q5

■ DIY Activity: Answer in Short – Q5

Note

● The project is optional, kindly assign if feasible.

3. Edit and Delete Data

Objectives

In this session, students will apply what they have learned from the current as well as previous sessions to edit and delete data using MS Access.

Keywords

● Edit: Add new data or modify existing data

● Delete: Remove an entry from a table or doc

WEBS at a Glance

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Edit and Delete

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Say: Let me explain how to edit and delete data in a database.

CS Concepts

Demonstrate

Edit Data in Table Go to the cell → Click → Change Value

Delete Records Click on the leftmost column of record → Delete button/ Right click → Delete

● Discuss the following questions one by one to check students’ understanding:

■ What are the possible scenarios when you might need to edit data in tables?

Possible Responses: Incorrect entry; Change in source data; Data no longer needed.

■ What are the ways in which one can delete data from a table?

Possible Responses: Select the leftmost column of the record and press the delete button; Using right click and then delete.

■ Do we get a confirmation message before we delete data from a table?

Possible Responses: Yes; No; Maybe.

■ Is it very complicated to edit data in a database?

Possible Responses: Yes; No; Maybe.

● Invite answers from as many students as possible.

● Instruct: We know how to edit and delete data in a database.

● Now, let’s practise what we have learned. Click on the Practice button on the Assignment page to attempt the activity.

● Instruct students using the steps in the practice assignment doc.

Note

● Make the students practise the activity until they have mastered the concepts covered in the session.

● Walk around in the classroom and observe the activity done by the students.

● Instruct: Save the file and upload it to the Tekie platform, by either dragging it to the submit box or by browsing the file

● Conduct Case Study on Page 81:

● Instruct: Save the file and upload it to the Tekie platform, by either dragging it to the submit box or by browsing the file.

● Conduct Case Study on Page 81:

○ Say: Help Eva to answer the question

○ Read Q2 and 5

■ Say: Help Eva to answer the question.

■ Read Q2 and 5.

○ Invite some students to share their responses

○ Discuss and validate the answers with the whole class

■ Invite some students to share their responses.

○ Instruct: Fill in the final answers in your books

■ Discuss and validate the answers with the whole class.

● Conduct Answer in Detail on Page 83:

■ Instruct: Fill in the final answers in your books.

○ Say: Help the friends to answer the question

● Conduct Answer in Detail on Page 83:

○ Read Q2 aloud

○ Invite some students to share their responses

■ Say: Help the friends to answer the question.

■ Read Q2 aloud.

○ Discuss and validate the answers with the whole class

○ Write the final answers on the board so that students can take notes

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

● Address any other doubts students may have related to the concepts presented in the slides. Build 15 min Sum-Up 5 min

● Conclude: Today, we have learned how to edit and delete data from database tables

● Conclude: Today, we have learned how to edit and delete data from database tables.

● Instruct: Practise the same activity at home

● Instruct: Practise the same activity at home.

● Assign the following as homework:

● Assign the following as homework:

■ Project: Add a database and create a table in it, and keep records of your favourite players, the games they play, scores etc.

■ Also try to use edit delete features.

■ DIY Activity: Answer in Short – Q2, 3

Note

● The project is optional. Kindly assign if feasible.

4. Find and Arrange

Objectives

In this session, students will apply what they have learned from the current as well as previous sessions to find and arrange data in a database using MS Access.

Keywords

● Find: To search for a specific row of data

● Arrange: To sort data in descending or ascending order based on a field

WEBS at a Glance

Present the slides on Find and Arrange on Tekie Platform

Discuss the topics covered in the slides

Attempt the activity on the Assignment page

Tick the Correct Answer – Q5

Find the Truth – Q3 and 4 Case Study – Q4

Conclude the concepts Assign homework

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Find and Arrange.

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Say: Let me explain how to find and arrange data in a database.

CS Concepts

Demonstrate

Select the intended field → Find option from home menu → Type → Find next Arrange Records Click on field name → Select sorting order

Find Records

● Discuss the following questions one by one to check students’ understanding:

■ In which order can we sort data?

Possible Responses: A to Z; Z to A.

■ When we arrange, which field/s change their order?

Possible Responses: Primary Key; Second field only; All.

■ What can be done using the find feature in MS Access?

Possible Responses: Find; Replace; Find and replace.

■ Using which field can we arrange the tables in MS Access?

Possible Responses: ID field; First field only; Any.

● Invite answers from as many students as possible.

● Address any other doubts students may have related to the concepts presented in the slides.

● Instruct: We know how to find and arrange data in MS Access.

● Now, let’s practise our learning. Click on the Practice button on the Assignment page to attempt the activity.

● Add a database in MS Access.

● Add a table in the database.

● Add fields and type of data in it.

● Add the data in the rows of the table.

● Ask for suggestions from parents or teachers on which records to find.

● Find the record, trying to use find and replace as well.

● Arrange the data using various fields to get different views of the table.

Note

● Make the students practise the activity until they have mastered the concepts covered in the session.

● Walk around in the classroom and observe the activity done by the students.

● Instruct: Save the file and upload it to the Tekie platform, by either dragging it to the submit box or by browsing the file.

● Conduct Tick the Correct Answer on Page 79:

■ Say: Help Eva to tick the correct answer.

■ Read Q5 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the final answer in your books.

● Conduct Find the Truth on Page 80:

■ Say: Help Eva to mark the statements as true or false.

■ Read Q3 and 4 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Mark the final answers in your books.

● Conduct Case Study on Page 81:

■ Say: Help Eva to answer the question.

■ Read Q3.

■ Invite some students to share their responses.

■ Discuss and validate the answer with the whole class.

■ Instruct: Fill in the final answer in your books.

● Conclude: Today, we have learned how to find and arrange data in MS Access.

● Instruct: Practise the same activity at home.

● Assign the following as homework:

■ DIY Activity: Answer in Short – Q1

■ DIY Activity: Fill Up – Q2, 3

Note

● The project is optional, kindly assign if feasible.

Figma Basics

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● In the past, the Elder Wizard had detected dark energy summoned by young Ero.

● He had rushed to stop Ero, but Cyborg had interrupted him.

● In the present, Mel and Conji recalled objects of MS Access before making their own database.

● They learned how to create a database and perform multiple operations in it.

● Suddenly Mr. Geebal appeared from a portal and informed them of grave danger that was going to befall Avora.

In this Chapter…

● Mel and Conji land at the Idea Centre along with the muses and Mr. Geebal.

● The muses tell the others that they created Cyborg in the Idea Centre to challenge Avora’s citizens now and then.

● Conji gets curious about a design tool called Figma, so the muses and Mel start teaching him.

● Conji learns about Figma, its components, and its uses.

The content covered in this chapter is aligned with the following CSTA Standard

● 2-AP–13 Modularity

● 2-CS–02 Hardware & Software

This chapter is divided into the following classroom and lab sessions

1. Introduction to Figma

2. Basics of Figma

3. Share and Export

1. Introduction to Figma

Objectives

In this session, students will learn about –

● What Figma is

● Types of Images

● Figma UI components

Keywords

● Figma: A vector-based design tool

● Raster Image: Made of pixels and dots having unique colours

● Vector Image: Made of objects like points, lines and shapes

● Dashboard: Home screen for Figma

● FigJam: Whiteboard for brainstorming

● Workspace: Blank space to make designs

● Layers Panel: Shows different parts of design

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Invite students to brief the class on the story and CS concepts covered in the chapter

Discuss Introduction, Types of images, Dashboard, FigJam, Workspace, Layers panel

Tick

Conclude the concepts Assign homework

● Recap the story covered in the previous chapter.

● Read the story aloud from Panel 1 on Page 88 to Panel 1 on Page 92 up to the text, “..teach him Figma.”

● Say: Let me explain the basics of Figma.

Dashboard

FigJam

Workspace

Layers Panel

As given in Panel 3 on Page 93

As given in Panel 1 on Page 94

As given in Panel 2 on Page 94

As given in Panel 3 on Page 94

● Present the scenario: Your aunt works in a publishing company as a graphic designer, she designs graphics for children’s books.

