CBSE_CS_G7_TM_AY24

Foreword

Uolo’s Tekie program offers a coding-focused curriculum for grades 1 to 8, preparing students for the technology-driven world. We present a carefully crafted Teacher Manual to assist teachers in delivering effective and engaging lessons to students. Rather than prescribing teaching methods, the manual provides examples and demonstrates how and why teachers can apply these examples in their classes.

The Teacher Manual includes a suggested implementation plan to help teachers navigate the curriculum better throughout the academic year. Within the academic year, the Tekie program prescribes the following types of chapters and sessions:

Familiarisation: this period builds familiarity with the Tekie program and the digital platform.

Theory: these periods are dedicated to the Computer Science Theory chapters. These topics are mostly delivered in the classroom.

Tools: these periods are dedicated to the Computer Tools chapters. These topics involve almost equal numbers of classroom and computer labs sessions.

Coding: these periods are dedicated to the Coding chapters. These topics have more computer lab sessions.

Additional Hands-on Time: these are additional computer lab periods that teachers can use to revise topics or dedicate for completion of projects.

Revision: these are additional classroom periods that teachers can use to revise topics or cover syllabus backlogs.

Each chapter in this manual is structured to provide a comprehensive lesson plan. The chapters are divided into multiple sessions, each following the Warm up, Engage, Build, and Sum up (WEBS) strategy. The Warm up phase sets the stage for learning by connecting to prior knowledge and building curiosity. The Engage phase captures the students’ attention and motivates them to participate actively. In the Build phase, questions from various sections are discussed to build the understanding of the students. Finally, the Sum up phase reinforces learning through easy-to-recall activities and questions. Time duration for each section has been suggested based on the requirements of the students. Additionally, an answer key for every chapter is provided to assist teachers in assessing their students’ understanding and guiding their learning effectively.

Lastly, we understand that the Indian education landscape is quite diverse. To suit the needs of all types of schools, we have built-in extra higher-order chapters in the content books. These extra chapters are clearly marked in the table of contents of this manual. We suggest that the teacher completes the main chapters first and then move to higher-order optional chapters only if there is sufficient time left in the academic year and learners are ready for more challenging content.

We hope that this teacher manual will empower teachers to use the curriculum effectively, support the learning of all students thoroughly, create learning opportunities and design interactive learning environments that cater to the students’ needs and interests.

Implementation Plan

Avora Under Attack

Number Systems

Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But it is too late, as Mel has lost her ability to use the rising charm, and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop the robots from using magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a magic chain to be able to re-distribute the magical ability to all the robots. To everyone’s surprise, Mel’s battery runs out and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they can restore harmony in Avora. Elder Robot’s server is still affected, and while he and Eva attempt to reprogramme things, Mel and Conji help him reorganise his office.

Story in This Chapter…

● Mel, Conji, and Eva are playing on the school playground.

● They come to know from Elder Wizard that Lord Ero has threatened the unique ability of robots to learn magic through binary digits.

● Elder Wizard asks the three children to take backup of all the magic that the robots have learned so far before Lord Ero erases it all.

● Conji does not know what binary digits are.

● Mel tells Conji and Eva about binary digits on the way to the control room to take the backup.

This chapter is divided into the following classroom sessions

1. Introduction to Number Systems

2. Converting Numbers from One System to Another

3. Binary Addition and Binary Subtraction

1. Introduction to Number Systems

Learning Outcomes

At the end of the session, the students will be able to:

● describe what a number system is.

● explain the types of number systems.

Keywords

● Number system: It is a way of representing and expressing numbers using a set of symbols or digits.

● Base: The base of a number system is the total number of digits the system uses.

WEBS at a Glance Warm

Ask the students what measuring quantity they use for measuring length and weight.

Explain the number systems and their types. Think and Tell Conclude the concepts Assign homework

Action Plan

Warm Up

● Ask the students about various measuring quantities.

● Set the context of the chapter so that we use numbers to measure and express these quantities.

● Also tell them that numbers are made of digits—0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. These ten digits together form our number system.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe what a number system is.

Explain the types of number systems.

Explanation

Tell the students that a number system is a way of representing and expressing numbers using a set of symbols or digits, as given on page 4.

Explain the types of number systems—decimal, binary, octal, and hexadecimal number systems, as given on pages 4 to 7.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 1A section and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses:

1.

a. Binary number system

b. Octal number system

c. Decimal number system

d. Hexadecimal number system

Build

7 mins

● Ask the students to answer the question “Is the value of 0 and 1 the same in different number systems?” in the Think and Tell section given on page 7.

Possible Responses: Yes/No

Correct Response: Yes. The values of 0 and 1 are conceptually the same across different number systems, but the way they are represented and their positional values can vary.

3 mins

Sum Up

● Conclude the session by summarising that we use numbers to measure and express quantities. Similarly, a number system is used to represent a set of symbols or digits. Also summarise the different types of number systems—decimal number system (a base 10 number system that we use every day), binary number system (a base 2 number system), octal (a base 8 number system), and hexadecimal number system (a base 16 number system).

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Questions 1, 2, 3, and 4

C. Who Am I?: Questions 1, 2, 3, 4, and 5

D. Write T for True and F for False: Questions 1, 2, 3, and 5

E. Answer the Following: Questions 1, 2, and 3

2. Converting Numbers from One System to Another

Learning Outcomes

At the end of the session, the students will be able to:

● convert decimal to binary, octal, and hexadecimal.

● convert any other base into decimal.

● convert binary to octal and hexadecimal.

● convert hexadecimal and octal into binary.

● convert hexadecimal numbers into octal numbers, and vice versa.

WEBS at a Glance

Ask the students if the decimal number system can be represented in the binary number system or not.

Demonstrate to the students how to convert numbers from one system to another by doing step-by-step calculations.

Action Plan

Warm Up

Think and Tell Conclude the concepts

Assign homework

5 mins

Ask students if the decimal number system can be represented in the binary number system or not. Recall the concepts from the previous session to see binary representations for their corresponding decimal representations, octal representations for their corresponding decimal representations, etc., given in the tabular format in the first session.

Tell the students that we can convert numbers from one system to another.

Engage

Explain the following concepts: Learning Outcomes Explanation

Convert decimal to binary, octal, and hexadecimal.

15 mins

Explain to the students the steps to convert a decimal number into binary, octal, and hexadecimal number systems by doing calculations using examples, as given on pages 7 and 8.

Learning Outcomes

Convert any other base into a decimal.

Convert binary to octal and hexadecimal.

Convert hexadecimal and octal into binary.

Convert hexadecimal numbers into octal numbers, and vice versa.

Explanation

Explain to the students the steps to convert any other base into a decimal by doing calculations using examples, as given on pages 9 and 10.

Explain to the students the steps to convert binary to octal and hexadecimal by doing calculations using examples, as given on pages 10 and 11.

Explain to the students the steps to convert hexadecimal and octal into binary by doing calculations using examples, as given on page 11.

Explain to the students the steps to convert hexadecimal numbers into octal numbers, and vice versa, by doing calculations using examples, as given on page 12.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 1B, Do It Yourself 1C, Do It Yourself 1D, Do It Yourself 1E, and Do It Yourself 1F sections and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses:

Do It Yourself 1B

1. Binary: (110111010)2

Octal: (672)8

Hexadecimal: (1BA)16

Do It Yourself 1C

1. a. (10)10

b. (287)10

c. (2716)10

Build

Do It Yourself 1D

1. Octal: (1111)8

Hexadecimal: (249)16

Do It Yourself 1E

1. a. 1111100 b. 101100010010

Do It Yourself 1F

1. a. (1F4)16 b. (1261)8

7 mins

● Ask the students to answer the question “Why are we forming groups of 4?”, asked in the Think and Tell section given on page 10.

Correct Response:

When converting binary to hexadecimal, we form groups of 4 because:

Base of binary = 2

Base of hexadecimal = 16 24 = 16

Sum Up

3 mins

● Conclude the session by summarising the steps to convert one number system to another using various examples.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Question 5

F. Apply Your Learning: Questions 1, 2, and 3

3. Binary Addition and Binary Subtraction

Learning Outcomes

At the end of the session, the students will be able to:

● perform binary addition.

● perform binary subtraction.

WEBS at a Glance Warm Up

Ask the students if they can perform addition and subtraction on the binary numbers or not.

Demonstrate to the students how to perform addition and subtraction for binary numbers.

Warm Up

Action Plan

Think and Tell Conclude the concepts

Assign homework

● Ask students if they can perform addition and subtraction on the binary numbers or not.

5 mins

● Now tell them that just as they can add and subtract decimal numbers, they can also add and subtract binary numbers.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Perform binary addition. Explain to the students the steps to perform binary addition with examples, as given on pages 12 and 13.

Perform binary subtraction.

Explain to the students the steps to perform binary subtraction with an example, as given on page 13.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 1G section and encourage students to solve them. Instruct them to write their answers in the book.

Correct Responses:

7 mins

Build

● Ask the students to answer the question “In a binary system, only 1 can be carried over. In the decimal system, what numbers can be carried over?” asked in the Think and Tell section given on page 12.

Correct Response: In the decimal number system, while adding two decimal numbers, if the sum of the digits in a column is greater than 9, then 1 is carried over to the next column.

3 mins

Sum Up

● Conclude the session by summarising the steps to perform binary addition and binary subtraction through examples.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

D. Write T for True and F for False: Question 4

F. Apply Your Learning: Questions 4 and 5

2

Computer Networks

Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But they are too late as Mel has lost her ability to use the rising charm and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop the robots from using magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a Magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs down and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they can restore harmony in Avora. Elder Robot’s server is still affected, and while he and Eva attempt to reprogramme things, Mel and Conji help him reorganise his office.

Story in This Chapter…

● Mel, Conji, and Eva head to the Council Room in excitement to share their achievements with the elders.

● When Mel tried attempting the rising charm, she fell on the ground and was unable to use the spell.

● According to Conji, it was because Lord Ero had begun his attack on the main system.

● Since every robot’s system in Avora is interconnected with one another, the attack on the main system has affected all of the robot-kinds’ ability to learn magic.

● Mel tells her friends that technology has advanced and so has networking.

● Conji correctly states that networking means interacting with others in a general sense.

● Eva also correctly mentions that networking can be true for computers when they are connected.

● Mel then starts explaining about computer networks further.

This chapter is divided into the following classroom sessions

1. Introduction to Computer Networks

2. Network Terminologies and Network Devices

3. Types of Computer Networks

1. Introduction to Computer Networks

Learning Outcomes

At the end of the session, the students will be able to:

● know what a computer network is.

● describe the uses of computer networks.

● explain the advantages and disadvantages of computer networks.

Keywords

● Computer network: It is a way to connect computers using communication devices so that they can exchange data and resources with each other.

● Server: In computer networks, the data is stored on a central computer, known as the server.

● Data redundancy: It occurs when the same piece of data exists in multiple places.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students how roads are connected to form a network.

Explain the concept of computer networks, the uses of computer networks, and the advantages and disadvantages of computer networks.

Warm Up

Action Plan

● Ask the students how roads are connected to form a network.

● Just like road networks, computers can also be connected to form a computer network.

● Now, build the concept that a computer network is a way to connect computers using communication devices so that they can exchange data and resources with each other.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Know what a computer network is.

15 mins

Tell the students that a computer network is a way to connect computers using communication devices so that they can exchange data and resources with each other, as given on page 21.

Learning Outcomes Explanation

Describe the uses of computer networks.

Explain the advantages and disadvantages of computer networks.

Tell the students that computer networks are used for different purposes in our daily lives like file sharing, resource sharing, communication, etc., as given on pages 21 and 22.

Tell the students about the advantages and disadvantages of computer networks, as given on pages 22 to 24.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 2A section and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses:

1. d. Network Maintenance

2. Through file sharing

3. One scanner is sufficient since computer networks allow resource sharing.

Build

7 mins

● Ask the students to answer the question “Is sharing a file through a pen drive an example of using computer networks? Why/Why not?” asked in the Think and Tell section, given on page 22.

Possible Response: The act of sharing a file via a pen drive involves a direct, physical transfer of data between two devices using a USB connection. Computer networks, on the other hand, involve the interconnection of multiple devices to enable data exchange over a distance.

● Conduct a group discussion in the class among the students on the topic “How is data redundancy and data inconsistency different from each other?”, as mentioned in the Discuss section on page 12.

Correct Response: Data redundancy occurs when the same piece of data exists in multiple places. Data inconsistency occurs when the same data exists in different formats at different places.

3 mins

Sum Up

● Conclude the session by summarising that a computer network is a way to connect computers using communication devices so that they can exchange data and resources with each other. It has many uses such as file sharing, communication, database access, data backup, etc. There are many advantages of computer networks like reducing data inconsistency, less data redundancy, cost reduction, etc. There are many disadvantages of computer networks like security concerns, maintenance costs, complex architecture, etc.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 6

B. Tick the Correct Option: Questions 1, 2, and 3

C. Write T for True and F for False: Question 4

D. Answer the Following: Questions 1 and 2

E. Apply Your Learning: Questions 4 and 5

2. Network Terminologies and Network Devices

Learning Outcomes

At the end of the session, the students will be able to:

● describe network terminologies.

● explain network devices.

Keywords

● Node: A device in a computer network which is used to send or receive data is called a node.

● Packet: A unit of data or information that is transferred over a network is called a packet.

● Bandwidth: The amount of data or information that can be transmitted over the internet or a network is called the bandwidth.

● Router: It is a device which gives access to the data or information over a network.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students about the devices at home which are connected to a network.

Think and Tell Conclude the concepts

homework

Action Plan

● Ask the students about the devices at home which are connected to a network.

● Now, build the concept that there are different terms and devices used within a computer network. Some of the terms are node, link, packet, etc. Some networking devices are Hub, Switch, Router, etc.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe network terminologies.

15 mins

Tell the students that there are various network terminologies, such as node, link, packet, protocol, etc., as given on page 24.

Explain network devices. Tell the students that computer network devices are hardware components that are required by the computers to communicate with one another over the network, as given on pages 25 and 26.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 1B section and encourage students to solve them. Instruct them to write the answers in their book.

Correct Responses:

1. Gateway

2. IP

3. Hub, Switch, Router, etc.

Build

7 mins

● Ask the students to answer the question “What is the maximum capacity of data transfer nowadays?” asked in the Think and Tell section, as given on page 25.

Possible Response: 5 Gbps

Sum Up

3 mins

● Conclude the session by summarising that there are various network terminologies, such as node, link, packet, protocol, etc. Also, tell them that computer network devices are hardware components that are required for computers to communicate with one another over the network.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 2

B. Tick the Correct Option: Question 5

C. Write T for True and F for False: Question 3

D. Answer the Following: Question 3

E. Apply Your Learning: Question 2

3. Types of Computer Networks

Learning Outcomes

At the end of the session, the students will be able to:

● identify types of networks based on area.

● describe the types of networks based on topology.

Keyword

● Topology: The physical arrangement of computers or devices to link with each other is called topology.

WEBS at a Glance

Warm Up Engage

Ask students if they have ever wondered how networks can seamlessly connect devices within a room, and at the same time, these networks can span across the globe too.

Explain the types of networks based on area and topologies via examples and illustrations.

Build Sum Up

Think and Tell Group discussion

Conclude the concepts

Assign homework

Warm Up

Action Plan

● Ask the students if they have ever wondered how networks can connect devices within a room and across the globe.