● Discuss:

■ What kind of tools might she use to perform her day-to-day work?

Possible Responses: Figma; Graphic design tool; Design tool.

■ What kind of things can be seen on the dashboard of the Figma platform?

Possible Responses: Workspace; Layer Panel; Whiteboard.

■ In which ways can she use the dashboard?

Possible Responses: Create new file; Browse files; Create new FigJam file.

■ Where else will a design tool like Figma be used?

Possible Responses: Magazines; Posters; Calendars.

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Tick the Correct Answer on Page 100:

■ Say: Help the friends to complete the challenge.

■ Read Q1 and 2 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the final answers in your books.

● Conduct Answer in Detail on Page 102:

■ Say: Answer the following to become a skilful Figma designer.

■ Read Q1 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answer on the board so that students can take notes.

Note

● If time permits, discuss the sections Case Study – Q1, 4 and Answer in Short – Q1, 4, 5 or assign them as homework. You can revisit unattempted section/questions in revision classes as well.

● Conclude: Today, we learned about Figma and its basics.

● Ask the following probing questions:

■ What have you learned about Figma basics?

Possible Responses: Types of images; Dashboard; FigJam; Workspace.

■ You have to create a poster for your school dance event, how can you brainstorm ideas?

Possible Responses: By discussing in class; by drawing on the whiteboard in the classroom; by using FigJam.

● Assign the following as homework:

■ Case Study – Q1, 4

■ Answer in Short – Q1, 4, 5

2. Basics of Figma

Objectives

In this session, students will apply what they have learned from the previous class to make a birthday card for their friend using Figma.

Keywords

● Design Panel: Shows properties of elements

● File Name: Renames an Untitled file

● Frame: Is like a canvas to create design

● Layer Tab: Stores many layers of design

● Design Tab: To change various design properties such as height and width

● Template: An editable, ready-made design

WEBS at a Glance

Present the slides on Intro to Figma - II on Tekie Platform

Discuss the topics covered in the slides Attempt the activity on the Assignment page Tick the Correct Answer – Q3, 4, 5 Answer in Detail – Q3 Answer in Short – Q2 and 3

Conclude the concepts Assign homework

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Intro to Figma - II.

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Say: Let me explain the working concepts of Figma.

CS Concepts Demonstrate

Name a File Click on the default name “Untitled” → Set a new name.

Creating a Frame Click on the frame tool

Use a Template Go to the template tab

→ Choose from the frame tab.

→ Search using the search bar

→ Click on the duplicate button

● Discuss the following questions one by one to check students’ understanding:

■ What is similar to frames in real life?

Possible Responses: Canvas; Sheet of paper; Slate.

■ What can be changed using the Design tab?

Possible Responses: Height; Width; Background colour.

■ What operations can we perform using the templates in Figma?

Possible Responses: Use; Edit.

■ How can one access and use templates?

Possible Responses: Dashboard → Community tab → Search → Duplicate

● Invite answers from as many students as possible.

● Address any other doubts students may have, related to the concepts presented in the slides.

15 min

● Instruct: We know the basics of Figma.

● Now, let’s practise what we have learned. Click on the Practice button on the Assignment page to attempt the activity.

● Head over to the templates tab, and use the search bar to search “Happy Birthday Poster”.

● Open the template page and click on the duplicate button to copy the template.

● Use your creativity to edit it however you want.

Note

Make the students practice the activity till the concepts covered in the session.

● Walk around in the classroom and observe the activity done by the students.

● Instruct: Drop or browse your completed file on tekie page to submit it.

Note

● Please cover the questions as feasible during session or provide them as assignment. Alternatively, they can be attempted in revision sessions.

● Conduct Tick the Correct Answer on Page 100:

■ Say: Help the friends to complete the challenge.

■ Read Q3, 4 and 5 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the final answers in your books.

● Conduct Answer in Detail on Page 102:

■ Say: Answer the following to become a skilful Figma designer.

■ Read Q3 aloud

■ Invite some students to share their responses.

■ Discuss and validate the answer with the whole class.

■ Write the final answer on the board so that students can take notes.

● Conduct Answer in Short on Page 103:

■ Say: Answer the following questions quickly to get one step closer to becoming a Figma designer.

■ Read Q2 and 3 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

Note

● If time permits, discuss the sections Find the Truth – Q1, 2, 3, 4, 5 and Case Study – Q2, 3, or assign them as homework.

5 min

Sum-Up

● Conclude: Today, we have learned the basics of the Figma platform and created a birthday card for your friend.

● Instruct: Practise the same activity at home.

● Assign the following as homework:

■ Project: Design a birthday party invitation card for your brother’s birthday.

■ Find the Truth – Q1, 2, 3, 4, 5

■ Case Study – Q2, 3

Note

● The project is optional, kindly assign if feasible.

3. Share and Export

Objectives

In this session, students will learn and apply the tools to make a poster for the upcoming festival using Figma.

Keywords

● Export: Allows us to download and share our designs

● Share: Feature used to invite others to work on designs together

● Collaboration: Working on the same project/design together

WEBS at a Glance

Present the slides on Export and Share on Tekie Platform

Discuss the topics covered in the slides

Attempt the activity on the Assignment page Match

Action Plan

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Export and Share.

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Say: Let me explain Share and Export designs in Figma.

CS Concepts Explain

Exporting designs

Sharing

Click on the frame to download → Export option

Click on the Share button in the top right-hand corner of the screen

● Discuss the following questions one by one to check students’ understanding:

■ Which collaborative tools are present in Figma?

Possible Responses: Share; Export.

■ What is collaboration used for?

Possible Responses: Share designs; Work together.

■ What should be used in order to export the design in Figma?

Possible Responses: Frame; Export button; Share button.

■ In which ways can we work in Figma?

Possible Responses: By ourselves; With friends; With co-workers.

● Invite answers from as many students as possible.

● Address if students have any other doubts related to the concepts presented in the slides.

● Instruct: We know how to export, share, and collaborate in Figma.

● Now, let’s practice what we have learned. Click on the Practice button on the Assignment page to attempt the activity.

● Select an upcoming festival of your choice.

● Find a template using the search bar in the platform.

● Customise according to your creativity.

Note

● Make the students practise the activity until they have mastered the concepts covered in the session.

● Walk around in the classroom and observe the activity done by the students.

● Instruct: Export your design and drag or browse the design in the box on the assignment page on tekie

Note

● Please cover the questions as feasible during the session or provide them as assignment. Alternatively they can be attempted in revision sessions.

● Conduct Match Me on Page 100:

■ Say: Help Conji match the following.

■ Read Q1, 2, 3, and 4 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Match the final answers in your books.

● Conduct Case Study on Page 102:

■ Say: Help Conji to identify the part in the image.

■ Describe part 5 and its location

■ Invite some students to share their responses.

■ Discuss and validate the answer with the whole class.

■ Instruct: Fill in the final answer in your books.

● Conduct Answer in Detail on Page 102:

■ Say: Answer the following to become a skilful Figma designer.

■ Read Q2 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answer on the board so that students can take notes.

Note

● If time permits, discuss the sections Fill Up or assign it as homework.

● Conclude: Today, we have learned exporting and sharing designs in Figma.

● Instruct: Practise the same activity at home.

● Assign the following as homework:

■ Project: Design a get-well-soon card for your grandfather who fell ill recently and use export and share to send him the card.

■ Fill Up

Note

● The project is optional, kindly assign as per feasible.

Figma Tools

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● Mel and Conji landed at the Idea Centre along with the muses and Mr. Geebal.

● The muses told the others that they created Cyborg in the Idea Centre to challenge Avora’s citizens now and then.

● Conji was curious about a design tool called Figma, so the muses and Mel taught it to him.

● Conji learnt about Figma, its components, and its uses.

In this Chapter…

● Mel, Conji and the muses search for Cyborg’s weakness.

● The muses inform the others that there is no such thing as a dark lord.

● Mel and Conji realise that the promise made by Cyborg to Ero is false.

● They learn about shapes, borders, and radius in Figma.

● They also learn how to add text and images to Figma designs.