● Tell the students that a network can be as small as a PAN, found in small-scale workplaces or houses. A network can be as large as a WAN, connecting computers from various countries and continents.

● Introduce the students to the different types of network topologies like Bus, Star, Ring, Tree, and Mesh by showing them diagrams.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Identify types of networks based on area.

15 mins

Tell the students that there are different types of networks, which are categorised according to the geographical area they cover. Also, tell them about the wireless network, as given on pages 26 and 27.

Learning Outcomes

Describe the types of networks based on topology.

Explanation

Tell the students that a topology is a physical and logical layout of different devices (nodes) and connections in a network. Also, explain its different types, as given on pages 27 and 28.

Check for Understanding

Ask the following questions to the students to check their understanding:

● Lakshay wants to establish networking in his office, which spreads around 500 metres. Which type of network is suitable?

Correct Response: LAN

● How are nodes connected in the bus topology?

Correct Response: Nodes are connected to a single common cable.

Build

7 mins

● Ask the students to answer the question “Which type of network will you recommend in your school to share hardware devices?” asked in the Think and Tell section, given on page 27.

Correct Response: LAN

● Conduct a group discussion in the class among the students on the topic “How is a tree topology better than a ring topology?“, as mentioned in the Discuss section on page 28.

Possible Response: In tree topology, nodes are connected in a parent-child hierarchal manner. Whereas, in a ring topology, the nodes are connected forming a ring. Therefore, tree topology provides more flexibility and scalability by allowing multiple paths and avoiding a single point of failure.

3 mins

Sum Up

● Conclude the session by summarising that computer networks are of many types, such as PAN, LAN, MAN, WAN and wireless. Also, revise with them about different topologies of computer networks such as bus, star, ring, tree, and mesh topology.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 3, 4, and 5

B. Tick the Correct Option: Question 4

C. Write T for True and F for False: Questions 1, 2, and 5

D. Answer the Following: Questions 4 and 5

E. Apply Your Learning: Questions 1 and 3

3

Internet Security Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But, they are too late as Mel has lost her ability to use the rising charm and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop robots from using the magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a Magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs down and she collapses. Elder Wizard comes to her rescue. Using the computational thinking, they are able to restore harmony in Avora. Elder Robot’s server is still affected, while he and Eva attempt to reprogram things, Mel and Conji help him reorganise his office.

Story in This Chapter…

● When Elder Wizard arrives in the Council Room with Elder Robot, the trio is already there and looks worried.

● Mel is facing difficulty with her magic spells.

● The trio suspects the other robots might also be facing the same problem.

● Elder Robot is facing the same problem and thus becomes very weak.

● While Elder Wizard tries to heal Elder Robot, he suspects an attack on the robots in Avora. Elder Robot also suspects the same.

● Elder Robot and Elder wizard suspects Lord Ero has used an anti-magic virus to corrupt the servers of the robots.

● Elder Wizard explain the situation as a serious cybercrime and says cybersecurity is to be used to secure the server.

● Conji is unaware of cybersecurity. Mel introduce him to cybersecurity.

This chapter is divided into the following classroom sessions

1. Cybercrime

2. Cybersecurity

1. Cybercrime

Learning Outcomes

At the end of the session, the students will be able to:

● describe cybercrime.

● explain the categories of cybercrime.

Keywords

● Cybercrime: It means crimes that happen on the internet.

● Phishing: It is a type of cybercrime in which an attempt is made to trick a user to get his or her personal information.

● Cyberbullying: It is a type of cybercrime where a user is targeted on a social media to cause emotional harm by creating a fake account or spreading rumours.

● Cyberstalking: It is a type of cybercrime which includes tracing a user’s location, monitoring his or her actions, and harming one’s privacy.

● Denial of Service (DoS): It is a type of cybercrime in which a network is purposely flooded with so much data, resulting in a slowdown.

● Cyberterrorism: It is a type of cybercrime in which a large number of people are frightened or attacked using computers and the internet.

WEBS at a Glance

Ask the students about the internet and its uses.

Explain the meaning of the term cybercrime.

Explain the different categories of cybercrime.

● Ask the students about the internet.

Think and Tell Conclude the concepts

Assign homework

● Ask students about the various uses of the internet, like searching for information, watching videos, playing online games, and many more.

● Tell the students that they should use the internet cautiously, as it may sometimes lead to cybercrime.

Explain the following concepts:

Learning Outcomes

Explanation

Describe cybercrime. Explain to the students that cybercrime means crimes that happen on the internet. Give them examples to communicate the correct meaning of the term cybercrime, as given on page 36.

Explain the categories of cybercrime. Tell the students that there are many categories of cybercrime based on the nature of criminal activity, like cybercrimes against individuals, cybercrimes against businesses, cybercrimes against governments, and cybercrimes against society, as given on pages 36 to 38.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 3A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. Crimes related to the internet are called cybercrime. Real-world crime targets individuals, such as theft or fraud. Cybercrime may target a large number of people. For example: if the website of the bank got hacked, then looting can be done.

2. There are different types of cybercrime, such as phishing, cyberbullying, and cyberstalking.

Phishing: It is the attempt to trick a user to get his or her personal information. This is generally done through fake emails.

Cyberbullying: Targeting a user on social media to emotionally harm him or her by creating fake accounts of him or her.

Cyberstalking: Using the internet to follow a user’s location, monitoring his or her actions, and harming that person’s privacy.

3. a. Phishing b. Cyberbullying

4. Cybercrime—The act of breaking the law using the internet. Corporate Espionage—Illegally spying on a business.

Ransomware attack—The stealing of government information and demanding money for its return.

Phishing—Tricking a user to steal his personal information.

Build

7 mins

● Ask the students to give the answer to the question, “If a hacker locks your friend’s files on his computer and demands money to unlock them, what kind of cyber threat is that?” asked in the Think and Tell section given on page 38.

Possible Response: Ransomware attack

● Ask the students to give the answer to the question, “Share some tips you can give your friends on staying safe while using public Wi-Fi networks”, asked in the Think and Tell section given on page 38.

Possible Response: Always ask a grown-up before using public Wi-Fi and avoid sharing personal information online.

● Conclude the session by summarising that the internet is a boon, but it can be a curse if not handled properly. Cybercrime can cause harm to individuals, businesses, governments, and also to the whole society. So, we should be aware of any fraudulent mail asking for personal or bank account details, or any type of bullying or stalking online.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Questions 1 and 2

C. Who Am I?: Questions 1, 2, and 5

D. Write T for True and F for False: Questions 3 and 4

E. Answer the Following: Questions 3 and 5

F. Apply Your Learning: Question 5

2. Cybersecurity

Learning Outcomes

At the end of the session, the students will be able to:

● define cybersecurity.

● implement cybersecurity.

Keyword

● Cybersecurity: It is the practice of protecting computers, systems, and networks from digital attacks.

WEBS at a Glance

Ask the students if they can name some cybercrimes.

Explain to the students what cybersecurity is.

Describe the different ways to implement cybersecurity.

Action Plan

Group discussion

Conclude the concepts

Assign homework

5 mins

Warm Up

Ask the students if they can name some cybercrimes they learnt about in the previous session. Tell the students the importance of cybersecurity in preventing cybercrime and protecting society.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Define cybersecurity. Describe to the student that cybersecurity is the practice of protecting computers, systems, and networks from digital attacks, as given on page 39.

Implement cybersecurity. Describe how to implement cybersecurity by keeping strong passwords, using multi-factor authentication, by avoiding suspicious links and emails, installing and maintaining antivirus software, and lastly, by securing networks and browsers, as given on pages 39 and 40.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 3B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. Since we cannot see an online friend in the real world, we should not provide our personal details.

2. Some people might want to make us uncomfortable or trick us, so we should not share any personal information online.

3. We should inform our elders about it.

4. One should not share his or her online account password, as it can be used for malicious activities.

5. You should block that person online and also inform your parents.

Additional Questions to Check for Understanding

● Give some examples of the weak password.

Possible Responses: Person’s name, 12345

● Tell the name of the software used to protect our computer from virus.

Correct Response: Antivirus

● What is the use of a firewall?

Correct Response: It is used to filter and block harmful content when using the internet.

Build

● Conduct a group discussion in the class on the topic “Importance of cybersecurity”.

7 mins

Possible Responses: Cybersecurity is crucial as it protects their personal information online, ensures safe use of technology, prevents unauthorised access to devices, and promotes a secure digital environment for learning and play. It empowers the user to use technology wisely and protect themselves in the digital world.

3 mins

Sum Up

● Conclude the session by summarising that cybersecurity is very important in today’s world as the internet is full of people with malicious intent. We should always be cautious when online.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 3, 4, and 5

C. Who Am I?: Questions 3 and 4

D. Write T for True and F for False: Questions 1 and 2

E. Answer the Following: Questions 1, 2, and 4

F. Apply Your Learning: Questions 1, 2, 3, and 4

Blockchain

Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But, they are too late as Mel has lost her ability to use the rising charm and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop robots from using the magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a Magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs down and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they are able to restore harmony in Avora. Elder Robot’s server is still affected, while he and Eva attempt to reprogram things, Mel and Conji help him re-organise his office.

Story in This Chapter…

● The trio felt the earthquake and also saw that the sky began to darken.

● The people of Avora panicked as they were under attack by Lord Ero.

● The trio wanted to save Avora from the attack and Elder Robot suggested them to attack the virus directly.

● Conji asked Elder Robot about the way to defend their system.

● Elder Robot became weak as sparks starts coming out of his body.

● Suddenly the sparks die down and destroyed his system completely, but Elder Robot told Conji that they could use the Blockchain technology to prevent Avora from such an attack.

● Conji and Eva did not have any idea of Blockchain technology, but Mel told that no virus attack could be stronger than this technology. Let me explain.

This chapter is divided into the following classroom sessions

1. Introduction and Working of Blockchain

2. Cryptocurrency: A Blockchain Case Study

1. Introduction and Working of Blockchain

Learning Outcomes

At the end of the session, the students will be able to:

● describe blockchain.

● explain the features of blockchain.

● explain the working of blockchain.

● explain the challenges of blockchain.

Keyword

● Blockchain: The technology that stores information in the form of blocks connected through a chain one after another.

WEBS at a Glance

Ask the students if they have worked on a shared document.

Explain the meaning of the term blockchain and its features. Explain to them about the workings and challenges of blockchain.

Action Plan

Group discussion

Conclude the concepts Assign homework

5 mins

Warm Up

● Ask the students if they have worked on a shared document. Then, explain to them that if they make any changes to the document, it will be visible to all.

● Relate the concept of Blockchain technology so that it also works in the same manner.

Engage

Explain the following concepts:

Learning Outcomes

15 mins

Explanation

Describe blockchain. Describe to the students that blockchain helps computers to keep important information safe by connecting the pieces of information together in a way that is hard to cheat. Give examples to communicate the correct meaning of the given terms, as given on page 49.

Learning Outcomes

Explain the features of blockchain.

Explain the workings of blockchain.

Explain the challenges of blockchain.

Explanation

Tell the students that there are many features of blockchain. Explain the meaning of each feature of blockchain, like decentralisation, security and immutability, transparency, user privacy, and security. Discuss the various features of blockchain, as given on page 50.

Explain the step-by-step process of buying and selling artwork using blockchain. Describe the working mechanism of blockchain to the students by explaining the example, as given on pages 51 and 52.

Describe the challenges of blockchain technology, as given on page 52.

Checks for Understanding

● Read aloud the questions provided in the Do It Yourself 4A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1.

c. A decentralised digital book of records

2. a. F

b. T

c. F

d. F

3. No, because once information is added to a block in the blockchain, it cannot be changed without everyone knowing.

Additional Questions to Check for Understanding

1. What is a block in blockchain technology?

2. Explain the meaning of “Blockchain is transparent in nature.”

Correct Responses:

1. A blockchain is a decentralised database that keeps an ever-expanding collection of organised records known as blocks. These blocks are interconnected through cryptography.

2. Blockchain technology is transparent in nature as information is not hidden from the user.

7 mins

Build

● Conduct a group discussion in the class among the students based on the topic “What would happen if one or two individuals of the group could add details in the diary that were not accurate?” provided in the Discuss section on page 49.

Possible Response: The accuracy and integrity of the diary’s information would be compromised, leading to potential misinformation or confusion.

Sum Up

● Conclude the session by summarising that blockchain technology is used to keep the information safe from the hands of the intruders. There are many features of blockchain technology, as it is decentralised, secure, immutable, and transparent. Give examples to explain the workings and challenges of the blockchain to the students.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Questions 1, 2, 3, and 4

C. Who Am I?: Questions 1 and 3

D. Write T for True and F for False: Questions 1, 2, and 3

E. Answer the Following: Questions 1, 2, 3, 4, and 5

F. Apply Your Learning: Questions 1, 2, and 4

2. Cryptocurrency: A Blockchain Case Study

Learning Outcomes

At the end of the session, the students will be able to:

● describe cryptocurrency.

● describe how cryptocurrency works on the blockchain.

Keyword

● Cryptocurrency: It is a purely digital or virtual currency that can work as a medium to exchange.

WEBS at a Glance

Ask the students if they can recall what blockchain technology is and the challenges that can be faced while using it.

Explain the students what cryptocurrency is. Describe how cryptocurrency works on the blockchain.

Action Plan

Group discussion Conclude the concepts Assign homework

5 mins

Warm Up

● Ask the students if they can recall what blockchain technology is and the challenges that can be faced while using this technology. Tell the students that cryptocurrency is an application of blockchain technology.

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe cryptocurrency. Tell the students about the INR as the national currency of India. Explain the difference between cryptocurrency and normal currency. Describe cryptocurrency to the students, as given on page 53.

Learning Outcomes

Describe how cryptocurrency works on the blockchain.

Check for Understanding

Explanation

Describe how to implement cryptocurrency using blockchain technology. Explain how buying and selling using cryptocurrency is different from the usual or traditional method, as given on pages 53 to 55.

● Read aloud the questions provided in the Do It Yourself 4B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. Cryptocurrency: Digital currency that works on blockchain.

Bitcoin: A famous example of cryptocurrency.

Traditional currency: Physical coins and banknotes used for buying.

2. Similarities:

● Both traditional currencies and cryptocurrencies can be used to buy goods and services.

● They both have value and can be exchanged for other currencies or assets.

Differences:

● Traditional currencies are regulated by governments but cryptocurrencies are decentralised.

● Traditional currency transactions go through banks, whereas, cryptocurrency transactions are recorded on a public ledger.

7 mins

Build

● Conduct a group discussion in the class on the topic “Importance of Cryptocurrency”.

Possible Response: Cryptocurrency replaces the traditional banking method for buying and selling of products.

3 mins

Sum Up

● Conclude the session by summarising that blockchain technology is very important, and its application is cryptocurrency which ditches the traditional banking system, and also makes buying and selling of products easier and safer.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 5

C. Who Am I?: Questions 2, 4, and 5

D. Write T for True and F for False: Questions 4 and 5

F. Apply Your Learning: Question 3

Computational Thinking

Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But they are too late as Mel has lost her ability to use the rising charm, and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop robots from using magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a Magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs out and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they are able to restore harmony in Avora. Elder Robot’s server is still affected, while he and Eva attempt to reprogramme things, Mel and Conji help him reorganise his office.

Story in This Chapter…

● Mel, Conji, and Eva were about to enter the elevator when Mel told them that he was not feeling well.

● Mel became nervous amid the chaos of how to create a blockchain.