The content covered in this chapter is aligned with the following CSTA Standard

● 2-AP–13 Modularity

This chapter is divided into the following classroom and lab sessions

1. Shapes

2. Working with Shapes and Text

3. Upload and Prototype

4. Figma Expert

1. Shapes

Objectives

In this session, students will learn about –

● Adding shapes to design

● Customisation of shapes

● Adding text to designs

● Formatting text

Keywords

● Shapes: Tool to add different shapes in the design

● Resize: Tool to change the width and height of shapes

● Fill: Tool to add colours to shapes

● Solid Color: Tool to add one colour for the entire shape

● Gradient: Smooth transition between two or more colours in a straight line

● Corner Radius: Tool to round the corners of shapes and make them smooth

● Opacity: Tool to control the visibility of shapes

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Invite students to brief the class on the story and CS concepts covered in the chapter

● Recap the story covered in the previous chapter in brief with the CS concepts covered.

● Recap the story covered in the current chapter from Page 106 to Page 107 up to the text, “..Figma lesson!”

● Say: Let me explain Shapes and their customisations.

Shapes

Resize a shape

Fill

CS

As given in Panel 1 on Page 108

As given in Panel 3 on Page 108

As given in Panel 2 on Page 109

Solid

Gradient

Border

Corner Radius

Opacity

CS Concepts Explain

As given in Panel 3 on Page 109

As given in Panel 1 on Page 110

As given in Panel 4 on Page 110

As given in Panel 3 on Page 111

As given in Panel 1 on Page 112

● Present the scenario: You visit the office of a graphic designer who is going to work on an invitation card for your parent’s wedding anniversary.

● Discuss:

■ Which shapes are available to the designer if she is working with Figma?

Possible Responses: Circle; Square; Oval; Hexagon

■ In which ways can she fill in colours in the background for the card?

Possible Responses: Solid fill; Gradient fill

■ What properties of shapes can she change using resize?

Possible Responses: Height; Width; Length; Breadth; Dimensions

■ What are a few things in your surroundings that resemble borders in Figma?

Possible Responses: School boundary; Fences on grounds; Perimeter of cricket field

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Tick the Correct Answer on Page 121:

■ Say: Help Conji tick the correct answer.

■ Read Q1, 2, 3, 4, and 5 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the final answers in your books.

● Conduct the Case Study on Page 123:

■ Say: Help Mel answer the following questions.

■ Read Q1, 2 and, 3 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

Note

● If time permits, discuss the sections Find the Truth – Q3, and 4 or assign them as homework.

● Conclude: Today, we learned about Shapes and their customisation in Figma.

● Ask the following probing questions:

■ If the opacity of a shape added to the design is 0%, what will happen to the design?

Possible Responses: It will disappear; It will be invisible; It can’t be seen.

■ What will happen if we increase the corner radius of a rectangle?

Possible Responses: Smoother corners; Rounded corners; The rectangle will look more like an oval.

● Assign the following as homework:

■ Find the Truth – Q3, 4

■ DIY: Fill Up – Q2, 3

2. Working with Shapes and Text

Objectives

In this session, students will learn about text formatting and also apply what they have learned from the previous sessions to make a Women’s Day card using Figma.

Keywords

● Text: Helps add words into the design

● Text formatting: Customises properties of added text

● Font: Changes the way text looks

● Font Style: Changes the design of text

● Font Size: Changes the size of text

● Line Height: Changes the space between the lines of text

● Letter Spacing: Changes the space between letters of a text

● Text Align: Sets the position of the text

WEBS at a Glance

Present the slides on Working with Shapes and Text on Tekie Platform

Discuss

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open the Lab on Working with Shapes and Text

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Say: Let me explain the working of Shapes and Text in Figma

CS Concepts

Demonstrate

Add a Shape Click on the Shape tool and select a shape.

Resize a Shape Use the W and H fields from the design panel.

Colour a Shape Click on the fill option under the design panel.

Add a border Click on the stroke option from the design tab.

Using Corner Radius Change the values in the corner radius field.

Adjusting Opacity Select the shape and change the opacity under the layer property in the design tab.

Adding Text Click on the text tool and then click inside the frame.

Selecting Text Colour Select the text and pick a colour using the fill option in the design tab.

● Discuss the following questions one by one to check students’ understanding:

■ What properties of shape can we change in Figma?

Possible Responses: Size; Colour; Gradient; Opacity

■ Can we change the colour of the text in Figma?

Possible Responses: Yes; No; Maybe

■ Opacity of a shape is set to 50%. What will the shape look like?

Possible Responses: Half visible; Half invisible; Translucent

■ What properties of text can be changed?

Possible Responses: Text; Font; Size; Colour; Orientation

● Invite answers from as many students as possible.

● Address any doubts students may have related to the concepts presented in the slides.

● Instruct: We know how to use shape and text in Figma.

● Now, let’s practise our learning. Click on the Practice button on the Assignment page to attempt the activity.

● Use a blank layer or select a template of your choice.

● Add multiple shapes with different opacities, colours and gradients.

● Add the text “Happy Women’s Day”, and customise the text as well.

Note

● Make the students practice the activity until they understand the concepts covered in the session.

● Walk around in the classroom and observe the activity done by the students.

● Instruct: Export your design and drop or browse the file into the box on the Tekie platform.

● Conduct Answer in Detail on Page 124:

■ Say: Help Mel answer the following question.

■ Read Q1.

■ Invite some students to share their responses.

■ Discuss and validate the answer with the whole class.

■ Write the final answer on the board so that students can take notes.

● Conclude: Today, we have learned practically how to use and customise shapes and text in Figma.

● Instruct: Practise the same activity at home.

● Assign the following as homework:

■ Project: Design a card for Father’s Day using the concepts you have learned and used today.

■ DIY: Answer in Short – Q2, 3, 5

● The project is optional. Assign it if feasible.

3. Upload and Prototype

Objectives

In this session, students will learn about –

● Uploading an image

● Connecting frames

● Prototyping and interactions

Keywords

● Prototyping: Turning static designs into clickable ones

● Connecting frames: Joining one frame to another for prototyping

● Interactions: Movement of frames while prototyping

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Invite students to brief the class on the story and CS concepts covered in the chapter

Discuss uploading images and prototyping designs

Match Me Case Study – Q4

Conclude the concepts

Assign homework

● Recap the story covered in the previous chapter.

● Say: Let me explain Prototyping and Connecting frames in Figma.

CS Concepts

Uploading an Image

Prototyping

How to Prototype

Connecting Frames

Interactions

Explain

As given in Panel 2 on Page 115

As given in Panel 4 on Page 115

As given in Panel 1 on Page 116

As given in Panel 2 on Page 116

As given in Panel 3 on Page 116

● Present the scenario: You went back to the graphic designer who worked on your parent’s anniversary invitation design.

● Discuss:

■ You need to add your parent’s image in the design, how can the designer do that?

Possible Responses: Upload; Drag to a frame

■ The photo was too big and covered the whole design, what can be done?

Possible Responses: Resize, Reduce height and width; Scale down

■ What are a few properties of images?

Possible Responses: Width; Height; Rotation

■ What does prototyping do to designs?

Possible Responses: Makes them clickable; Makes them interactive; Makes them come alive

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Match Me on Page 122:

■ Say: Help Conji to map the requirements with the right solutions.

■ Read options on both sides aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Match the combinations in your books.

● Conduct Case Study on Page 123:

■ Say: Help Conji answer the following question.

■ Read Q4 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answer with the whole class.

■ Write the final answer on the board so that students can take notes.

Note

● If time permits, discuss the section Find the Truth – Q1, 2, and 5 or assign it as homework.

● Conclude: Today, we learned about Prototyping and Connecting frames in Figma.

● Ask the following probing questions:

■ What are the uses of prototyping in terms of design?

Possible Responses: Interactive; Clickable; Selection from dropdowns

■ Mention the steps of prototyping.

Possible Responses: Prototype panel; Connecting frames; Interactions; Play

● Assign the following as homework:

■ Find the Truth – Q1, 2, 5

■ DIY: Fill Up – Q1, 4

4. Figma Expert

Objectives

In this session, students will apply what they have learned from the previous class to make an interactive design using prototyping in Figma.

Keywords

● Prototyping: Turning static designs into clickable ones

● Connecting frames: Joining one frame to another for prototyping

● Interactions: Movement of frames while prototyping

WEBS at a Glance

topics covered

Discuss

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open the Lab on Figma Expert

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Say: Let me explain

CS Concepts Demonstrate

Starting prototype

Open the prototype panel and click on the prototype option

Connecting frames Select the first frame and click on the plus icon to connect the line to the next frame Interactions After frame connection an interaction pop-up opens up

● Discuss the following questions one by one to check students’ understanding:

■ Suppose we have added four frames in a prototype. Which frame should come first?

Possible Responses: First; Second; Third; Any; As required

■ How many frames can we connect in a prototype?

Possible Responses: 1; 2; 3; Many

■ What are the options to align text?

Possible Responses: 3; 2; 1

■ How do you add an image to the design?

Possible Responses: Drag; Drop; Drag and drop

● Invite answers from as many students as possible.

● Address any other doubts students may have related to the concepts presented in the slides.

15 min

● Instruct: We know uploading images as well as prototyping in Figma.

● Now, let’s practise our learning. Click on the Practice button on the Assignment page to attempt the activity.

● Create a design with multiple frames.

● Connect those frames.

● Implement interactions between the frames.

Note

● Make the students practice the activity until they understand the concepts covered in the session.

● Walk around in the classroom and observe the activity done by the students.

● Instruct: After designing the prototype, export the prototype and upload it to the platform using the submit box provided.

● Conduct Answer in Detail on Page 124:

■ Say: Help Mel to answer the following questions.

■ Read Q2 and 3 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Write the final answers on the board so that students can take notes.

5 min

● Conclude: Today, we have learned uploading images and prototyping in Figma.

● Instruct: Practise the same activity at home.

● Assign the following as homework:

■ Project: Design a prototype for the Teachers’ Day event, including an image of your favourite teacher as well.

■ Brain Teasers: Fill Up

■ DIY: Answer in Short – Q1 and 4

Note

● The project is optional. Assign it if feasible.

Appendix – Answer Key A

Chapter 1

Decentralisation is the process of distributing the activities and decisions of an organisation. In this network, the information is stored in the form of blocks. The present era since 2010 is the era of Web 3 technology and Blockchain comes under it. It was conceptualised by a person or a group of people working under the pseudonym read-write-trust-verifiable

a. Decentralisation means everyone owns the blocks and has complete information. For example, when the school timetable is shared with every student, any changes made in the map will reflect immediately. Hence, the person who made the changes will be caught.

b. Advantages of Blockchain:

● Everyone is the owner and has the same information

● It is secure

● It is decentralised

c. Applications of Blockchain:

● Money transfer

● Identity theft

● Voting

● Secure medical information sharing

Section

A Answer in Short

Section Name

1. Blockchain is a network of blocks that stores information. These blocks are decentralised and secure.

2. Web 1 technologies Pseudonym: Read-only web

3. The two examples of voice assistants used in Web 3 technologies are Siri and Alexa.

4. Stages in the evolution of the web:

● Web 1.0 (1990-2000)

● Web 2.0 (2000-2010)

● Web 3.0 (2010-Present)

5. Blockchain is also known as Peer-to-peer network system.

Chapter 2

Brain Teasers

D Fill Up Bitcoin was released as an Open Source Software back in 2009. The unit of account for Bitcoin is Bitcoin. Bitcoin has a limited supply. The maximum amount of bitcoin that could exist was 21 million. It was banned in India in 2016. However, the ban was lifted in 2020.

E Answer in Detail

1. Open Source Software is a type of software that is publicly available and free to use. It allows programmers to download the complete code and suggest changes to improve the software. Bitcoin is an example of open source software that was released in 2009.

2. A decentralised system is a system which is not controlled by any government or a person, whereas a centralised system is controlled by a regulating body, such as any government. Bitcoin is the first decentralised cryptocurrency which is controlled by the people who are using it. Invented in 2007 by Satoshi Nakamoto, it was released as an open source software in 2009.

F Case Study

1. Cardano

2. Bitcoin

3. Ripple

4. Etherium

Section Section Name

A Answer in Short

1. Currency is a medium of exchange issued by the government, with which we buy things. Dollars, Rupees, Euro, Yen, etc. are examples of currencies.

2. When a system is not owned or controlled by any government but the people who are using it, it is said to be a decentralised system.

3. E-money is centralised and runs under government regulations. On the other hand, Cryptocurrency is decentralised and doesn’t have any regulations imposed by the government.

4. Open-source software is publicly available and free to use. It allows programmers to download the complete code and suggests changes and new updates to improve the software.

5. One can say cryptocurrency is safe as it cannot be duplicated. It uses blockchain which is a decentralised system, hence fraud can be easily detected.

B Answer in Detail

1. Bitcoin has its own units, just as Indian currency has units like paise and rupee. Satoshi is the smallest unit of bitcoin, and mBTC is the highest unit used. BTC is the bitcoin currency just as INR is the Indian Rupee.

2. Cryptocurrency is decentralised and isn’t controlled by any government or person. E-money is the electronic version of any physical currency, like Rupees, Dollars, and Euros. It is different from cryptocurrency because it is issued by a central authority like banks or the government.

3. Rules of Cryptocurrency in India:

a. The ban on Cryptocurrency was lifted with some regulations in 2020.

b. Under these regulations, investors have the right to buy and sell cryptocurrency from approved platforms only that follow certain guidelines.

D Fill Up Database is a collection of data stored in an organised way. It helps us to store and access data efficiently. It also makes searching for data quite simple. Data from a table can be represented using graphical reports

Brain Teasers

1. A data management system is software used to create and manage databases. It is also used to control access to the databases.

2. There are five major components of DBMS namely, hardware, software, data, procedures, and database access language

3. A database is a collection of data stored in an organised way. Databases make it easy to access and search for data.

Brain Teasers

Section Section Name Answer

D Fill Up MS Access is a Database management system that arranges data in tables, allows users to report data, and provides information through query. It is developed by Microsoft Corporations US, and available under the MS Office family.

In MS Access, we can make a relational database. A relational database is able to understand how different lists and data stored in them are related to each other.

E Case Study

A. TCode: To store the code of the teachers.

TName: To store the name of the teachers.

TSubject: To store the name of subjects for which the teacher is placed in the institution.

Address: To store the address of the teachers.

Salary: To store the monthly income of the teachers.

B. TCode: Text

TName: Text

TSubject: Text

Address: Text

Salary: Number

C. TCode is most likely to be the key field because it has a unique value for each of the records.

F Inspect

1. Item – Number

2. ItemName – Text

3. ItemStock – Number

4. ItemDOP – Date/Text

5. QuantityPurchased – Number

Item can be used as the primary key for the above table.

G Answer in Detail

1. Data in MS Access is stored within tables that consist of rows called records and columns called fields. One database can have multiple tables and all of these tables can be viewed and modified using forms. E.g. A shopkeeper sells two types of products, perishable and non-perishable. He needs to create two tables in his database for the two types separately to keep track of product name, product id, inventory, best-by date etc. so he can stay updated with all his goods.

2. TABLES – Tables are the places where any information is stored. Tables store the data that will be used later for other useful operations, e.g. table for storing student marks.

FORMS – Forms display data from the table itself and help perform the necessary tasks. Forms are basically an easy way to guide people using the software to perform various operations like sorting, adding, displaying in a more presentable manner, and so on. E.g. adding two more students to the existing table.

QUERIES – Queries are statements asking the software to conduct a detailed search from the database. Consider the example of a library having at least 1000 books. Now, there would be a database where all the relevant information on those books is stored. You can write a query statement that will fetch all the information about the book you are looking for. Queries are very helpful when it comes to extracting only useful pieces of information from a heap of data. Below is an example of an MS Access query.

REPORTS – Reports are static, easy to understand, and easy on the eyes. They are documents, which are presentable and portable. Colours can be added, and they will help to manage the data that we need to present to someone. Reports are the objects which help to showcase a particular section in order to highlight it. It’s more of an on-paper presentation of data. e.g. class schedule.