● Elder Wizard heard both Mel and Conji and was told that one can break complex problems into smaller, manageable tasks to achieve one simple goal at a time.

● Elder Wizard told them to remember to create a damage-proof and secure blockchain network to store and distribute the magical ability to all robots.

● Suddenly, Mel drops to the floor as his battery runs out.

● Elder Wizard casts a spell, and the lights slowly flicker back. Conji and Eva quickly rush to plug in Mel’s battery.

● Mel was energised due to the sudden boost of electricity.

● Mel had a plan to create the blockchain easily. Mel suggested computational thinking to develop the blockchain.

● Conji told them to share their knowledge about computational thinking.

● The trio entered the Council Room to gain access to the main system.

1.

2. Flowchart

1. Problem-Solving and Concepts of Computational Thinking

Learning Outcomes

At the end of the session, the students will be able to:

● describe problem-solving.

● explain the concept of computational thinking.

Keywords

● Problem: It is a challenge or a task that needs to be solved.

● Puzzles: These are problems that challenge our thinking skills.

● Computational thinking: It is a process of breaking down any problem to efficiently solve it.

● Decomposition: It means breaking down a complex problem into smaller subproblems.

● Pattern recognition: It means finding similarities or patterns within a problem.

● Abstraction: It means focusing on the most important parts and ignoring the details that do not matter.

● Algorithm: It is a set of steps to solve a specific problem.

WEBS at a Glance Warm Up

Ask the students to name the types of problems they solve in their day-to-day lives.

Explain the meaning of the terms problem, puzzles and computational thinking.

Explain the concept of computational thinking.

Action Plan

Warm Up

Think and Tell Conclude the concepts

Assign homework

● Ask the students about the types of problems they face in their day-to-day lives.

● Tell them that they solve problems related to managing multiple tasks, riddles, maths puzzles, etc.

● Tell them that they solve these problems by breaking down the problems into smaller steps.

Engage

Decomposition She had a flat tyre before, and she knows a shop close by where she can get it repaired.

Explain the following concepts:

Learning Outcomes Explanation

Describe problemsolving.

Pattern Recognition

Explain the concept of computational thinking.

Abstraction

I should take the bicycle to the nearby mechanic.

Describe the term problem and puzzle to the students. A problem is a challenge or a task that needs to be solved. Puzzles are problems that challenge our thinking skills. Explain to the students that computational thinking is the process of breaking down a problem to efficiently solve it, as given on page 65.

1. Punctured tyre.

2. Lost pen.

To get the tyre fixed:

1. Go to the tyre shop.

Explain the different concepts of computational thinking like decomposition, pattern recognition, abstraction and algorithmic design, as given on pages 65 to 67. Decomposition helps to divide the problem into sub-parts. Pattern recognition helps to recognise the pattern to solve a problem. Abstraction helps to focus on the important parts and ignore the unimportant details. Algorithmic design is the set of steps that solves a specific problem.

2. Ask the mechanic to fix the tyre.

Check for Understanding

3. Pay the mechanic and get your bicycle back.

Out of the two problems, she decided to focus on getting the tyre fixed because she needed to reach school on time.

● Read aloud questions 1 to 4 provided in the Do It Yourself 5A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Algorithmic Design She identified the subproblems:

1. Abstraction.

1. Punctured tyre.

2. Decomposition- (d)

2. Lost Pen.

Pattern recognition- (a)

Abstraction- (b)

Label the images to correct the concept of computational thinking. 3

3.

Algorithmic Design- (c)

Decomposition

Pattern Recognition

Abstraction

4. The steps for baking a cake are:

Step 1: Add flour by sieving in a pan.

Step 2: Add eggs to the flour.

Algorithmic design

Step 3: Add baking powder and sugar to the mixture.

Step 4: Add milk into the mixture.

Step 5: Mix the mixture with the whisker.

Step 6: Add the mixture into a pan.

Step 7: Place the pan in the microwave oven.

Step 8: Apply cream onto the cake.

Step 9: Decorate the cake with white cream and then the cake is ready.

Build

7 mins

● Ask the students to answer the question “Share a situation where you have used computational thinking in real life.” asked in the Think and Tell section, as given on page 65.

Possible Responses: jigsaw puzzles, Sudoku, riddles, maths puzzles, and more.

● Ask the students to answer the question “Give another example where pattern recognition can be helpful,” asked in the Think and Tell section, as given on page 67.

Possible Responses: License plate recognition, fingerprint recognition, face detection.

Sum Up

3 mins

● Conclude the session by summarising that a problem is a challenge or a task that needs to be solved. The process of breaking down any problem to efficiently solve it is called computational thinking. There are various concepts related to computational thinking, like decomposition, pattern recognition, abstraction, and algorithmic design.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Questions 2, 3, and 4

D. Write T for True and F for False: Questions 1, 2, 3, 4, and 5

E. Answer the Following: Questions 1, 2, 4, and 5

F. Apply Your Learning: Questions 1 and 3

2. Flowchart

Learning Outcomes

At the end of the session, the students will be able to:

● define a flowchart.

● explain the use of the most commonly used flowchart symbols.

Keyword

● Flowchart: It is a pictorial representation of an algorithm.

WEBS at a Glance

Warm Up Engage

Ask the students if they can define an algorithm. Ask them the simple algorithm to make a cup of tea.

Explain to the students about a flowchart. Describe them the most commonly used flowchart symbols.

Demonstrate the concept of flowcharts with the help of examples.

Action Plan

Warm Up

● Ask the students if they can define an algorithm.

● Ask the students the simple algorithm to make a cup of tea.

Build Sum Up

Group discussion

Conclude the concepts

Assign homework

5 mins

● Tell the students that an algorithm can be implemented pictorially with the help of a flowchart.

Engage

Explain the following concepts:

Learning Outcomes

Define a flowchart.

Explain the use of the most commonly used flowchart symbols.

Check for Understanding

Explanation

Explain to the students the concept of a flowchart, which is a pictorial representation of an algorithm, as given on page 69.

Explain to the students the most commonly used flowchart symbols, as given on page 69. Explain the names of the different symbols and their corresponding purposes. Demonstrate the concept of a flowchart with the help of the example, as given on page 70.

● Read aloud questions 1 to 3 provided in the Do It Yourself 5B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. a.

2. Algorithm for a person driving a car

Step 1: Person driving a car

Step 2: Red light glows

Step 3: Stop and off the engine

Step 4: Yellow light glows

Step 5: Start the engine of the car and be ready to move

Step 6: Green light glows

Step 7: Go ahead

Step 8: End

Start: Person driving a car

Algorithm for a person walking on a street

Step 1: Person walking on street

Step 2: Red light glows

Step 3: Watch left and right

Step 4: Cross the road on zebra crossing

Step 5: Yellow or green light glows

Step 6: Stop to wait for the passing vehicles

Step 7: End

Start: Person walking on street

Stop and off the engine

Red light glows 3.

Yellow light glows

Start the engine of the car and be ready to move

Green light glows

Go ahead

Stop

Red light glows

Watch left and right

Cross the road on zebra crossing

Yellow or green light glows

Stop to wait for the passing

Stop

7 mins

● Conduct a group discussion in the class on the topic ‘Advantages and disadvantages of Flowcharts’. Possible Responses: Creating flowcharts is a useful way to streamline processes and communicate information efficiently. However, making flowcharts can be time-consuming, especially for complex diagrams. Building a flowchart requires careful attention to detail and thoughtful design.

Sum Up

3 mins

● Conclude the session by summarising that the flowchart is a pictorial representation of an algorithm using standard symbols. Each symbol of a flowchart has its own meaning and importance.

● Assign the following from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 1 and 5

C. Who Am I?: Complete Question

E. Answer the Following: Question 3

F. Apply Your Learning: Questions 2, 4, and 5

Formulas and Functions

Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But they were too late, as Mel had lost her ability to use the rising charm, and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop robots from using magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs out, and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they are able to restore harmony in Avora. Elder Robot’s server is still affected, and while he and Eva attempt to reprogramme things, Mel and Conji help him re-organise his office.

Story in This Chapter…

● Mel takes a nap in her room to recharge her system.

● Conji and Eva go to visit her. They ask her if she is feeling better now.

● Mel tells them that her circuits are still weak. She does not know what the virus has done to her.

● Eva mentions Elder Robot can help, and Elder Wizard has an important message.

● They meet Elder Wizard, who praises them for fighting off Lord Ero’s attack but explains it weakened Mel and Elder Robot.

● Elder Wizard magically restores the Elder Robot’s circuits, but he’s still tired.

● Elder Robot scans Mel, finding her internal circuits messed up by the dark virus, likely due to being built by Lord Ero.

● Mel asks to have her circuits destroyed, fearing she’s a danger.

● Elder Robot reprograms Mel, securing her system from future attacks.

● Eva suggests using the same method to secure the Magic-chain from dark magic.

● Elder Robot agrees and plans to teach the children using Google Sheets. Mel explains what Google Sheets is.

1. Formulas and Functions-I

Learning Outcomes

At the end of the session, the students will be able to:

● describe what a spreadsheet is.

● create a spreadsheet.

● identify the various elements of a spreadsheet.

● refer to a cell using the cell names.

● apply formulas in Google Sheets.

● use functions in Google Sheets.

Keywords

● Spreadsheet: A spreadsheet is a tool that helps you organise data in rows and columns and do calculations.

● Row: The horizontal set of boxes is called a row or record.

● Column: The vertical set of boxes is called a column or field.

● Cell: The intersection of a row and a column is called a cell.

● Functions: Functions allow you to calculate more efficiently using the cell ranges instead of typing out the name of each cell.

WEBS at a Glance

Ask the students if they keep track of the money spent and the amount of money to save monthly.

Ask the students what tools or software they use for doing calculations.

Explain to the students what a spreadsheet is. Also, tell them the steps to create a spreadsheet. Explain the different elements of a spreadsheet. Explain to them how to refer to a cell using cell names. Also, tell them the steps to apply formulas and functions in Google Sheets.

Think and Tell Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Ask the students if they keep track of the money spent and the amount of money to save monthly.

● Ask the students what tools or software they use for doing calculations.

● Tell the students that they can do it with the help of a spreadsheet which is a tool that helps you organise data in rows and columns and do calculations. Spreadsheets also allow you to analyse and visualise data.

Engage

Explain the following concepts:

Learning Outcomes

Describe what a spreadsheet is.

15 mins

Explanation

Tell the students that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. Also tell them the various examples of spreadsheets, as given on page 83.

Create a spreadsheet. Explain the steps to create a spreadsheet using Google Sheets, as given on page 83.

Identify the various elements of a spreadsheet.

Refer to a cell using the cell names.

Apply formulas in Google Sheets.

Use functions in Google Sheets.

Tell the students that a spreadsheet consists of a grid-like structure. Explain to them the various components of a spreadsheet, like a row, a column, and a cell, as given on page 84.

Tell the students that a cell name is a combination of letters and numbers. Also, tell them the steps to enter the data in the sheet, as given on page 84.

Tell students the steps to apply formulas in Google Sheets, as given on pages 84 to 86.

Explain to the students that functions allow us to calculate efficiently using the cell ranges instead of typing out the name of each cell. Explain to them the various functions, such as the Sum(), Average(), and other commonly used functions. Tell the students the steps to apply functions in Google Sheets, as given on pages 86 and 87.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 6A and Do It Yourself 6B sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Do It Yourself 6A

1. Cell Cell Name

2. =B1+C1+D1

Do It Yourself 6B

1. a. Function name b. cell range.

2. =SUM(B2:B8) = 40580 =AVERAGE(B2:B8) = 5797.143

Build

7 mins

● Conduct a group discussion in the class among students based on the topic, “How are formulas and functions different?” provided in the Discuss section as mentioned on page 88.

Correct Response: You can simplify your formulas by using the functions. Functions allow you to calculate more efficiently, as they are a built-in formula in Google Sheets.

● Ask the students to give the answer to the question, “You are tracking the number of hours you study for different subjects in a Google Sheet. Which function would you use to find the subject that you have studied the longest? Hint: Refer to the table given above.” asked in the Think and Tell section given on page 88.

Possible Responses: MAX/MIN/COUNT/IF

Correct Response: MAX

Sum Up

3 mins

● Conclude the session by summarising that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. A spreadsheet consists of a grid-like structure. Google Sheets is one such example. There are various components of a spreadsheet, like a row, a column, and a cell. Also revise the steps to create a spreadsheet, enter data in Google Sheets, and how to apply formulas and functions in Google Sheets.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2, 4, and 5

B. Tick the Correct Option: Questions 1, 4, and 5

C. Who Am I?: Questions 1 and 2

D. Write T for True and F for False: Question 4

E. Answer the Following: Questions 1, 2, and 4

F. Apply Your Learning: Questions 2, 3, and 4

2. Formulas and Functions-II

Learning Outcomes

At the end of the session, the students will be able to:

● describe what a spreadsheet is.

● create a spreadsheet.

● identify the various elements of a spreadsheet.

● refer to a cell using the cell names.

● apply formulas in Google Sheets.

● use functions in Google Sheets.

Keywords

● Spreadsheet: A spreadsheet is a tool that helps you organise data in rows and columns and do calculations.

● Row: The horizontal set of boxes is called a row or record.

● Column: The vertical set of boxes is called a column or field.

● Cell: The intersection of a row and a column is called a cell.

● Functions: Functions allow you to calculate more efficiently using the cell ranges instead of typing out the name of each cell.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to the students what a spreadsheet is. Demonstrate to them the steps to create a spreadsheet. Explain the different elements of a spreadsheet. Demonstrate to them how to refer to a cell using cell names. Also demonstrate to them the steps to apply the formulas and functions in Google Sheets.

Action Plan

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Formulas and Functions-II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe what a spreadsheet is.

Explanation

Tell the students that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. Also tell them the various examples of spreadsheets, as given on page 83.

Create a spreadsheet. Demonstrate to the students the steps to create a spreadsheet using Google Sheets, as given on page 83.

Identify the various elements of a spreadsheet.

Refer to a cell using the cell names.

Apply formulas in Google Sheets.

Use functions in Google Sheets.

Tell the students that a spreadsheet consists of a grid-like structure. Explain to them the various components of a spreadsheet, like a row, a column, and a cell, as given on page 84.

Tell the students that a cell name is a combination of letters and numbers. Also demonstrate the steps to enter the data in the sheet, as given on page 84.

Demonstrate to the students the steps to apply formulas in Google Sheets, as given on pages 84 to 86.

Explain to the students that functions allow them to calculate efficiently using the cell ranges instead of typing out the name of each cell. Explain to them about the various functions, such as Sum(), Average(), and other commonly used functions. Demonstrate to them the steps to apply functions in Google Sheets, as given on pages 86 and 87.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. A spreadsheet consists of a grid-like structure. Google Sheets is one such example. There are various components of a spreadsheet, like a row, a column and a cell. Also revise the steps to create a spreadsheet, enter data in Google Sheets, and how to apply formulas and functions in Google Sheets.

● Assign the additional activity given on the panel to the students as homework.

3. Formulas and Functions-III

Learning Outcomes

At the end of the session, the students will be able to:

● sort data.

● group data.

● filter data.

● create a chart.

● add a new sheet tab and colour sheet tabs.

Keywords

● Sorting: Sorting means arranging data in a particular sequence based on specific criteria.

● Filters: Filters are a useful feature used in Google sheets that enables you to display data according to specific criteria.

WEBS at a Glance

Warm Up Engage

Ask the students that if they have a set of numbers that need to be analysed and understood. How will they simplify the process of analysing of this data?