3. MS Access is a database management tool that helps you create and manage databases.

MS Access is better at handling textual data than Google sheets and hence it is effective in creating relational databases.

A Answer in Brief

1. Access is a powerful database application that can help you organise and keep track of large amounts of data. With Access, you can easily create custom reports and forms to help you understand and analyse your data better.

2. A relational database understands how different lists and data stored in them are related to each other.

3. Data is information that has been translated into a form that is efficient for movement or processing. Database management system is a software system that enables users to define, create, maintain and control access to the database. e.g.: MS Access.

1. Query:Search :: Report: Display

2. Row:Record :: Field: Column

3. Google Sheet:Unique Data :: MS Access: Related data

4. Table:Column :: Record: Data

Chapter 5

C Find the Truth

D Fill Up

E Case Study

1.

A database in MS Access has four objects. Tables to store data, Forms to collect and view data, Queries to Filter and manage data, and Reports to display the data.

1. Prod_ID is the primary key because it identifies the products uniquely.

2. Suitable data type for Unit_Cost is Number as cost will be in currency which can only be defined as numbers.

3. The product of the last record is Crayons.

4. To ensure this we will validate it by setting its property to NOT NULL.

5. Record

6. 8 records and 8 fields.

F Answer in Detail

1. To create a database in MS Access follow these steps:

● Click on Blank Database

● Name the Database

● Click on Create

To create a table in MS Access follow these steps:

● Go to the Create menu and click on Table. It opens an empty table.

● To add other fields, double click on the “Click to add” field option.

● Next, choose the type we will store in the fields.

2. To add data into a table:

● Double click on a cell to enter data in it

To delete a table:

● Right click on the table and click on the ‘Delete Table’ option.

● A popup appears to confirm the delete action, click on Yes and the table will be deleted.

3. To arrange data in a table, follow these steps:

● Click on the field to select the entire column.

● Then, right click and select ‘sort A to Z’ for ascending order or ‘sort Z to A’ for descending order.

F 2. T 3. F 4. T 5. T

Fill

E Case Study

Figma is a Vector-based digital design and prototype tool. There are two ways of opening a Figma account, signing up with your google account or creating one with your Email ID. The Figma Dashboard is the home screen that connects us with its functions. Figma has an Easy-to-use interface that has elements such as workspace, layers panel, design panel, and File Name.

● Workspace: 5: It is the main screen where we can add all our design elements.

● Design Panel: 6: It is used to find and edit all the properties of elements in the design panel.

● Frames: 1: It is used as a canvas on which the design is created.

● Layers panel: 2: It shows all the layers of our design.

● Share and export: 4: It is used to share our designs.

● File Name: 3: It is used to rename a file.

F Answer in Detail

Brain

The uses of the Figma are as follows:

● To create graphic designs like posters, banners, etc.

● To build UI and UX for websites and apps.

The steps of sharing and exporting a Figma file are as follows:

● Click on the Frame you want to download.

● Then, click on the Export option under the Design tab in the right-hand panel.

● Then, select the File Format (png, jpg, or pdf).

● Finally, click on Export to download the file.

The steps of creating a Frame in Figma are as follows:

● First, click on the Frame Tool to create a frame.

● Choose a design from a set of options available in the design panel.

A Answer in Short

1. Raster image is an image made of pixels, or tiny dots, containing unique colours that come together to create an image. It loses quality when its size is increased too much.

2. Frame is like a canvas on which the design is created.

3. Templates are found in Community tab on the Figma Dashboard

4. Vector image is an image made of objects like points, lines, curves, and polygons to make any image. Its size can be increased without affecting the quality.

5. Dashboard is the home screen that helps us with the following:

● Create New File

● Browse files

● Create New Figjam file

Section Section Name

C Find the Truth

D Fill Up

E Case Study

Brain Teasers

1. T 2. F 3. F 4. T 5. T

Answer

After selecting the first button, we need to click the plus icon and connect the clickline with the second button. Do the same for the second to the first button. Then select the on from pop up. Once the buttons are connected, press the play button to see our prototype moving.

1. He can use the Linear gradient option.

2. He can reduce its opacity.

3. Corner radius field is used to make the edges of the shape round.

4. By increasing the value of corner-radius, the borders become more round in shape.

5. He can make his design clickable by using prototyping buttons.

F Answer in Detail

1. We use the Text Tool to add text in Figma. We use multiple options under the design tab that help to format text in Figma such as font style, font size, letter spacing, and text align.

2. We just have to drag the picture from our pc and drop it into the frame to upload an image in Figma.

3. The steps to prototype are as follows:

● Open the prototype panel

● Connect frames

● Interactions

● Play your prototype by pressing the play button.

DIY

Section Section Name

A Fill Up

B Answer in Short

1. Text Style 2. Right Brightness

Answer

3. Opaque 4. Upload Image

1. We can connect frames in Figma by selecting the first frame. Then, click on the plus icon and connect the line to the second frame.

2. We use the Text Tool to add text in Figma.

3. We can change the size of the selected shape by setting its width and height in the W and H fields from the design panel.

4. We just have to drag the picture from our pc and drop it into the frame to upload an image in Figma.

5. Solid shape means it uses just one colour for the entire shape.

Introduction to Programming

The content covered in this chapter is aligned with the following CSTA Standard

● 2-AP–11 Variables

● 2-AP–12 Control

This chapter is divided into the following lab sessions

1. Introduction to Python

2. Assignment Statement and Data Types

3. Operators

4. Strings

5. More About Strings

6. Logical Operators and Conditional Statements

1. Introduction to Python

Objectives

In this session, students will learn about –

● Programming Languages

● Python Code

● Variables

● Naming a Variable

Keywords

● Program: A set of instructions given to the computer to perform a particular task

● Programming Language: A language that is used to give instructions to the computer

● Python: An easy-to-learn high-level programming language

● Variable: A memory location on a computer where we can store a value

● Case-Sensitive: A case-sensitive computer language differentiates between lower-case and upper-case letters

WEBS at a Glance

● Say: What does the word “programming” mean?

● Invite 1 or 2 responses from the students.

● Say: A program is a set of instructions given to the computer to perform a particular task.

● Say: Let’s understand which language we can use for programming.

● Open Lab on Introduction to Python.

● Show the video with the title “Introduction to Python”.

● Explain the following conceptsCS Concepts Explain

Programming Languages

Introduction to Python

print() statement

Variables

Naming a variable

Build

As given on Page 1 and 2

As given on Page 2 and 3

As given on Page 5

As given on Page 6

As given on Page 8

18 min

● Ask the students to complete the Coding Assignment

● Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about programming. We were introduced to a programming language named Python.

● Assign the following program as Homework:

■ Store your favourite cartoon character’s name in a variable. Name the variable using proper naming conventions. Print it on the screen using Python code.

2. Assignment Statement and Data Types

Objectives

In this session, students will learn about –

● Assignment Operator

● Data Types

Keywords

● Assignment Operator (=): Assigns a value to the variable on the left-hand side of the “=” symbol

● Data Types: Types of data a variable can hold

● Integer: A whole number (Non-decimal or not a fractional number)

● Float: Numbers with a decimal point or fractional numbers

● Strings: Words or characters enclosed in double or single quotes

● Boolean: Logical data type that can be either True or False

WEBS at a Glance

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Revise the case concepts from the previous class.

● Open the Lab on Assignment Operator and Data Types

● Show the video with the title “Assignment Statement and Data Types”.

● Explain the following concepts from the coding booklet –CS Concepts

Comments

Assignment Operator

Data Types

Type casting

As given on Page 10 – 11

As given on Page 12

As given on Page 15

As given on Page 16

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Ask the students to complete the Coding Assignment

● Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we have learned about assignment operators.

3. Operators

Objectives

In this session, students will learn about –

● Arithmetic Operators

● BEMDAS rule

● Maths Library

Keywords

● Operator: A memory location on a computer where we can store a value

● Modulus (%): An operator which calculates the remainder for a division

● BEMDAS rule: Mathematical operations are solved in the following order: Brackets, Exponent, Multiplication, Division, Addition, Subtraction

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Revise the concepts learned in the previous class.

● Open Lab on Operators.

● Show the video with the title “Operators”.

● Explain the following concepts from the coding booklet -

Mathematical tools in Python

Arithmetic operators

As given on Page 18 – 20

As given on Page 21 – 22

● Show slides one by one and discuss the concepts shown on the slide in the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Ask the students to complete the Coding Assignment

● Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we have learned about assignment operators.

● Assign the following as homework:

■ Practice Question – Q4 (coding booklet, page 55)

4. Strings

Objectives

In this session, students will learn about –

● Strings

● String Concatenation

● String Input and Formatting

Keywords

● Strings: A data type that represents sequence of characters

● String Concatenation: The technique of combining two or more strings together

WEBS at a Glance

Revise arithmetic operators, BEMDAS and Maths Library

Discuss strings, string concatenation, input and formatting

Attempt the activity on strings Conclude the concepts Assign homework

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Revise the concepts learned in the previous class.

● Open Lab on Strings.

● Show the video with the title “Strings”.

● Explain the following concepts from the coding booklet -

As given on Page 24

String concatenation and repetition

Input and formatting

As given on Page 26 – 27

As given on Page 28 – 30

● Ask the students to complete the Coding Assignment

● Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we have learned about strings and learned what string concatenation is.

● Assign the following as homework:

■ Practice Question - Q5 (coding booklet, page 55)

5. More About Strings

Objectives

In this session, students will learn about –

● String Formatting

● String Indexing

● String Slicing

● Find and Replace

Keywords

● String Index: The number which is assigned to each character of a string

● String Slicing: Extracting a certain part of a string

Revise strings, string concatenation, input and formatting

Discuss string formatting, slicing, indexing, find and replace

Attempt the activity given on strings in the panel

Conclude the concepts Assign homework

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Revise operators which we learned in the previous class.

● Open Lab on More About Strings.

● Show the video with the title “More About Strings”.

● Explain the following concepts from the coding bookletCS Concepts

String formatting

String indexing

String slicing

Find and replace

As given on Page 31 – 33

As given on Page 33 – 35

As given on Page 35

As given on Page 39 – 41

● Ask the students to complete the Coding Assignment.

● Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we have learned about assignment operators.

● Assign the following as homework:

■ Practice Question - Q7 (coding booklet, page 55)

6. Logical Operators and Conditional Statements

Objectives

In this session, students will learn about –

● Comparison Operators

● Logical Operators

● Conditional Statements

Keywords

● Comparison Operators: Compare the value on LHS with the value on the RHS

● Conditional Statement: Tests a condition and performs the defined action if the condition is true

WEBS at a Glance

Revise string formatting, slicing, indexing, find and replace Show video on Logical Operators and Conditional Statements

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Revise the concepts learned in the previous class.

● Open Lab on Logical Operators and Conditional Statements.

● Show the video with the title “Logical Operators and Conditional Statements”.

● Explain the following concepts from the coding booklet -

Decision-making

Logical operators

Conditional statement

As given on Page 42

As given on Page 44 – 45

As given on Page 49 – 54

● Ask the students to complete the Coding Assignment.

● Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we have learned about assignment operators.

● Assign the following as homework:

■ Practice Question - Q8 (coding booklet, page 56)

Loops

The content covered in this chapter is aligned with the following CSTA Standards

● 1B-AP-10

● Create programs that include sequences, events, loops, and conditionals.

This chapter is divided into the following lab sessions

1. Introduction to Loops

2. The range() Function

3. Nested Loop

4. Control Statements

1. Introduction to Loops

Objectives

In this session, students will learn about –

● Loops

● Infinite loops

● While loop

● For loop

Keywords

● Loop: A sequence of instructions that is repeated until a certain condition is reached

● Infinite loops: A sequence of instructions that repeats endlessly since the test condition never becomes false

● While loop: A sequence of instructions that repeats as long as a given condition is evaluated as true

● For loop: Also known as a counting loop because it counts up to a number and iterates through the values in a sequence

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Action

● Say: What does the word “Loop” mean?

● Invite 1 or 2 responses from the students.

● Say: a loop is a sequence of instructions that is repeated until a certain condition is reached.

● Say: Let’s understand the types of loops we can use in programming.

● Open Lab on Loops.

● Explain the following concepts -

CS Concepts Explain

Loops

Infinite loop

While loop

For loop

As given on Pages 57 and 58

As given on Page 58

As given on Pages 58 and 59

As given on Pages 59 and 60

● Conduct Natural numbers given in Panel:

■ Say: Print the First 10 natural numbers using a while loop.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct Sum of numbers given in Panel:

■ Say: Calculate the sum of all numbers from 1 to a given number.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about Loops and their types in Python

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q1 of Practice Problems on Page 65

Note

● The project is optional. Assign it if feasible.

• Loops

Objectives

In this session, students will learn about –

● range() function

● While vs For loop

Keywords

● Range() function: Returns a sequence of numbers within a given range from the starting number to the ending number - 1

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Display

Odd

● Say: What is a range() function?

● Invite 1 or 2 responses from the students.

● Say: It returns a sequence of numbers within a given range from the starting number to the ending number - 1.

● Say: Let’s understand while vs for loop.

● Open Lab on range() function.

● Show the video with the title “range() function”.

● Explain the following concepts –CS

range() function

While vs For loop

As given on Pages 60 and 61

As given on Page 62

● Conduct Display numbers given:

■ Say: Display numbers from -10 to -1 using a for loop.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct Odd numbers given in the Panel:

■ Say: How do we use a for loop with range() function to print the odd numbers between 1 and 10?

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

min

● Conclude: Today, we were introduced to the range() function and we learned more about the while vs for loop.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete the Q2, 3 of Practice Problems on Page 65

• Loops

3. Nested Loop

Objectives

In this session, students will learn about –

● Nested Loop

● Types of Nested Loop

Keywords

● Nested Loop: is a loop within a loop, an inner loop within the body of an outer loop

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What is a Nested Loop?

● Invite 1 or 2 responses from the students.

● Say: It is a loop within a loop, an inner loop within the body of an outer loop.

● Say: Let’s understand the types of nested loops.

● Open Lab on Loops.

● Show the video with the title “Nested Loop”.

● Explain the following concepts -

Types of Nested Loop

As given on Page 62

As given on Page 63

● Conduct Practice Problems given on Page 65:

■ Ask the students to complete Q4 of Practice Problems.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct Space game given in the Panel:

■ Say: Write a while loop to display each character from a string and if a character is a space then terminate the loop.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about nested loops.

● Assign the following project as Homework:

■ Write a nested for loop program to print a multiplication table in Python

Note

● The project is optional. Assign it if feasible.

4. Control Statements

Objectives

In this session, students will learn about –

● Break Statement

● Continue Statement

Keywords

● Break Statement: Is used to break out of a loop and execute the next statement

● Continue Statement: is used to skip the statements after it in the current iteration of a for loop (or a while loop), and continue to the next iteration

● Control Statements: like break and continue, they change the way a loop is executed from its normal behaviour

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What is a Break and Continue statement?

● Invite 1 or 2 responses from the students.

● Say: they are loop control statements executed inside a loop.

● Open Lab on Break and Continue statement.

● Show the video with the title “Break and Continue statement”.

● Explain the following concepts –

CS Concepts Explain

Break Statement

Continue statement

As given on Page 64

As given on Pages 64 and 65

● Conduct Space game given in Panel:

■ Say: Write a while loop to display each character from a string and if a character is a space then terminate the loop.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct Break the loop given in the Panel:

■ Say: Write a program to iterate numbers using a for loop, and if a number greater than 100 is found, break the loop.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about programming. We were introduced to the Break and Continue Statements.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q5 of the Practice Problems on Page 65

Functions

The content covered in this chapter is aligned with the following CSTA Standard

● 2-AP-14

This chapter is divided into the following lab sessions

1. Functions

2. Arguments and Parameters

3. Return Value

4. Recursion

5. Project

1. Functions

Objectives

In this session, students will learn about –

● Functions

● Structure of functions

Keywords

● Functions: A reusable block of code that can be used over and over again to perform a particular task

● Structure of functions: Function blocks begin with the keyword def followed by the function name and parentheses ( ( ) )

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What does the word “Functions” mean?