Explain to the students how to sort, group, and filter data and charts in Google Sheets. Tell them the steps to apply these features to Google Sheets. Also, tell them the steps to add a new sheet tab and colour sheet tabs.

Build Sum Up

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Ask the students if they have a set of numbers that need to be analysed and understood. How will they simplify the process of analysing this data?

● Tell the students that for this, they should arrange the data in a specific order, for example, descending or ascending order. The sorting feature of Google Sheets helps us arrange data in a specific order.

● They may also display data according to specific criterion, for example, by displaying only those numbers that are greater than 100. For this, they may use the filter feature.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Sort data. Tell the students that sorting means arranging data in a particular sequence based on specific criteria. Tell them the steps to sort the data, as given on pages 88 and 89.

Group data.

Filter data.

Create a chart.

Add a new sheet tab and colour sheet tabs.

Tell the students that grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Also tell them the steps to group data, as given on pages 89 and 90.

Tell the students that filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria. Also tell them the steps to filter data, as given on pages 90 and 91.

Tell the students that charts help us look at data in the form of pictures. This helps us to understand the data in a better way. Explain to them about different charts such as column chart, bar chart, pie chart, and line chart. Also tell them the steps to create a chart, as given on pages 91 to 93.

Tell the students the steps to add a new sheet tab and colour sheet tabs, as given on page 94.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 6C and Do It Yourself 6D section. Encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Do It Yourself 6C

1. b. Filtering

2. a. T b. F

Do It Yourself 6D

1. c. To help understand and analyse data more easily.

2. c. Pie chart

Build

7 mins

● Conduct a group discussion in the class among students based on the topic,”How is filtering different from grouping?” provided in the Discuss section as mentioned on page 91.

Correct Response: Filtering helps display data according to specific criteria. Filters can help narrow down the options to what we want and hide the rest. On the other hand, grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster.

Sum Up

● Conclude the session by summarising that sorting means arranging data in a particular sequence based on specific criteria. Grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria. Charts help us look at data in the form of pictures. Also revise the steps to apply these features in Google Sheets to add a new sheet tab and colour it.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 3

B. Tick the Correct Option: Questions 2 and 3

C. Who Am I?: Questions 3, 4, and 5

D. Write T for True and F for False: Questions 1, 2, and 3

E. Answer the Following: Questions 3 and 5

F. Apply Your Learning: Question 1

4. Formulas and Functions-IV

Learning Outcomes

At the end of the session, the students will be able to:

● sort data.

● group data.

● filter data.

● create a chart.

● add a new sheet tab and colour sheet tabs.

Keywords

● Sorting: Sorting means arranging data in a particular sequence based on specific criteria.

WEBS at a Glance

Warm Up Engage Build

Let the students watch the video or the learning slides related to the topic on the digital panel.

● Filters: Filters are a useful feature used in Google sheets that enables you to display data according to specific criteria. 5 mins

Warm Up

Explain to the students the features of sorting, grouping, filtering data, and charts in Google Sheets. Demonstrate to them the steps to apply these features to Google Sheets. Also, demonstrate to them the steps to add a new sheet tab and colour sheet tabs.

Attempt the activity on the Assignment page.

Sum Up

Conclude the concepts

Assign homework

Action Plan

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Formulas and Functions-IV

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Sort data. Tell the students that sorting means arranging data in a particular sequence based on a specific criteria. Demonstrate the steps to sort the data, as given on pages 88 and 89.

Group data. Tell the students that grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Also demonstrate the steps to group data, as given on pages 89 and 90.

Filter data. Tell the students that filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria. Also demonstrate the steps to filter data, as given on pages 90 and 91.

Create a chart. Tell the students that charts help us look at data in the form of pictures. This helps us to understand the data in a better way. Explain to them about different charts such as column chart, bar chart, pie chart, and line chart. Also demonstrate the steps to create a chart, as given on pages 91 to 93.

Add a new sheet tab and colour sheet tabs.

Tell the students the steps to add a new sheet tab and colour sheet tabs, as given on page 94.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that sorting means arranging data in a particular sequence based on specific criteria. Grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria. Charts help us look at data in the form of pictures. Also, revise the steps to apply these features in Google Sheets and the steps to add a new sheet tab and colour it.

● Assign the additional activity given on the panel to the students as homework.

Database Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But, they were too late as Mel has lost her ability to use the rising charm, and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop robots from using magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a Magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs down and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they are able to restore harmony in Avora. Elder Robot’s server is still affected, while he and Eva attempt to reprogram things, Mel and Conji help him re-organise his office.

Story in This Chapter…

● The trio and Elder Robot went to his office to see if there had been any damage to his systems.

● The trio and Elder Robot thanked each other for saving Avora. Elder Robot had saved a box full of chocolates for the trio, which was kept on the shelf.

● They saw that the shelf was completely messed up due to the earthquake, so Mel and Conji decided to clean the shelf.

● Eva accompanied Elder Robot to the Server Room to make sure nothing else has been harmed.

● Conji thought of stacking the books on one another, but Mel suggested that she make Elder Robot’s shelf more organised.

● While organising the shelf, some of the books fell, so Mel told Conji to arrange the books according to authors and categories.

● Mel emphasised organising the items properly for easier and timely access to a particular item.

● This led to the idea of organising information so that it is easily accessible.

This chapter is divided into the following classroom

and lab sessions

● Mel said that while referring to a database with lots of information, proper organisation of information was very important. Conji asked Mel about database. 1.

1. Introduction to Database and DBMS-I

At the end of the session, the students will be able to:

● describe databases.

● discuss Database Management System (DBMS).

Keywords

● Database: It is a collection of information or data stored electronically in a computer system.

● Data integrity: It is a process that ensures the data is correct, whole, and the same as long as it exists in the database.

● Data redundancy: It occurs when we have multiple copies of the same data.

● DBMS: It is a software that helps the user to store, retrieve, and manage data in a database.

● Hardware: The hardware of computers consists of physical components such as a keyboard, mouse, monitor, and processor.

● Software: It is a set of programs that help hardware to do its job.

● Procedures: It is a form of general instructions or guidelines for using a DBMS.

● Data: It refers to a collection of raw facts stored in a database.

● Database Access Language: It is a language that allows users to give commands to a database to operate the data stored.

WEBS at a Glance

Explain the

meaning of the database. Explain the importance of a database. Explain the meaning of the term DBMS. Define the different components of a DBMS.

Action Plan

Warm Up

● Ask the students about the importance of cupboard.

5 mins

● Ask the students about the process of fetching the clothes to wear from the cupboard. For example, whenever you want to go to the bathroom, how do you take out the clothes? As to where pants and skirts are kept.

● Tell the students that just like how clothes are properly organised in a cupboard, data stored in a computer are also organised in the form of database.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe databases. Describe that a database is a collection of information or data stored electronically in a computer system. Also, explain the importance of a database to the students. The concept of a database is given on pages 105 to 107.

Discuss Database Management System (DBMS).

Explain that a DBMS is a software application that enables you to store, retrieve, and manage data in a database. Explain the different components of a DBMS, such as hardware, software, people, procedures, data, and Database Access Language, as given on pages 107 to 109.

Check for Understanding

● Read aloud question 1 provided in the Do It Yourself 7A section and encourage the students to solve the questions. Instruct the students to write the answers in the book.

Correct Responses:

Column A

Database

Data Integrity

Database Management System

Data Redundancy

Column B

Occurrence of duplicate copies of similar data

A special computer program for managing databases

A collection of organised data

A process that makes sure data is accurate, complete, and consistent over the data’s lifecycle

MySQL

Build 7 mins

● Conduct a group discussion in the class among students on the topic “What is the difference between a database and a DBMS?” provided in the Discuss section, as mentioned on page 107.

Possible Response: A database is a collection of information or data stored electronically in a computer system, whereas a DBMS (Database Management System) is a software that helps us to store, retrieve, and manage data in a database.

Sum Up

3 mins

● Conclude the session by summarising that a database is a collection of information or data stored electronically in a computer system. A DBMS (Database Management System) is software that helps us store, retrieve, and manage data in a database. The different components of a DBMS are hardware, software, people, procedures, data, and Database Access Language.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Questions 1, 2, and 4

C. Who Am I?: Questions 1, 2, 3, and 4

D. Write T for True and F for False: Questions 1, 2, and 5

E. Answer the Following: Questions 1 and 2

2. Introduction to Database and DBMS-II

Learning Outcomes

At the end of the session, the students will be able to:

● describe databases.

● discuss Database Management System (DBMS).

Keywords

● Database: It a collection of information or data, stored electronically in a computer system.

● Data integrity: It is a process that ensures the data is correct, whole, and the same as long as it exists in the database.

● Data redundancy: It occurs when we have multiple copies of the same data.

● DBMS: It is a software that helps the user to store, retrieve, and manage data in a database.

● Hardware: The hardware of computers consists of physical components such as a keyboard, mouse, monitor, and processor.

● Software: It is a set of programs that help hardware to do its job.

● Procedures: It is a form of general instructions or guidelines for using a DBMS.

● Data: It refers to a collection of raw facts stored in a database.

● Database Access Language: It is a language that allows users to give commands to a database to operate the data stored.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain the meaning of the term database.

Explain the importance of a database.

Explain the meaning of the term DBMS.

Define the different components of a DBMS.

Attempt the activity on the Assignment page.

Conclude the concepts Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Introduction to Database and DBMS-II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe databases. Describe that a database is a collection of information or data stored electronically in a computer system. Also, demonstrate the importance of a database to the students. The concept of a database is given on pages 105 to 107.

Discuss Database Management System (DBMS).

Tell the students that a DBMS is a software application that enables you to store, retrieve, and manage data in a database. Explain the different components of a DBMS, such as hardware, software, people, procedures, data, and Database Access Language, as given on pages 107 to 109.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that a database is a collection of information or data stored electronically in a computer system. A DBMS (Database Management System) is a software that helps us store, retrieve, and manage data in a database. The different components of a DBMS are hardware, software, people, procedures, data, and Database Access Language.

● Assign the additional activity given on the panel to the students as homework.

3. MySQL-I

Learning Outcomes

At the end of the session, the students will be able to:

● describe MySQL and SQL.

● describe keys and the types of keys.

● open MySQL.

● create and view a database.

● create a table in the database.

Keywords

● MySQL: It is a database management system that allows the user to create their own databases.

● SQL: It is a language that lets the user access and manipulate databases.

● Keys: It uniquely identifies any row of data from the table.

● Primary key: It is an attribute or a set of attributes in a table that uniquely identifies each row in the table.

● Candidate key: It is an attribute that uniquely identifies a row in the table.

● Composite key: It is a primary key that consists of more than one attribute.

● Foreign key: It helps establish relationships between multiple tables.

● Record: It is a row entry in a table.

WEBS at a Glance

Ask the students if they would like to create a database themselves. Also, what actions would they like to perform on the data in the database?

Explain the meaning of the term MySQL.

Explain the concept of SQL.

Describe keys and the types of keys in SQL.

Explain the steps to open MySQL.

Explain the steps to create a database.

Tell the steps to view an existing database.

Explain the steps to create a table in the database.

Action Plan

Warm Up

5 mins

● Ask the students if they would like to create a database themselves. Also, what actions would they like to perform on the data in the database?

● Tell them that MySQL is a database management system that allows us to create our databases. It allows us to create, update, and retrieve data using SQL.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe MySQL and SQL.

Describe keys and the types of keys.

Explanation

Explain to the students that MySQL is a Database Management System that allows us to create our own databases. SQL (Structured Query Language) is a language that lets us access and manipulate databases, as given on pages 109 and 110.

Tell the students that keys are used to uniquely identify any row of data in the table. Keys are also used to establish and identify relationships between tables, as given on pages 110 and 111.

Open MySQL. Tell students the steps to open MySQL on the system, as given on page 111.

Create and view a database.

Create a table in the database.

Tell the students about the SQL commands to create a database and the command to check if the database is created and view existing databases, as given on page 111.

Tell students the command to enter a database and create a table. Also tell them about commonly used SQL data types like int, float, char, varchar, etc. Also tell them how to insert records and view those records, as given on pages 112 and 113.

Check for Understanding

● Read aloud questions 1 to 4 provided in the Do It Yourself 7B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. CREATE TABLE TABLE_NAME

2. SELECT

3. The field names are: Book_ID, Book_Name, Book_Type, and Book_Price.

4. create table Library (Book_ID Varchar(10) primary key, Book_Name Varchar(50), Book_Type Varchar(20), Book_Price Int );

To insert records in the table “Library”: INSERT INTO Library ( Book_ID, Book_Name, Book_Type , Book_Price ) VALUES(‘B01’, ‘Artificial Intelligence’, ‘Computer book’, 250);

7 mins

● Conduct a group discussion on the topic “What datatype can be used to add a numeric value in a table?” in the class among students based on the topic provided in the Discuss section, as given on page 113.

Possible Response: INT and Float

Sum Up

3 mins

● Conclude the session by summarising that SQL lets you access and manipulate databases. MySQL is an application that allows you to create your databases. Keys are used to uniquely identify any row of data from the table. There are many SQL commands to create and retrieve data from a database.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2, 3, and 4

B. Tick the Correct Option: Questions 3 and 5

C. Who Am I?: Question 5

D. Write T for True and F for False: Questions 3 and 4

E. Answer the Following: Questions 3, 4, and 5

F. Apply Your Learning: Questions 1, 2, 3, 4, and 5

4. MySQL-II

Learning Outcomes

At the end of the session, the students will be able to:

● describe MySQL and SQL.

● describe keys and the types of keys.

● open MySQL.

● create and view a database.

● create a table in the database.

Keywords

● MySQL: It is a database management system that allows the user to create their own databases.

● SQL: It is a language that lets the user access and manipulate databases.

● Keys: It uniquely identifies any row of data from the table.

● Primary key: It is an attribute or a set of attributes in a table that uniquely identifies each row in the table.

● Candidate key: It is an attribute that uniquely identifies a row in the table.

● Composite key: It is a primary key that consists of more than one attribute.

● Foreign key: It helps establish relationships between multiple tables.

● Record: It is a row entry in a table.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain the meaning of the term MySQL.

Explain the concept of SQL.

Discuss the types of keys in SQL.

Demonstrate the steps to open MySQL.

Explain the steps to create a database.

Demonstrate the steps to view an existing database.

Demonstrate the steps to create a table in the database.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on MySQL-II

5 mins

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe MySQL and SQL.

Describe keys and the types of keys.

Explanation

Explain to the students that MySQL is a Database Management System that allows us to create our own databases. SQL (Structured Query Language) is a language that lets us access and manipulate databases, as given on pages 109 and 110.

Tell the students that keys are used to uniquely identify any row of data in the table. Keys are also used to establish and identify relationships between tables, as given on pages 110 and 111.

Open MySQL. Demonstrate to the students the steps to open MySQL on the system, as given on page 111.

Create and view a database.

Create a table in the database.

Tell the students about the SQL commands to create a database and the command to check if the database is created and view existing databases, as given on page 111.

Tell the students the command to enter a database and create a table. Also tell them about commonly used SQL data types, like int, float, char, varchar, etc. Also demonstrate to them how to insert records and view those records, as given on pages 112 and 113.

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that MySQL is a DBMS that allows us to create, update, and retrieve data using SQL. There are different keys which help to uniquely identify any row of data from the table. SQL commands are used to create and view databases, create a table in the database, insert records in a table, retrieve data from the table, etc.