● Invite 1 or 2 responses from the students.

● Say: A reusable block of code that can be used over and over again to perform a particular task.

● Say: Let’s understand the Structure of functions.

● Open Lab on Functions

● Show the video with the title “Functions”.

● Explain the following concepts -

WEBS

● Conduct Welcome message given in Panel:

■ Say: Create a simple function that prints a welcome message.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct calculation given in Panel:

■ Say: Define a function that accepts two values and returns its sum, subtraction, and multiplication.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we were introduced to Functions and the Structure of functions.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q1 of Practice Questions on page 74

min

Objectives

In this session, students will learn about –

● Arguments and Parameters

● Types of Arguments:

■ Positional argument

■ Keyword argument

Keywords

● Arguments and Parameters: The values that are declared within a function when the function is called are known as an argument, whereas, the variables that are defined when the function is declared are known as a parameter.

● Positional arguments: are arguments that need to be passed in the same order used in function definition

● Keyword arguments: are arguments that are preceded by a keyword and an equal to sign

WEBS at a Glance

Recall the concepts covered in the previous coding session

Discuss Arguments and Parameters, Types of ArgumentsPositional argument and Keyword argument Conclude the session Assign the Homework 7 min 5 min 15 min 3 min

Action Plan

7 min Warm-Up

● Say: What are Arguments and Parameters?

● Invite 1 or 2 responses from the students.

● Revise the concepts learned in the previous class.

● Say: The values that are declared within a function when the function is called are known as an argument, whereas, the variables that are defined when the function is declared are known as a parameter.

● Say: Let’s understand the Types of Arguments.

● Open Lab on Arguments and Parameters.

● Show the video with the title “Arguments and Parameters”.

● Explain the following concepts -

CS Concepts Explain

Arguments and Parameters

Types of Arguments

Positional argument

Keyword argument

As given on Page 69

As given on Page 69

As given on Page 69 and 70

As given on Page 70 and 71

● Conduct School data given on Panel:

■ Say: Define a function student() with four arguments: name, age, grade, and school. In this function, grade and school are default arguments with default values.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct Attendance software given in Panel:

■ Say: Define a function that accepts the roll number of a student and returns whether the student is present or absent.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about Arguments, Parameters and Types of Arguments.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q1 of Practice Problems

3. Return Value

Objectives

In this session, students will learn about –

● Return Value

Keywords

● Return Value: Is the value that a function returns to the caller

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What is a Return Value?

● Invite 1 or 2 responses from the students.

● Say: It refers to the value that a function returns to the caller

● Revise the concepts learned in the previous class.

● Say: Let’s understand Return Value.

● Open Lab on Return Value.

● Show the video with the title “Return Value”.

● Explain the following concepts –

As given on Pages 71 and 72

● Conduct Practice Problems given on Page 74:

■ Ask the students to complete Q2 and 5 of Practice Problems.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given on the panel.

● Conduct Factorial given on Panel:

■ Say: Define a function that returns the Factorial of a number.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about the Return Value in functions.

● Assign the following program as Homework:

■ Write a program to create a function calculation() so that it can accept two variables and perform addition and subtraction on them. Also, it must return both addition and subtraction results in a single return call.

4. Recursion

Objectives

In this session, students will learn about –

● Recursion

Keywords

● Recursion: means that a function calls itself.

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What is Recursion?

● Invite 1 or 2 responses from the students.

● Say: It means that a function calls itself.

● Revise the concepts learned in the previous class.

● Open Lab on Recursion.

● Show the video with the title “Recursion”.

● Explain the following conceptsCS

As given on Pages 72 and 73

● Conduct Sum from 0 to 10 given in Panel:

■ Say: Write a program to create a recursive function to calculate the sum of numbers from 0 to 10.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practise button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct Multiple values given on Panel:

■ Say: Define a function that returns multiple values with a recursive function

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practise button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we were introduced to Recursion in functions.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q3 and 4 of Practice Problems on page 74

Objectives

In this session, students will learn about –

● Functions

● Structure of functions

Keywords

● Functions: A reusable block of code that can be used over and over again to perform a particular task

● Structure of functions: Function blocks begin with the keyword def followed by the function name and parentheses ( ( ) )

● Arguments and Parameters: The values that are declared within a function when the function is called are known as an argument. Whereas, the variables that are defined when the function is declared are known as a parameter.

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss Functions, Structure of functions, Arguments, Parameters, Return Value, and Recursion

Action Plan

Warm-Up

● Say: Revise the concepts covered in the previous sessions.

● Open Lab on vowels and consonants.

● Show the video with the title “vowels and consonants”.

Vowels and consonants Conclude the session Assign the homework

7 min

● Explain the following conceptsCS

Structure of functions As

Arguments and Parameters As

68

on Pages 68 and 69

on Page 69

Return Value As given on Pages 71 and 72 Recursion As given on Pages 72 and 73

● Conduct Vowels and Consonants given on Panel:

■ Say: Define a function which counts the number of vowels and consonants in a word.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practise button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct Calculation given on Panel:

■ Say: Define a function in Python that accepts 3 values and returns a maximum of three numbers.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practise button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we practised Functions and the Structure of functions.

Lists

The content covered in this chapter is aligned with the following CSTA Standard

● 2-AP-12

● Modify, remix, or incorporate portions of an existing program into one’s own work, to develop something new or add more advanced features.

This chapter is divided into the following lab sessions

1. List Traversal

2. Adding and Repeating List

3. Nested List

4. List Operations I

5. List Operations II

1. Lists Traversal

Objectives

In this session, students will learn about –

● List

● List Traversal

● List slicing

● Looping in list

● Occurrence of the element in a list

Keywords

● List: Is used to store multiple values in a single variable

● List Traversal: Means accessing elements of a list

● List slicing: Is a method to return a specific segment of a given list

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss List, List Traversal, List slicing, Looping in list, Occurrence of an element in a list

Reverse a list, Concatenate two lists

Conclude the session Assign the homework

● Say: What does the word “List” mean?

● Invite 1 or 2 responses from the students.

● Say: it is used to store multiple items in a single variable

● Say: Let’s understand List slicing, Looping in list, and Occurrence of the element in a list.

● Open Lab on List.

● Show the video with the title “List”.

● Explain the following concepts -

List Traversal and list indexing

List slicing

Looping in list

Occurrence of an element in a list

● Conduct Reverse a list given in Panel:

Note

Pages 75 and 76

on Pages 76 and 77

on Page 77

given on Page 78

■ Say: Create a program to Reverse a list in Python.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● If time permits, conduct the additional activity given in the panel.

● Conduct Concatenate two lists given in Panel:

■ Say: Define a program to Concatenate two lists index-wise.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about Functions and the Structure of functions.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q1 of Practice Problems on Page 83

2. Adding and Repeating Lists

Objectives

In this session, students will learn about –

● Adding Lists

● Repeating Lists

Keywords

● Adding Lists: is used to join two or more lists into one list

● Repeating List: is used to repeat the elements of a list

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss Adding and Repeating Lists

Adding game, multiples

Conclude the session Assign the homework

● Say: What are Adding and Repeating Lists?

● Invite 1 or 2 responses from the students.

● Revise the concepts learned in the previous class.

● Say: Adding Lists is used to join two or more lists into one list whereas repeating List is used to repeat the elements of a list.

● Say: Let’s understand Adding and Repeating Lists.

● Open Lab on Adding and Repeating Lists.

● Show the video with the title “Adding and Repeating Lists”.

● Explain the following concepts -

Repeating Lists

● Conduct Adding game given on Panel:

■ Say: define a program to join two lists.

■ Instruct: Click on the Assignment section.

Note

given on Page 79

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● If time permits, conduct the additional activity given on the panel.

● Conduct Multiples given in the Panel:

■ Say: Define a list of numbers and use repeat to find its multiples.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about Adding and Repeating Lists.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q2 of Practice Problems on page 91

3. Nested List

Objectives

In this session, students will learn about –

● Nested List

Keywords

● Nested List: A list containing other lists, which in turn contain other lists

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What is a Nested List?