● Assign the additional activity given on the panel to the students as homework.

Animations with Canva

Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But they are too late as Mel has lost her ability to use the rising charm and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop robots from using magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a Magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs down and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they can restore harmony in Avora. Elder Robot’s server is still affected, while he and Eva attempt to reprogramme things, Mel and Conji help him re-organise his office.

Story in This Chapter…

● Mel, Conji, and Eva discuss server room damage, which was successfully repaired by Eva and Elder Robot.

● They express concern for those affected by the virus attack.

● They decide to meet and give small gifts to the affected people.

● They then think of making handmade cards, but that would take a lot of paper and decorations. Moreover, this would be very time-consuming.

● So, they opted to use Canva to make the get-well-soon cards in the computer lab.

● They gather resources and head to the lab excitedly to start the project. 1.

This chapter is divided into the following classroom and lab sessions

1. Animations with Canva-I

Learning Outcomes

At the end of the session, the students will be able to:

● describe Canva.

● get started with Canva.

● create a card.

● set the background.

● add elements to the card.

● add text.

● explain the concept of layers.

● position an element or a layer.

● duplicate a layer.

● delete a layer.

Keywords

● Graphics: It refers to visual art or images.

● Canva: It is a free graphic design platform used to create graphics and presentations.

● Elements: Elements in Canva are colourful images, stickers, icons, and shapes that you can easily add to your designs to make them interesting.

● Layer: When you add new elements to Canva, they get placed on top of each other, creating layers of elements.

WEBS at a Glance

Ask the students about the different materials they use to make a greeting card.

Explain Canva, and how to open it. Also discuss how to create a card with background, image, and text. Describe the concept of layers to the students.

Action Plan

Warm Up

● Ask the students about the different materials they use to make a handmade greeting card.

● Now build the concept that like a handmade greeting card, Canva allows them to create a digital greeting card with more elements.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe Canva. Explain to the students that Canva is a free graphic design platform used to create graphics and presentations, as given on page 122.

Get started with Canva.

Discuss with the students how to get started with Canva, as given on page 122.

Create a card. Tell them the steps to create a blank card, as given on pages 122 and 123.

Set the background. Discuss with them how to set a background image for your card, as given on page 123.

Add elements to the card.

Describe to them that elements in Canva are colourful images, stickers, icons, and shapes that they can easily add to their designs to make them interesting. Tell them the steps used to add elements on the card, as given on page 124.

Add text. Discuss with them how to add text to the card, as given on pages 124 and 125.

Explain the concept of layers.

Position an element or a layer.

Explain to the students that a layer can be considered as a transparent sheet. When new elements are added to Canva, they get placed on top of each other, creating layers of elements, as given on page 125.

Explain how to position elements or layers using the Arrange and Layers tabs, as given on pages 125 to 128.

Duplicate a layer. Tell students that duplicating a layer means creating a copy of it. Also discuss with them the steps to duplicate a layer, as given on page 128.

Delete a layer. Tell students the steps to delete a layer, as given on page 129.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 8A section and encourage the students to solve the questions. Instruct the students to write the answers in the book.

Correct Responses:

1.

Alignment: Vertical alignment is Top and horizontal alignment is Left.

Alignment: Vertical alignment is Bottom and horizontal alignment is Right.

3. c. Align the elements on page.

Build

7 mins

● Ask the students to answer the question “Imagine you are creating graphics in Microsoft Paint. You have added a few shapes and text overlapping each other. Later, you realise that the text is hiding behind the shapes. Is it possible to correct it without re-creating it in Paint? If you create the same project in Canva, how would it be helpful?” asked in the Think and Tell section, as given on page 128. Possible Responses: No, it is not possible in Microsoft Paint. But in Canva, you can do this easily with the help of layers, by following the given steps:

1. Go to the Layers tab and select the Overlapping tab under it.

2. This tab shows only the layers that overlap with a selected layer. Select the layer you are looking for and make the required changes.

3 mins

Sum Up

● Conclude the session by summarising that Canva is a free graphic design platform used to create graphics and presentations. Summarise the steps used to open Canva, create a card, set the background, add elements and text to the card. Also, discuss layers, how to position elements or layers, duplicate and delete a layer.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Question 1

C. Who Am I?: Questions 4 and 5

D. Write T for True and F for False: Questions 1, 2, and 5

E. Answer the Following: Questions 1, 2, and 4

F. Apply Your Learning: Questions 1, 3, and 4

2. Animations with Canva-II

Learning Outcomes

At the end of the session, the students will be able to:

● describe Canva.

● get started with Canva.

● create a card.

● set the background.

● add elements to the card.

● add text.

● explain the concept of layers.

● position elements or the layers.

● duplicate a layer.

● delete a layer.

Keywords

● Graphics: It refers to visual art or images.

● Canva: It is a free graphic design platform used to create graphics and presentations.

● Elements: Elements in Canva are colourful images, stickers, icons, and shapes that you can easily add to your designs to make them interesting.

● Layer: When you add new elements to Canva, they get placed on top of each other, creating layers of elements.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Demonstrate how to get started with Canva and create a card with a background image and other elements including text. Also, demonstrate them how to work with layers.

Attempt the activity on the Assignment page.

Warm Up

Conclude the concepts

Assign homework

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Animations with Canva-II.

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

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe Canva. Explain to the students that Canva is a free graphic design platform used to create graphics and presentations, as given on page 122.

Get started with Canva.

Demonstrate to the students how to get started with Canva, as given on page 122.

Create a card. Demonstrate to the students the steps to create a blank card, as given on pages 122 and 123.

Set the background.

Add elements to the card.

Demonstrate to the students how to set a background image for your card, as given on page 123.

Describe to them that elements in Canva are colourful images, stickers, icons, and shapes that they can easily add to their designs to make them interesting.

Demonstrate them the steps used to add elements on the card, as given on page 124.

Add text. Tell students how to add text to the card, as given on pages 124 and 125.

Explain the concept of layers.

Position an element or a layer.

Explain to the students that a layer can be considered as a transparent sheet. When new elements are added to Canva, they get placed on top of each other, creating layers of elements, as given on page 125.

Explain how to position elements or layers using the Arrange and Layers tabs, as given on pages 125 to 128.

Duplicate a layer. Tell students that duplicating a layer means creating a copy of it. Also demonstrate them the steps to duplicate a layer, as given on page 128.

Delete a layer. Demonstrate students the steps to delete a layer, as given on page 129.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that Canva is a free graphic design platform used to create graphics and presentations. Summarise the steps used to open Canva, create a card, set the background, and add elements and text to the card. Also, talk about layers, how to position elements or layers, duplicate and delete a layer.

● Assign the additional activity given on the panel to the students as homework.

3. Animations with Canva-III

Learning Outcomes

At the end of the session, the students will be able to:

● explain animation.

● add page animation.

● add element animation.

● apply transparency.

● use the Copy Style option.

● lock objects.

Keyword

● Animation: Many images are drawn and flipped through at a fast pace so that the characters seem to be moving. This is what we call animation.

WEBS at a Glance

Ask the students if they have ever used a flipbook, that has a series of images at various positions on separate pages.

Explain them about animation and how to apply page and element animation in Canva. Also, discuss how to apply transparency, use the Copy Style option, and lock objects.

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Ask the students if they have ever used a flipbook, that has a series of images at various positions on separate pages.

● Tell them that when they quickly flip through such a book, it creates the illusion of movement of the objects drawn on the pages. The characters seem to be moving. This is what we call animation.

● Now, tell them that you can add animations using Canva too.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Explain animation. Explain to the students that animation is a process in which many images are drawn and flipped through at a fast pace so that the characters seem to be moving, as given on page 130.

Add page animation. Discuss with the students that page animations decide how your page will enter the screen and elaborate the steps needed to add a page animation, as given on pages 130 and 131.

Add element animation.

Describe that you can animate specific texts and elements present on a page in the same way as you can animate the entire page. Also tell them the steps used to apply animation on elements, as given on pages 131 and 132.

Apply transparency. Tell them applying transparency means making the elements look seethrough. In Canva, all elements are fully visible by default. Also, discuss the steps required to apply transparency, as given on page 132.

Use the Copy Style option.

Describe that the Copy Style option is used to copy the style applied on an element and apply it to another element or page. Tell the steps used to use the Copy Style option, as given on page 133

Lock objects. Explain to them that locking an object makes sure that the object remains in its place while you work on the other parts of the design, as given on pages 133 and 134.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 8B and Do It Yourself 8C sections and encourage the students to solve the questions. Instruct the students to write the answers in the book.

Correct Responses:

Do It Yourself 8B

Do it yourself.

Do It Yourself 8C

1. a. page b. Play c. Copy style

2.

● Conduct a group discussion in the class among students on the topic “How can the Lock feature be helpful when you are creating a project?”, as given in the Discuss section on page 134.

Possible Response: The Lock feature makes sure that the object remains in its place while you work on the other parts of the design.

3 mins

Sum Up

● Conclude the session by summarising that animation is a process in which many images are drawn and flipped through at a fast pace so that the characters seem to be moving. Applying transparency means making the elements look see-through. The Copy Style option is used to copy the style applied on an element and apply it to another element. Locking an object makes sure that the object remains in its place while you work on the other parts of the design.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

B. Tick the Correct Option: Questions 2, 3, 4, and 5

C. Who Am I?: Questions 1, 2, and 3

D. Write T for True and F for False: Questions 3 and 4

E. Answer the Following: Questions 3 and 5

F. Apply Your Learning: Questions 2 and 5

4. Animations with Canva-IV

Learning Outcomes

At the end of the session, the students will be able to:

● explain animation.

● add page animation.

● add element animation.

● apply transparency.

● use the Copy Style option.

● lock objects.

Keyword

● Animation: Many images are drawn and flipped through at a fast pace so that the characters seem to be moving. This is what we call animation.

WEBS at a Glance

Warm Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Engage

Explain to the students what animation is and demonstrate to them how to apply page and element animation in Canva. Also, show them how to apply transparency, use the Copy Style option, and lock objects.

Build Sum Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Animations with Canva-IV

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

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Explain animation. Explain to the students that animation is a process in which many images are drawn and flipped through at a fast pace so that the characters seem to be moving, as given on page 130.

Add page animation. Discuss with the students that page animations decide how your page will enter the screen and demonstrate the steps needed to add a page animation, as given on pages 130 and 131.

Add element animation.

Describe that you can animate specific texts and elements present on a page in the same way as you can animate the entire page. Also demonstrate them the steps used to apply animation on elements, as given on pages 131 and 132. Apply transparency. Tell them that applying transparency means making the elements look seethrough. In Canva, all elements are fully visible by default. Also, demonstrate to them the steps required to apply transparency, as given on page 132.

Use the Copy Style option.

Describe that the Copy Style option is used to copy the style applied on an element and apply it to another element or page. Demonstrate to them the steps used to use the Copy Style option, as given on page 133.

Lock objects. Explain to them that locking an object makes sure that the object remains in its place while you work on the other parts of the design, as given on pages 133 and 134.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that animation is a process in which many images are drawn and flipped through at a fast pace so that the characters seem to be moving. Applying transparency means making the elements look see-through. The Copy Style option is used to copy the style applied to an element and apply it to another element. Locking an object makes sure that the object remains in its place while you work on the other parts of the design.

● Assign the additional activity given on the panel to the students as homework.

AI—Beyond Reality

Story Time

Story in a Nutshell…

Mel, Conji, and Eva are in the school playground when they hear an announcement from Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But, they were too late as Mel has lost her ability to use the rising charm, and Elder Robot too is feeling weak. Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop robots from using the magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. Elder Robot risks his life to find the solution. The trio works hard to create a Magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs down, and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they are able to restore harmony in Avora. Elder Robot’s server is still affected, and while he and Eva attempt to reprogram things, Mel and Conji help him re-organise his office.

This chapter is divided into the following classroom and lab sessions

1. Introduction to AI

2. The MIT App Inventor

1. Introduction to AI

Learning Outcomes

At the end of the session, the students will be able to:

● describe what AI is.

● explain the applications of AI.

● explain the domains of AI.

● describe Natural Language Processing.

Keyword

● Artificial Intelligence: Artificial Intelligence (AI) is a branch of computer science that helps to create intelligent machines capable of simulating human-like reasoning, problem-solving, and decision-making.

WEBS at a Glance

Warm Up

Ask the students to name any technology that they know that has the ability to think and act like humans.

Describe to the students what AI is. Explain to them the applications and domains of AI.

Describe Natural Language Processing.

Warm Up

Action Plan

Think and Tell Conclude the concepts

Assign homework

● Ask the students to name any technology that they know that has the ability to think and act like humans.

● Tell them that a smartphone understands your commands; a car automatically navigating through traffic and parking at the right spot, and a few other examples of machines or technologies that make use of AI.

Explain the following concepts:

Learning Outcomes

15 mins

Explanation

Describe what AI is. Describe to the students that artificial intelligence is the ability of machines to think and act like humans, as given on page 142.

Explain the applications of AI.

Explain the domains of AI.

Describe Natural Language Processing.

Describe to them that you can find applications of AI everywhere. Tell them about the prominent fields where AI has made a significant impact, as given on page 142.

Describe to the students the three main domains of AI, i.e., machine learning, computer vision, and Natural Language Processing, as given on page 143.

Explain to the students that NLP makes the machine understand your language and respond to you in a way that makes sense, as given on page 143.

Check for Understanding

Ask the following questions to the students to check their understanding:

● Name the three domains of AI.

Correct Responses: Machine learning, computer vision, and Natural Language Processing

● What are some applications of AI in the field of social media?

Correct Responses: Face recognition, content filtration, etc.

Build

7 mins

● Ask the students to give the answer to the question “Imagine you have a computer that has NLP. How would you use it to make your daily life easier or more fun?” asked in the Think and Tell section given on page 143.

Possible Responses: Use smart assistant to set reminders, ask questions about weather, etc.

3 mins

Sum Up

● Conclude the session by summarising that AI helps to create intelligent machines capable of simulating human-like reasoning, problem-solving, and decision-making. There are various applications of AI, like healthcare, business, education, etc. There are three domains of AI, i.e., machine learning, computer vision, and Natural Language Processing. NLP helps computers understand us and talk to us like people.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Questions 1, 2, 3, and 4

C. Who Am I?: Questions 1, 2, and 3

D. Write T for True and F for False: Questions 1, 2, 3, and 4

E. Answer the Following: Questions 1, 2, 3, and 4

F. Apply Your Learning: Questions 1, 2, and 3

2. The MIT App Inventor

Learning Outcomes

At the end of the session, the students will be able to:

● create an app.

● start a new project.

Keyword

● MIT App Inventor: The MIT App Inventor is an online platform for creating apps for mobile phones and tablets.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Demonstrate to them how to create an app and how to start a new project.

Action Plan

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

Instruct the students to go to Tekie’s Digital platform and open a Lab session on The MIT App Inventor. Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Create an app. Demonstrate to the students the steps to create an app, as given on pages 144 and 145.

Start a new project. Demonstrate to them how to start a new project. Tell them about the sections in the project view window. Demonstrate how to work with the Palette section, and how to code and test an app, as given on pages 145 to 150.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising the steps to create an app and start a new project. Revise the sections of the project view window, such as Palette, Viewer, Components, and Properties. Revise the steps to work with the Palette section, code and how to test an app.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

C. Who Am I?: Question 4

E. Answer the Following: Question 5

F. Apply Your Learning: Question 4

Python II

Web Development II

Introduction to Python 1

This chapter is divided into the following lab sessions

1. Basics of Python-I

2. Basics of Python-II

1. Basics of Python-I

Learning Outcomes

At the end of the session, the students will be able to:

● describe what programming is.

● describe types of programming languages.

3. Strings in Python

● describe Python—its features, syntax, built-in functions, and execution of Python code.

● explain Python comments, its benefits, and types.

● describe data types.

Keywords

● Programming: It is the process of giving instructions to a computer to do a task.

● Python: Python is a high-level programming language that is easy to learn and simple to use.

● Data types: The data type specifies the kind of information that will be kept in a variable.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to them what programming is. Tell them about the types of programming languages. Get them familiar with Python, comments, and data types.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Basics of Python-I.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe what programming is. Tell students that programming is the process of giving instructions to a computer to do a task, as given on page 1.

Describe the types of programming languages.

Describe Python—its features, syntax, and built-in functions and execution of Python code.

Explain Python comments, its benefits, and its types.

Describe data types.

Check for Understanding

Tell students that programming languages are classified into two main categories: Low-level Languages and High-level Languages, as given on pages 1 and 2.

Tell students that Python is a high-level programming language that is easy to learn and simple to use. Also explain its features, syntax, and built-in functions, as given on pages 2 and 3.

Tell students that we use comments to add documentation to a Python program. Also discuss its benefits and types, as given on page 4.

Explain the various types of Python data types to students such as int, float, str, list, etc., as given on page 5.

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that programming is the process of giving instructions to a computer to do a task. Explain that programming languages are classified into two main categories: Low-level Languages and High-level Languages. Python is a dynamic programming language that is high-level, interpreted, and focused on code readability.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

B. Tick the Correct Option: Questions 1 and 2 C. Who Am I?: Question 1

D. Write T for True and F for False: Question 1 E. Answer the Following: Questions 1 and 3

2. Basics of Python-II

Learning Outcomes

At the end of the session, the students will be able to:

● describe variables.

● create a simple calculator.

● describe the concept of dynamic typing.

Keyword

● Variable: A variable is a reference name given to a location in the computer’s memory.

WEBS at a Glance Warm Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

mins

Discuss the concept of variable. Demonstrate the steps to create a calculator and tell the students about dynamic typing.

mins

Action Plan

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

mins 3 mins

5 mins

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Basics of Python II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe variables.

Create simple calculator.

Describe the concept of dynamic typing.

Explanation

Explain to the students that a variable is a reference name given to a location in the computer’s memory. Demonstrate how to create a variable, tell them the rules and case styles for naming a variable, and how to create a variable with user input, as given on pages 6 to 10.

Demonstrate the tasks involved in creating a simple calculator, as given on pages 10 and 11.

Tell students that dynamic typing is a feature of Python where the data type of a variable is not determined until runtime, as given on page 10.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 1A section and encourage students to solve them. Instruct them to write the answers in the book.

Correct Responses:

1.

a. TypeError: can only concatenate str (not “int”) to str

The corrected code is: score = 95 message = “Your score is: “ + str(score)

b. There is a small error in the variable name. The type of the variable is assigned to data_type, but the variable name ‘number’ is used instead.

The corrected code is: number = 42 data_type = type(number)

print(“The data type is: “ + str(data_type))

2. <class ‘int’> <class ‘float’>

10.0

<class ‘float’>

21.0

<class ‘float’>

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that a variable is a reference name given to a location in the computer’s memory. Revise the steps with them to create a variable, tell them the rules and style of naming a variable, and how to create a variable with user input. Also, demonstrate to them the steps to create a simple calculator project. Tell them that dynamic typing is a feature of Python where the data type of a variable is not determined until runtime.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

B. Tick the Correct Option: Question 4

C. Who Am I?: Question 2

D. Write T for True and F for False: Questions 3, 4, and 5

E. Answer the Following: Question 5

F. Apply Your learning: Question 2

3. Strings in Python

Learning Outcomes

At the end of the session, the students will be able to:

● describe the concept of Python strings.

● describe type casting.

Keywords

● String: A sequence of characters is called a String.

● Type casting: It is conversion of the data type of a value into another data type.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain Strings and Type casting in Python.

Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

mins

5 mins

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Strings in Python.

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

Engage

Explain the following concepts:

Learning Outcomes

Describe the concept of Python strings.

Explanation

Tell students that string is a data type that represents a sequence of characters. Also discuss the types of strings—single-line and multi-line strings as given on pages 12 and 13.

15 mins

Describe Type casting. Tell the students that type casting is the conversion of the data type of a value into another data type, and we can type cast a data type using type casting functions. Also tell them about arithmetic operators, as given on pages 13 to 17.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 1B section and encourage students to solve them. Instruct them to write the answers in the book.

Correct Responses:

1. 66, 28, 81, 10, 35.0

2. 2

In Python, True is equivalent to 1 and False is equivalent to 0 when used in numerical operations. Therefore, the expression True + False + True will be evaluated as 1 + 0 + 1, resulting in 2.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that the sequence of characters is called a string. Discuss the two types of strings—single-line and multi-line. Tell them that type casting is the conversion of the data type of a value into another data type, and we can type cast a data type using type casting functions.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Questions 3 and 5

C. Who Am I?: Questions 3, 4, and 5

D. Write T for True and F for False: Question 2

E. Answer the Following: Questions 2 and 4

F. Apply Your Learning: Questions 1, 3, 4, and 5

Control Statements in Python 2

This chapter is divided into the following lab sessions:

1. Conditional Statements and Comparison Operators

2. Types of Conditional Statements

3. Logical Operators

4. Loops

1. Conditional Statements and Comparison Operators

Learning Outcomes

At the end of the session, the students will be able to:

● explain conditional statements.

● define comparison operators.

● discuss indentation and code blocks.

● explain algorithm and flowchart.

Keywords

● Conditional statements: They allow us to instruct the computer to check for a specific situation and make it do something if that situation occurs.

● Comparison operators: They are the symbols or expressions that allow us to compare two values or variables.

● Indentation: It is a fixed number of spaces (or sometimes tabs) added at the beginning of each line of code.

● Algorithm: It is a set of step-by-step instructions.

● Flowchart: It is a way to depict an algorithm visually.

WEBS at a Glance

Warm Up Engage

Let the students watch the video or the learning slides related to the topic on the digital panel.

5 mins

Demonstrate how to use conditional statements and comparison operators.

Build Sum Up

Attempt the activity on the Assignment page.

Action Plan

Warm Up

Conclude the concepts Assign homework

3 mins

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Conditional Statements and Comparison Operators.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Explain conditional statements.

Define comparison operators.

Discuss indentation and code blocks.

Explain algorithm and flowchart.

Discuss with the students that conditional statements allow you to instruct the computer to check for a specific situation and make it do something if that situation occurs, as given on page 22.

Describe that the comparison operators are the symbols or expressions that allow you to compare two values or variables, as given on pages 22 to 24.

Explain to the students that in Python programming, we use “indentation” to group together a set of statements into a specific block of code, as given on page 24.

Describe to the students that an ‘algorithm’ is a set of step-by-step instructions. It is a clear and precise plan that guides us to achieve a goal. A flowchart is a way to depict an algorithm visually, as given on pages 24 and 25.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the question provided in the Do It Yourself 2A section and encourage the students to solve the question. Instruct the students to write the answer in the book.

Correct Responses:

1.

start

Input A

IF A>100 YES NO

Display A is greater than 100

2.

stop

Display B is smaller than 100

Input a, b

IF a>b ? NO YES

Print “B is greater”

Build

start stop

Print “A is greater”

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that conditional statements allow you to instruct the computer to check for a specific situation and make it do something if that situation occurs. Also, summarise that the comparison operators are the symbols or expressions that allow you to compare two values or variables. Then, conclude the understanding of indentation, algorithms, and flowcharts.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 3, and 5

C. Who Am I?: Questions 2 and 3

D. Write T for True and F for False: Question 1

2. Types of Conditional Statements

Learning Outcomes

At the end of the session, the students will be able to:

● use the if statement.

● use the if…else statement.

● use the elif statement.

WEBS at a Glance Warm Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Engage Build Sum Up

Discuss with the students the different types of conditional statements.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework 5 mins 15 mins 7 mins 3 mins

Action Plan

Warm Up

5 mins

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Types of Conditional Statements.

Show the learning slides one by one and discuss the concepts shown in the panel.

Engage

Explain the following concepts:

Learning Outcomes Explanation

15 mins

Use the if statement. Demonstrate to the students that the ‘if’ statement is used to check a specific condition. If the condition following the ‘if’ keyword evaluates to true, the code block after the ‘if’ condition will be executed; otherwise, the code block will be skipped, as given on page 27.

Use the if…else statement.

Show them that the ‘if… else’ statement checks a condition, allowing us to instruct the computer on what to do in both cases, whether the statement is true or false, as given on pages 27 and 28.

Learning Outcomes

Explanation

Use the elif statement. Demonstrate to the students that sometimes we need to evaluate multiple conditions. In such cases, we use the ‘elif’ statement, which stands for ‘else if’. It allows us to check multiple conditions in a sequence, and Python checks each condition until one of them is true, as given on pages 28 and 29.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the question provided in the Do It Yourself 2B section and encourage the students to solve the question. Instruct the students to write the answer in the book.

Correct Responses:

1. number = int(input(“Enter a number: “)) if number > 100:

print(“The number is greater than 100.”)

else:

print(“The number is not greater than 100.”)

2. number1 = int(input(“Enter first number: “)) number2 = int(input(“Enter second number: “)) if number1 > number2:

print(number1, “is greater”)

else:

print(number2, “is greater”)

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that the ‘if’ statement is used to check a specific condition. If the condition following the ‘if’ keyword evaluates to true, the code block after the ‘if’ condition will be executed; otherwise, the code block will be skipped. Also, summarise that the ‘if… else’ statement checks a condition, allowing us to instruct the computer on what to do in both cases, whether the statement is true or false. Conclude the use of if-elif-else statements too.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 4

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 1

E. Answer the Following: Question 1

F. Apply Your Learning: Question 5

3. Logical Operators

Learning Outcomes

At the end of the session, the students will be able to:

● define the logical operators.

● Use the and operator.

● use the or operator.

● use multiple and/or operators.

● use the not operator.

Keyword

● Logical operators: They allow us to combine multiple conditions into one. There are three important logical operators in Python: ‘and’, ‘or’ and ‘not.’

WEBS at a Glance Warm Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Demonstrate how to use logical operators. Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

5 mins

Warm Up

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Logical Operators

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

Engage

Explain the following concepts:

Learning Outcomes

Define the logical operators.

Explanation

Demonstrate to the students that logical operators allow us to combine multiple conditions into one, as given on page 30.

15 mins

Learning Outcomes

Explanation

Use the and operator. Explain to the students that the ‘and’ operator allows us to combine two conditional statements and returns True only if both statements are true, as given on page 30.

Use the or operator. Demonstrate to them that the ‘or’ operator allows us to combine two conditional statements and returns True if either of the statements is true, as given on page 30.

Use multiple and/or operators.

Show the students that in Python, we have the flexibility to create complex conditional statements by using multiple ‘and’ and ‘or’ operators, as given on page 31.

Use the not operator. Demonstrate to the students that the ‘not’ operator reverses the result of the condition. True will be reversed to false, and vice versa, as given on page 32.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

Build 7 mins

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that logical operators allow us to combine multiple conditions into one. The ‘and’ operator allows us to combine two conditional statements and returns true only if both statements are true. The ‘or’ operator allows us to combine two conditional statements and returns true if either of the statements is true. Also, tell the students about the utility of the ‘not’ operator.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

C. Who Am I?: Question 4

D. Write T for True and F for False: Question 3

E. Answer the Following: Question 2

4. Loops

Learning Outcomes

At the end of the session, the students will be able to:

● use the for loop.

● use the range function.

● use the ‘in’ operator.

● use the while loop.

● distinguish between for and while loops.

● use continue and break statements.

● use an infinite loop.

● prevent an infinite loop.

Keywords

● Loops: They allow us to execute a set of instructions as long as a certain condition is true.

● Jump statements: They allow us to skip a code block or terminate a loop.

WEBS at a Glance Warm

Let the students watch the video or the learning slides related to the topic on the digital panel.

Demonstrate how to use loops and jump statements. Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

Warm Up

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Loops

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

5 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Use the for loop. Demonstrate to the students that the ‘for’ loop is a way of telling a computer to do something over and over again, as given on pages 32 and 33.

Use the range function.

Use the ‘in’ operator.

Show to the students that the range() function in Python returns a sequence of numbers, starting from 0 by default, gets incremented by 1 (by default), and stops before a specified number, as given on page 33.

Demonstrate to the students that the ‘in’ operator is a membership operator that checks if an item is a member of a sequence or not, as given on page 34.

Use the while loop. Show the students that the ‘while’ loop repeats a set of instructions as long as a condition is true, as given on pages 34 and 35.

Distinguish between for and while loops.

Use continue and break statement.

Explain to the students that the ‘for’ loop is used to iterate over a sequence of items, when the number of times you want to iterate is known. On the other hand, the ‘while’ loop is used to repeat a block of code when the number of items you want to iterate is not known, as given on page 35.

Demonstrate to the students that the ‘break’ statement is used to terminate the loop. The ‘continue’ statement skips the current iteration of the loop and continues with the next iteration, as given on pages 35 and 36.

Use infinite loop. Tell the students that in a program, if a loop is executed over and over again without stopping, it is called an ‘infinite’ loop, as given on page 36.

Prevent an infinite loop.

Show them to prevent an ‘infinite’ loop, it is important to carefully consider the condition that controls the loop, as given on page 37.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the question provided in the Do It Yourself 2C section and encourage the students to solve the question. Instruct the students to write the answer in the book.

Correct Responses:

1. a, b = 0, 1 print(a) print(b) for i in range(8): a, b = b, a + b print(b)

2. number = input(“Enter a number: “) sum_of_digits = 0 for digit in number: sum_of_digits += int(digit) print(“The sum of the digits of the number is:”, sum_of_digits)

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

● Conclude the session by summarising that the ‘for’ loop is a way of telling a computer to do something over and over again. Also, tell the students about the range() function and the ‘in’ operator. Then, explain the difference between the ‘while’ loop and the for loop. Summarise the session by talking about the ‘break’ and ‘continue’ statements. Then, finally, tell the students about the infinite loop and how to prevent it.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

B. Tick the Correct Option: Questions 2, 3, and 4

C. Who Am I?: Question 5

D. Write T for True and F for False: Questions 2 and 4

E. Answer the Following: Questions 3 and 4

F. Apply Your Learning: Questions 1, 3, and 4

Functions in Python 3

This chapter is divided into the following lab sessions

1. Functions (Arguments and Parameters)

2. Return Value and Recursive Functions

1. Functions (Arguments and Parameters)

Learning Outcomes

At the end of the session, the students will be able to:

● describe the concept of functions.

● describe parameters and the types of arguments.

● create a function to convert temperature from celsius to fahrenheit.

Keywords

● Function: It is a block of code that does a specific job. It can take in information, process it, and give out information.

● Parameters: They are the variables that we pass while defining a user-defined function.

● Arguments: They are the variables that we pass while calling a function.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Discuss the concept of function. Explain to the students what parameters and arguments are. Also, tell them about the types of arguments.

Attempt the activity on the Assignment page.