● Invite 1 or 2 responses from the students.

● Say: A list containing other lists, which in turn contain other lists.

● Revise the concepts learned in the previous class.

● Say: Let’s understand the Nested List.

● Open Lab on Nested List.

● Show the video with the title “Nested List”.

● Explain the following concepts -

Nested List

As given on Pages 79 and 80

● Conduct Sublist nesting given in Panel:

■ Say: You have been given a nested list. Write a program to extend it by adding a sublist.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given in the panel.

● Conduct Change the game given in Panel:

■ Say: Define a program to Change Nested List Item Value.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about Nested Lists.

● Assign the following program as Homework:

■ Ask the students to complete Q4 of Practice Problems 91

4. List Operations I

Objectives

In this session, students will learn about –

● The len() Function

● The append () method

● The insert () method

● The remove () method

Keywords

● List Operations: Are the operations that can be performed on the data in the list

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss the len() Function, the append () method, the insert () method, and the remove () method

Square the number Remove the element

Conclude the session Assign the homework

● Say: What are List Operations?

● Invite 1 or 2 responses from the students.

● Say: List operations are the operations that can be performed on the data in the list.

● Revise the concepts learned in the previous class.

● Open Lab on List Operations.

● Show the video with the title “List Operations”.

min

Engage

● Explain the following concepts -

CS Concepts Explain

the len() Function

the append () method

the insert () method

the remove () method

Build

● Conduct Square the number given in Panel:

Note

As given on Page 80

As given on Page 81

As given on Page 81

As given on Pages 81 and 82

min

■ Say: Write a program to turn every item of a list into its square.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● If time permits, conduct the additional activity given in the panel.

● Conduct Remove the element given in the Panel:

■ Say: Define a program to Remove an element from the list.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Sum-Up

● Conclude: Today, we learned about List Operations.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q3 of Practice Problems on page 91

3 min

5. List Operations II

Objectives

In this session, students will learn about –

● The del keyword

● Minimum min()

● Maximum max()

● Sum of items in a list: sum()

Keywords

● The del keyword: Is used to delete elements at a specified index in a list or the entire list

● Minimum min(): Returns the minimum value from a list

● Maximum max(): Returns the maximum value from a list

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss The del keyword, Minimum min(), Maximum max(), Sum of items in a list – sum()

Delete the element, maximum values

Conclude the session Assign the homework

Action Plan 7 min

Warm-Up

● Revise the concepts learned in the previous class.

● Open Lab on List Operations II.

● Show the video with the title “List Operations II”.

● Explain the following concepts –

Minimum

Maximum max()

Sum of items in a list: sum()

● Conduct Delete the element given in Panel:

Note

Page 82

on Page 82

on Pages 82 and 83

■ Say: Write a program to Delete a user-defined object.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● If time permits, conduct the additional given in the panel.

● Conduct Maximum value given in the Panel:

■ Say: Define a program that finds the largest item in a list.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about some more list operations.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q5 of Practice Problems on page 91.

Dictionary

The content covered in this chapter is aligned with the following CSTA Standard

● 2-AP-11

This chapter is divided into the following lab sessions

1. Accessing a Dictionary

2. Updating a Dictionary

3. Properties of Dictionaries

4. Nested Dictionaries

5. Dictionary Methods

1. Accessing a Dictionary

Objectives

In this session, students will learn about –

● Accessing a Dictionary

Keywords

● Accessing a Dictionary: Is accessing all the elements of the dictionary using the dictionary’s name or accessing a particular element using the key name

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this

● Say: What does “Accessing a Dictionary” mean?

● Invite 1 or 2 responses from the students.

● Say: Values can be accessed in a dictionary.

● Say: Let’s understand Accessing a Dictionary.

● Open Lab on Accessing a Dictionary.

● Show the video with the title “Accessing a Dictionary”.

● Explain the following concepts -

Accessing a Dictionary As given on Page 86

min

● Conduct Name dictionary given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity mentioned below.

● Conduct Number accessing given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about Accessing a Dictionary.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q1 of Practice Problems on Page 91

3 min

Objectives

In this session, students will learn about –

● Updating a Dictionary

● Deleting an element from a dictionary

Keywords

● Updating a Dictionary: is possible by adding a new key: value pair, modifying an existing item, or deleting an item from it

● Deleting an element from a dictionary: is possible by specifying the key

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Adding game, Name removal Conclude

the session Assign the homework

● Say: What is Updating a Dictionary?

● Invite 1 or 2 responses from the students.

● Revise the concepts learned in the previous class.

● Say: You can add or delete an element from a dictionary.

● Say: Let’s understand Updating a Dictionary.

● Open Lab on Updating a Dictionary.

● Show the video with the title “Updating a Dictionary”.

● Explain the following concepts -

CS Concepts Explain

Updating a Dictionary

Deleting an element from a dictionary

● Conduct Adding game given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

Note

As given on Pages 86 and 87

As given on Pages 87 and 88

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● If time permits, conduct the additional activity mentioned below.

● Conduct Name removal given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Sum-Up 3 min

● Conclude: Today, we learned about Updating a Dictionary and Deleting an element from a dictionary.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete the Q2 of Practice Problems on page 91.

3. Properties of Dictionaries

Objectives

In this session, student will learn about –

● Properties of Dictionaries

Keywords

● key: is a constant that defines the data set

● value: It is a variable that belongs to the set

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What are the Properties of Dictionaries?

● Invite 1 or 2 responses from the students.

● Say: It is a list of lists or any list that has another list as an element (a sublist).

● Revise the concepts learned in the previous class.

● Say: Let’s understand the Properties of Dictionaries.

● Open Lab on Properties of Dictionaries.

● Show the video with the title “Properties of Dictionaries”.

● Explain the following concepts –

CS Concepts Explain

Properties of Dictionaries

As given on Page 88 and 89

● Conduct Default values given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity mentioned below.

● Conduct Game changer given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about the Properties of Dictionaries.

● Assign the following program as Homework:

■ Ask the students to complete Q4 of Practice Problems on page 91

4. Nested Dictionaries

Objectives

In this session, student will learn about –

● Nested Dictionaries

Keywords

● Nested Dictionaries: Are dictionaries contained within other dictionaries

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What are Nested Dictionaries?

● Invite 1 or 2 responses from the students.

● Say: It’s a collection of dictionaries in one single dictionary.

● Revise the concepts learned in the previous class.

● Open Lab on Nested Dictionaries.

● Show the video with the title “Nested Dictionaries”.

Engage

● Explain the following conceptsCS Concepts

Nested Dictionaries

As given on Pages 89 and 90

● Conduct Access the elements given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students. Note

● If time permits, conduct the additional activity mentioned below..

● Conduct Change the element given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Sum-Up

● Conclude: Today, we learned about Nested Dictionaries.

● Assign the following Practice Problems as Homework:

■ Ask the students to complete Q3 and 5 of Practice Problems on Page 91

3 min

5. Dictionary Methods

Objectives

In this session, students will learn about –

● Dictionary Methods

Keywords

● Dictionary Methods: Are built-in functions that help in manipulating and extracting data from a dictionary

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

● Say: What are Dictionaries methods?

● Revise the concepts learned in the previous class.

● Open Lab on Dictionary Methods.

● Show the video with the title “Dictionary Methods”.

● Explain the following concepts –

Dictionary Methods

As given on Page 90 and 91

● Conduct Delete the element given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

Note

● If time permits, conduct the additional activity given on the panel.

● Conduct Multiple values given in the Tekie panel:

■ Explain the activity given in the panel.

■ Instruct: Click on the Assignment section.

■ Instruct: Click on the Go to Practice button to attempt the activity.

■ Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we learned about Dictionary Methods.

● Assign the following Coding Challenge as Homework:

■ Ask the students to complete the Coding Challenge on Page 91

About this teacher manual

This Teacher Manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

‘WEBS’ Framework

W E B S Warm-Up Engage Build Sum-up

Special features

• Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time.

• Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners’ conceptual understanding and application skills.

• Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.

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