Conclude the concepts

Action Plan

Warm Up

5 mins

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Functions (Arguments and Parameters)

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

15

Explain the following concepts:

Learning Outcomes Explanation

Describe the concept of functions.

Describe parameters and the types of arguments.

Create a function to convert temperature from celsius to fahrenheit.

Explain to the students the concept of functions using real-life examples. Also, tell them their benefits. Describe built-in functions and user-defined functions. Also tell them about the syntax of the functions, as given on pages 41 and 42.

Tell the students that parameters are the variables that we pass while defining a user-defined function. Arguments are the variables that we pass while calling a function. Also explain to them the types of arguments: positional arguments and keyword arguments, as given on pages 42 and 43.

Help students create a function to convert temperature from celsius to fahrenheit, as given on page 43.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

● Conclude the session by summarising that a function is a block of code that does a specific job. It can take in information, process it, and give out information. Parameters are the variables that we pass while defining a user-defined function. Arguments are the variables that we pass while calling a function. Python functions can have two types of arguments: positional arguments and keyword arguments.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1, 2, 4, and 5

B. Tick the Correct Option: Question 2

C. Who Am I?: Questions 1 and 3

D. Write T for True and F for False: Questions 1, 3, and 4

E. Answer the Following: Questions 1 and 2

F. Apply Your Learning: Questions 2 and 4

2. Return Value and Recursive Functions

Learning Outcomes

At the end of the session, the students will be able to:

● create functions that can return value, in Python codes.

● write recursive functions in Python codes.

Keywords

● Return value: A function can return a value in Python using the return keyword.

● Recursive functions: A recursive function is a function that calls itself directly or indirectly.

WEBS at a Glance Warm Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to the students how to create functions that can return a value. Also, explain to them what a recursive function is and how to create programs using recursive functions.

Action Plan

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

5 mins

Warm Up

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Return Value and Recursive Functions.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Create functions in Python that can return value.

Explanation

Explain to the students that a function can return a value in Python using the return keyword. Also, demonstrate to them how to write programs in Python with functions that return results, as given on pages 43 to 45.

Learning Outcomes

Write recursive functions in Python codes.

Explanation

Tell the students that a recursive function is a function that calls itself directly or indirectly. Demonstrate to them how to create programs using a recursive function. Also give them some tips for writing recursive functions, as given on pages 45 and 46.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that a function can return a value in Python using the return keyword. A recursive function is a function that calls itself directly or indirectly.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 3

B. Tick the Correct Option: Questions 1, 3 and 4

C. Who Am I?: Questions 2, 4 and 5

D. Write T for True and F for False: Question 2

E. Answer the Following: Questions 3, 4 and 5

F. Apply Your Learning: Questions 1, 3 and 5

Introduction to Web Development 4

This chapter is divided into the following classroom and lab sessions

1. HTML and Its Basic Document Structure

2. Basic HTML Terminologies

3. CSS-I

4. CSS-II

1. HTML and Its Basic Document Structure

Learning Outcomes

At the end of the session, the students will be able to:

● describe the concept of web development.

● describe HTML and its features.

● describe the basic structure of an HTML document.

● discuss the web browser and some of its basic components.

Keywords

● Web development: It is the process of designing, building, and maintaining web applications that work on the internet.

● HTML: It is the markup language used for creating websites.

WEBS at a Glance

Ask the students, if they would build a cardboard house, what parts of the house they would put together.

Explain to the students about web development and HTML, along with its features. Also, explain to them the basic structure of an HTML document, a web browser, and its components.

Group discussion Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Ask the students, if they would build a cardboard house, what parts of the house they would put together.

● Tell the students that they can start building the cardboard house by putting together the various parts like walls, roof, and windows.

● Web development is similar to building a cardboard house, but instead of using cardboard and tape, you would be using code. Just like there are various parts of the cardboard house, there are various parts of the website, such as the text, images, and videos.

15 mins

Engage

Explain the following concept:

Learning Outcomes Explanation

Describe the concept of web development.

Describe HTML and its features.

Describe the basic structure of an HTML document.

Discuss the web browser and some of its basic components.

Tell the students that web development is the process of designing, building, and maintaining web applications that work on the internet. Also, brief them about the programming languages used in web development, such as HTML, CSS, and JavaScript, as given on page 51.

Tell the students that HTML is a markup language used to develop web applications. Also tell them about the features of HTML, such as ease of learning, platform independence, media support, etc., as given on pages 51 and 52.

Tell the students about the two main parts that an HTML document is structured into: the head and the body, as given on page 52.

Explain to the students that a web browser is a software application that allows you to access and view web pages. Also tell them about some of its basic components, such as the address bar, navigation buttons, tabs, etc., as given on pages 52 and 53.

Check for Understanding

Ask the following questions to the students to check their understanding:

● Name a programming language used in web development that is used to style the content of a website.

Possible Responses: HTML/CSS/JavaScript

Correct Response: CSS

● What is the collective term used for applications like Google Chrome, Microsoft Edge, etc.?

Correct Response: Web Browser

● Conduct a group discussion in the class among students on the topic ‘Bookmarks make browsing easy.’

Correct Response: Bookmarks allow you to save the URLs of your favourite websites so that you can easily access them later.

Sum Up

● Conclude the session by summarising that HTML is the markup language used for creating websites. An HTML document is structured into two main parts: the head and the body. A web browser is a software application that allows you to access and view web pages.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 1 and 2

D. Write T for True and F for False: Question 1

E. Answer the Following: Questions 1 and 2

2. Basic HTML Terminologies

Learning Outcomes

At the end of the session, the students will be able to:

● describe a tag and write the syntax for various tags.

● discuss elements and their types.

● define what an attribute is.

● create a web page.

Keywords

● Tag: A tag tells the browser how to display the content that follows it.

● Element: An element is a combination of a tag and its content.

● Attribute: It is used to define the characteristic of an HTML element.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to the students about different tags. Also, tell them about elements and their types.

Explain to them what an attribute is and demonstrate how to create a web page.

Attempt the activity on the Assignment page.

Conclude the concepts Assign homework

Action Plan

5 mins

Warm Up

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Basic HTML Terminologies.

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

Engage

Explain the following concept:

Learning Outcomes Explanation

Describe a tag and write the syntax for various tags.

Discuss elements and their types.

Define what an attribute is.

Tell the students that a tag tells the browser how to display the content that follows it. Also, tell them about the different tags, their purpose, and syntax, as given on page 53.

Tell the students that an element is a combination of a tag and its content. Explain to them the two types of HTML elements: Container elements and Empty elements, as given on page 54.

Tell the students that an attribute is used to define the characteristic of an HTML element, as given on page 54.

Create a web page. Demonstrate how to create a web page using the concepts learnt so far, as given on pages 54 and 55.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 4A section and encourage the students to solve the questions. Instruct the students to write the answers in the book.

Correct Responses:

1. Column A

2.

Column B

<h1> Is a language for structuring web content.

<!-- --> Converts the text into bold.

<div> Is used for inserting comments in HTML code. HTML Is used to create a division within a web page.

<b> Defines the main heading of a web page.

a. <title>My Web Page</title>

b. <h1>Welcome to My Page</h1>

c. <p>This is a paragraph</p>

d. <a href=https://www.example.com> Example Website</a>

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

7 mins

Sum Up

● Conclude the session by summarising that a tag tells the browser how to display the content that follows it. An element is a combination of a tag and its content. An attribute is used to define the characteristics of an HTML element.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 3

B. Tick the Correct Option: Questions 2 and 4

C. Who Am I?: Questions 1, 2, 4, and 5

E. Answer the Following: Question 3

F. Apply Your Learning: Questions 2 and 3

3. CSS-I

Learning Outcomes

At the end of the session, the students will be able to:

● describe CSS and its features.

● add style to an HTML document.

Keyword

● CSS: Short for Cascading Style Sheets, it is a language used to style HTML elements.

WEBS at a Glance

Ask the students that after creating a basic web page, how they would like to style their web page to make it look attractive.

Explain to the students about CSS and its various features. Also, tell them how to add style to an HTML document.

Action Plan

Think and Tell Conclude the concepts

Assign homework

5 mins

Warm Up

Ask the students how they would like to style their web page to make it look attractive. Relate the students to the concept of styling using CSS.

Engage

Explain the following concepts:

Learning Outcomes

Describe CSS and its features.

Add style to an HTML document.

15 mins

Explanation

Tell the students that CSS, short for Cascading Style Sheets, is a language used to style HTML elements. Also, tell them about some of the key features of CSS, such as selectivity, consistency, cascading, etc., as given on pages 55 and 56.

Explain to the students the three ways to add style to an HTML document: Inline CSS, Internal CSS, and External CSS, as given on pages 56 and 57.

Check for Understanding

● Read aloud Question 1 (a and e) and Question 2 (a, d, and e) provided in the Do It Yourself 4B section and encourage the students to solve the questions. Instruct the students to write the answers in their books.

Correct Responses:

Q1. a. Internal e. <link>

Q2. a. F

d. F

e. T

Build

7 mins

● Ask the students to answer to the question “What CSS will you use to style a web page?” asked in the Think and Tell section given on page 57.

Possible Responses: Inline CSS/Internal CSS/External CSS

Sum Up

3 mins

● Conclude the session by summarising that CSS (Cascading Style Sheets) is a language used to style HTML elements. CSS can be used to change the appearance of HTML elements. Some of the features of CSS are selectivity, consistency, cascading, responsive design, etc. There are three ways to add style to an HTML document: Inline CSS, Internal CSS, and External CSS.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 4

B. Tick the Correct Option: Question 1

D. Write T for True and F for False: Question 2

E. Answer the Following: Question 4

F. Apply Your Learning: Question 1

4. CSS-II

Learning Outcomes

At the end of the session, the students will be able to:

● create a CSS class in an HTML document.

● style HTML elements and define the styles for different elements.

WEBS at a Glance

Warm Up Engage

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to the students what a CSS class is and demonstrate how to create it. Also, explain to them what selectors and properties in HTML are; brief them about the commonly used selectors and properties and how they can be used to style web pages.

Build Sum Up

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on CSS-II. Show the learning slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Create a CSS class in an HTML document.

Style HTML elements and define the styles for different elements.

15 mins

Tell the students that CSS classes are a way to group similar HTML elements together so that they can be styled all at once. Also, demonstrate to them how to create a CSS class, as given on page 57.

Tell the students that selectors are used to select the HTML elements that they want to style, and properties are used to define the styles that they want to apply to those elements. Tell them about the commonly used selectors and properties. Demonstrate how to apply the selectors and properties in HTML, as given on pages 57 to 60.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud Question 1 (b, c, and d) and Question 2 (b and c) provided in the Do It Yourself 4B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Q1. b. similar

c. background

d. background-color

Q2. b. T

c. T

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that CSS classes are a way to group similar HTML elements together so that you can style them all at once. Selectors are used to select the HTML elements that you want to style, and properties are used to define the styles that you want to apply to those elements.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

B. Tick the Correct Option: Questions 3 and 5

C. Who Am I?: Question 3

D. Write T for True and F for False: Questions 3, 4, and 5

E. Answer the Following: Question 5

F. Apply Your Learning: Question 4

Images and Hyperlinks in HTML 5

This chapter is divided into the following classroom and lab sessions

1. Adding Images

2. Styling Images

1. Adding Images

Learning Outcomes

3. Flexbox

4. Hyperlinks

At the end of the session, the students will be able to:

● describe different methods to add images to an HTML document.

● describe the points to keep in mind while adding images to a web page.

● write HTML code to add images to a web page.

WEBS at a Glance

Ask the students what type of web page they would find more attractive: one that contains only text or one that has images too.

Explain to the students the different methods to add images, the points to remember while adding images, and how to add images to a web page using the HTML code.

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

● Ask the students what type of web page they would find more attractive: one that contains only text or one that has images too.

● Tell the students that images make websites more exciting and interesting. Images make the content easy to remember.

Explain the following concepts:

Learning Outcomes

Describe different methods to add images to an HTML document.

Tell the points to keep in mind while adding images to a web page.

Write HTML codes to add images to a web page.

Check for Understanding

Explanation

Explain to the students how to add images using the <img> element and using background images, as given on page 64.

Explain the important points to remember while adding images to a web page, such as providing the URL of the image directly if it’s hosted on the internet, as given on pages 64 and 65.

Explain to them how to write HTML codes to add images including background images, as given on pages 65 and 66.

Ask the following questions to the students to check their understanding:

● Can we provide the URL of the image directly if it’s hosted on the internet?

Possible Responses: Yes/No

Correct Response: Yes

● What is the most common way to add images to an HTML document?

Correct Response: The most common way to add images is by using the <img> element.

Build

7 mins

● Conduct a group discussion in the class among students on the topic “Importance of adding images on a web page”.

Correct Response: Images make websites more exciting and interesting. Images are used for many purposes, such as providing visual support to written content, conveying feelings, telling stories, providing clarity of purpose, and making the content easy to remember.

3 mins

Sum Up

● Conclude the session by summarising that in an HTML document, images can be added using these two methods: using the <img> element and using background images. Also revise the points while adding images to a web page. Tell them how to write HTML code to add images.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Question 4

C. Who Am I?: Questions 1 and 2

E. Answer the Following: Questions 1 and 3

F. Apply Your Learning: Question 3

2. Styling Images

Learning Outcomes

At the end of the session, the students will be able to:

● use a style attribute and a class to style an image.

● use common CSS properties to style an image.

● write HTML code to style an image.

WEBS at a Glance

Warm Up Engage

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to the students how to style an image using a style attribute and a class. Also tell them about the common CSS properties used to style images and how to write HTML code to style an image.

Action Plan

Warm Up

Build Sum Up

Attempt the activity on the Assignment page.

Conclude the concepts Assign homework

5 mins

● Instruct the students to go to Tekie’s digital platform and open a Lab session on Styling Images.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Use a style attribute and a class to style an image.

Use common CSS properties to style an image.

Write HTML code to style an image.

Explanation

Tell the students that an image can be styled in two ways: using a style attribute and using a class. Also give examples of the HTML codes for both the methods of styling images, as given on page 67.

Explain the common CSS properties used to style images, such as width, height, margin, padding, etc., as given on page 67.

Demonstrate to the students how to add an image and style it using a class, as given on pages 67 and 68.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

Do It Yourself 3A

● Read aloud the questions provided in the Do It Yourself 5A section and encourage the students to solve the questions. Instruct the students to write the answers in the book.

Correct Responses:

1 Match the columns.

1.

Column A

Column B

Is an attribute for specifying the source of an imageUsed to provide alternative text for images

Is an HTML element for adding images Using a class

Is a purpose of the alt attribute margin

Is a way to apply CSS styles directly to an HTML element src Specifies the amount of space around the image<img>

2. a. <img>

26

b. class

c. height

d. background-image

e. border-radius

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

12:09:58 PM

7 mins

3 mins

● Conclude the session by summarising how an image can be styled in two ways: using a style attribute and using a class. Tell them that some CSS properties used to style images are width, height, margin, etc. Demonstrate to them how to write HTML codes to style an image.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

B. Tick the Correct Option: Question 2

C. Who Am I?: Questions 3 and 4

D. Write T for True and F for False: Questions 1, 2, and 4

E. Answer the Following: Question 2

F. Apply Your Learning: Question 2

3. Flexbox

Learning Outcomes

At the end of the session, the students will be able to:

● describe what a flexbox is.

● describe the properties of a parent (a flex container) and a child (a flex item).

● write HTML codes to use a flexbox.

Keyword

● Flexbox: A flexbox is a CSS layout module that allows you to easily create flexible and responsive layouts by arranging the objects inside a box (container element) in a flexible and responsive way.

WEBS at a Glance

Warm Up

Ask the students: If you have to add multiple images to a web page in a row or a column and control how much space each object takes. How would they achieve this?

Explain to the students what a flexbox is, the properties of a parent (a flex container), and a child (a flex item). Also, tell them how to write HTML codes to use a flexbox.

Build

Group discussion

Conclude the concepts

Assign homework

Action Plan

Warm Up

5 mins

● Ask the student: If you have to add multiple images to a web page in a row and control how much space each image takes. How would they achieve this?

● Tell the students that they can use flexbox, which is a CSS layout module that can line up the objects in a row or a column and control how much space each object takes.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe what a flexbox is. Explain to the students that a flexbox is a CSS layout module that allows them to easily create flexible and responsive layouts by arranging the objects on a web page in a flexible way, as given on page 69.

Learning Outcomes Explanation

Describe the properties of a parent (flex container) and a child (flex item).

Write HTML codes to use a flexbox.

Check for Understanding

Explain to the students the properties of a parent (a flex container) and a child (a flex item), as given on pages 70 and 71.

Tell the students how to write HTML codes to use a flexbox to place items within a web page, as given on pages 71 to 74.

Ask the following question to the students to check their understanding:

● Name the property of a child (a flex item) that allows an item to fill up the available free space.

Correct Response: flex-grow

● Can flexbox control how the objects are aligned inside the box?

Possible Responses: Yes/No

Correct Response: Yes

Build

7 mins

● Conduct a group discussion among the students in the class on the topic “Share some of the applications or websites where you notice the use of flexboxes” mentioned in the Discuss section given on page 69.

Correct Responses: Twitter, YouTube, Facebook, etc.

Sum Up

3 mins

● Conclude the session by summarising that a flexbox is a CSS layout module that allows you to easily create flexible and responsive layouts by arranging the objects inside the box (container element) in a flexible and responsive way. Also revise the properties of a parent (a flex container) and a child (a flex item). Tell them how to write HTML code to use the flexbox.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2, 4, and 5

B. Tick the Correct Option: Questions 3 and 5

C. Who Am I?: Question 5

D. Write T for True and F for False: Question 5

E. Answer the Following: Questions 4 and 5

F. Apply Your Learning: Questions 1 and 4

4. Hyperlinks

Learning Outcomes

At the end of the session, the students will be able to:

● describe hyperlink.

● write HTML code to add a hyperlink to a web page.

Keyword

● Hyperlink: Hyperlinks, also known as links, allow users to navigate from one web page to another by clicking a text or an image link.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to the students what hyperlink is and demonstrate to them how to add a hyperlink using an anchor tag.

Attempt the activity on the Assignment page.

Action Plan

Conclude the concepts

Assign homework

mins

Warm Up

● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Hyperlinks.

5 mins

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe hyperlink. Tell the students that hyperlinks, also known as links, allow users to navigate from one web page to another by clicking a text or an image link, as given on pages 74 and 75.

Write HTML code to add a hyperlink to a web page.

Demonstrate to the students how to add hyperlink card images on a web page using an anchor tag, as given on pages 75 to 77.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that hyperlinks, also known as links, allow users to navigate from one web page to another by clicking a text or an image link. To create a hyperlink in HTML, we can use the <a> tag. The <a> tag has the required href attribute, which specifies the URL of the linked page.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 3

B. Tick the Correct Option: Question 1

D. Write T for True and F for False: Question 3

This chapter is divided into the following classroom/lab sessions

1. Adding Lists

2. Styling Lists

3. Adding Tables

4. Styling Tables

1. Adding Lists Learning Outcomes

At the end of the session, the students will be able to:

● describe list and its types.

● create ordered list.

● create unordered list.

● create description list.

Keyword

● List: Lists in HTML are similar to a shopping list or a to-do list.

WEBS at a Glance

Discuss

the students about list and its different types.

Action Plan

Warm Up

● Ask the students how they create their to do list.

5 mins

● Now, build the concept that HTML allows you to create three types of lists: which are ordered lists, unordered lists, and description lists.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe list and its types.

Explanation

Tell the students that lists in HTML are like a shopping list or a to-do list. In HTML, we can create three types of lists: ordered (numbered), unordered (bulleted), and description lists, as given on page 81.

Create ordered list. Explain to the students that ordered lists, also known as numbered lists, are used to list the items in a specific order. They are defined using the <ol> tag. Show the examples of how to create an ordered list, as given on pages 81 and 82.

Create unordered list. Explain to the students that unordered lists, also known as bulleted lists, are used to list the items in no particular order. They are defined using the <ul> tag. Demonstrate the examples for creating an unordered list, as given on page 82.

Create definition list. Describe to the students that description lists are used to display a list of terms and their definitions. They are defined using the <dl> tag. Show to the students how to create a description list, as given on page 83.

Check for Understanding

Ask the following questions to the students to check their understanding:

1. What is another name for an ordered list?

Correct Response: numbered list

2. What will be the output of the following code?

<ul>

<li>Apple</li>

<li>Mango</li>

<li>Grapes</li>

</ul>

Correct Response: The code will generate an unordered list as follows:

● Apple

● Mango

● Grapes

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Why are lists important?’.

Possible Response: They help us to organise items in a clear and easy-to-read manner on a web page.

3 mins

Sum Up

● Conclude the session by summarising that lists in HTML are like a shopping list or a to-do list. Ordered lists, also known as numbered lists, are used to list items in a specific order. Unordered lists, also known as bulleted lists, are used to list items in no particular order. Description lists are used to display a list of terms and their definitions.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Question 2

C. Who Am I?: Question 1

F. Apply Your Learning: Questions 1 and 2

2. Styling Lists

Learning Outcomes

At the end of the session, the students will be able to:

● use the style attribute.

● use CSS classes.

● add a bookmark in an HTML document.

WEBS at a Glance

Warm Up Engage Build Sum Up

Let the students watch the video or the learning slides related to the topic on the digital panel.

Discuss with the students how to style HTML lists using style attributes and CSS classes. Also demonstrate to them how to add a bookmark in an HTML document.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework 5

mins

Action Plan

Warm Up

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Styling Lists.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Use the style attribute.

5 mins

15 mins

Demonstrate to the students how to use the style attribute to specify the appearance of an individual item in the list or the entire list, as given on pages 83 and 84.

Use CSS classes. Tell the students that CSS classes can be used to style lists in a more reusable way. Demonstrate to them how to style lists using CSS classes in the Space Exploration project, as given on pages 84 to 86.

Add a bookmark in an HTML document.

Explain to the students that, similar to how we use the bookmarks in our books to quickly jump to a specific page, HTML bookmarks help us jump to a specific part of a web page on the internet. Demonstrate to the students how to add a bookmark in the Space Exploration project, as given on pages 87 and 88.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

● Read aloud the questions provided in the Do It Yourself 6A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

1. a. PADDING b. <UL> c. <OL> d. UNORDERED e. <LI>

2.

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

7 mins

3 mins

● Conclude the session by summarising that the style attribute can be used to specify the appearance of an individual item on the list or the entire list. To use a CSS class to style a list, simply add the class name to the opening tag of the list or the list item. HTML bookmarks help us jump to a specific part of a webpage on the internet.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2, 3, and 4

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 5

D. Write T for True and F for False: Question 5

E. Answer the Following: Questions 1, 2, 3, 4, and 5

F. Apply Your Learning: Questions 3 and 6

3. Adding Tables

Learning Outcomes

At the end of the session, the students will be able to:

● describe a table.

● create a table.

Keyword

● Table: A table is a grid of rows and columns.

WEBS at a Glance

Ask the students to analyse their school’s time table.

Discuss about a table and how to create a table in HTML.

Attempt the activity on the Assignment page.

Action Plan

Warm Up

Conclude the concepts

Assign homework

Ask the students to analyse their school’s time table. Now, build the concept that HTML facilitates you to create a similar table on a web page.

Engage

Explain the following concepts:

Learning Outcomes

5 mins

15 mins

Describe table. Discuss with the students that a table is a grid of rows and columns. Each row represents one item in the list, and each column represents a different piece of information about that item, as given on page 89.

Create a table. Explain about the tags used to create a table like <table>, <tr>, <th>, etc. as given on pages 89 and 90.

Check for Understanding

● Ask the following questions to the students to check their understanding:

1. Which tag is used to add a caption to a table?

Correct Response: <caption>

2. What is the default alignment of data in a cell of a table?

Correct Response: Left

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Why do we need tables on a web page?’.

Possible Responses: We need tables to organise data on the web page. Tables make it easy to understand the data.

Sum Up

3 mins

● Conclude the session by summarising that a table is a grid of rows and columns. Each row represents one item in the list, and each column represents a different piece of information about that item. There are various tags that are used to create tables in HTML which are <table></table>, <th></th>, <tr></tr>, <td></td>, <caption></caption>, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Question 5

B. Tick the Correct Option: Question 4

C. Who Am I?: Questions 2 and 4

D. Write T for True and F for False: Questions 1, 3, and 4

F. Apply Your Learning: Questions 2b, 4, and 5

4. Styling Tables

Learning Outcomes

At the end of the session, the students will be able to:

● use CSS properties to style tables.

● style table in Space Exploration project.

Keyword

● CSS: It is a language that allows you to control the appearance of HTML elements.

WEBS at a Glance

Let the students watch the video or the learning slides related to the topic on the digital panel.

Demonstrate how to use CSS properties to style tables in HTML.

Attempt the activity on the Assignment page.

Conclude the concepts

Assign homework

mins

Action Plan

5 mins

Warm Up

Instruct the students to go to Tekie’s Digital platform and open a Lab session on Styling Tables. Show slides one by one and discuss the concepts shown on the slides in the panel.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Use CSS properties to style tables.

15 mins

Demonstrate to the students how to use different CSS properties like border, border-collapse, margin, padding, width, and height to style tables, as given on page 91.

Style table in Space Exploration project. Show them how to add a table and style it in the Space Exploration project, as given on pages 92 and 93.

Check for Understanding

● Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions.

7 mins

Build

● Instruct the students to attempt the assignment by clicking on the Assignment tab.

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that you can use various CSS properties like border, bordercollapse, margin, padding, width, and height to style your tables.

● Assign the additional activity given on the panel to the students as homework.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 3

D. Write T for True and F for False: Question 2

Answer Key

Chapter-1 Number Systems

Chapter Checkup

A. Fill in the Blanks.

1. 0 and 1 2. bit 3. 10 4. 8 and 16 5. 3

B. Tick () the Correct Option.

1. b. Binary 2. c. Base 10 3. c. 10 4. a. Binary 5. d. 4

C. Who Am I?

1. Binary number system 2. Decimal number system 3. Octal number system

4. Hexadecimal number system 5. Number 0

D. Write T for True and F for False.

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

E. Answer the Following.

1. A Number System is a way of representing and expressing numbers using a set of symbols or digits.

2. The base of a number system is the total number of digits the system uses. It is important to understand how numbers are represented and manipulated in that number system.

3. ‘Hexa’ means 6 and ‘Decimal’ means 10. So, in a hexadecimal number system, total 16 digits are considered. It has digits from 0 to 9 and letters of the alphabet A to F, where A is 10, B is 11, and so on up to F as 15.

4. To process any number into the computer, we need to convert a decimal number into a binary.

F. Apply Your Learning.

1. a. Decimal to Binary 2 12

b. Decimal to Binary

2 89

2 44 1

22 0

2 5 1 2 2 1

1 (89)10 = (1011001)2

Decimal to Octal

8 89

8 11 1 8 1 3 0 1 (89)10 = (131)8

Decimal to Hexadecimal

16 89

16

5 9 0 5

(89)10 = (59)16

c. Decimal to Binary

2 361

2 180

2 45

Decimal to Octal

8 361

8 45

(361)10 = (551)8

Decimal to Hexadecimal

16 361

16 22 9

16 1 6 0 1 (361)10 = (169)16

d. Decimal to Binary

2 671

2 335 1

2 167 1

2 83 1

2 41 1

2 20 1

2 10 0 2 5 0

2 2 1

2 1 0 0 1 (671)10 = (1010011111)2

Decimal to Octal

8 671

8 83 7

8 10 3

8 1 2 0 1

(671)10 = (1237)8

Decimal to Hexadecimal

16 671

16 41 15

16 2 9 0 2

(671)10 = (29F)16

e. Decimal to Binary

2 906

2 453

(906)10 = (1110001010)2

Decimal to Octal

8 906

8 113

(906)10 = (1612)8

Decimal to Hexadecimal

16 906

16 56

(906)10 = (38A)16

2. a. Binary to Decimal (11)2 = (1 × 21) + (1 × 20) = 2 + 1 = (3)10

The decimal form of binary number (11)2 is (3)10

Binary to Octal

I. Forming groups of 3 starting from the right: 11

II. Converting binary into decimal: 11 = 3

The octal form of binary number (11)2 is (3)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right:

11

II. Converting binary into decimal: 11 = 3

The hexadecimal form of binary number (0011)2 is (3)16

b. Binary to Decimal (110)2 = (1 × 22) + (1 × 21) + (0 × 20) = 4 + 2 + 0 = (6)10

The decimal form of binary number (110)2 is (6)10

Binary to Octal

I. Forming groups of 3 starting from the right:

110

II. Converting binary into decimal: 110 = 6

The octal form of binary number (110)2 is (6)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right:

110

II. Converting binary into decimal: 110 = 6

The hexadecimal form of binary number (110)2 is (6)16

c. Binary to Decimal (100011)2 = (1 × 25) + (0 × 24) + (0 × 23) + (0 × 22) + (1 × 21) + (1 × 20) = 32 + 0 + 0 + 0 + 2 + 1 = (35)10

The decimal form of binary number (100011)2 is (35)10

Binary to Octal

I. Forming groups of 3 starting from the right: 100 011

II. Converting binary into decimal: 100 = 4 011 = 3

III. Combining digits: 43

The octal form of binary number (100011)2 is (43)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right: 10 0011

II. Converting binary into decimal: 10 = 2 0011 = 3

III. Combining digits: 23

The hexadecimal form of binary number (100011)2 is (23)16

d. Binary to Decimal (111010)2 = (1 × 25) + (1 × 24) + (1 × 23) + (0 × 22) + (1 × 21) + (0 × 20)

= 32 + 16 + 8 + 0 + 2 + 0 = (58)10

The decimal form of binary number (111010)2 is (58)10

Binary to Octal

I. Forming groups of 3 starting from the right:

111 010

II. Converting binary into decimal:

111 = 7 010 = 2

III. Combining digits:

72

The octal form of binary number (111010)2 is (72)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right: 11 1010

II. Converting binary into decimal:

11 = 3 1010 = 10

III. Combining digits: 3A

Because, in hexadecimal 10 = A

The hexadecimal form of binary number (111010)2 is (3A)16

e. Binary to Decimal (10001001)2 = (1 × 27) + (0 × 26) + (0 × 25) + (0 × 24) + (1 × 23) + (0 × 22) + (0 × 21) + (1 × 20)

= 128 + 0 + 0 + 0 + 8 + 0 + 0 + 1 = (137)10

The decimal form of binary number (10001001)2 is (137)10

Binary to Octal

I. Forming groups of 3 starting from the right: 10 001 001

II. Converting binary into decimal: 10 = 2 001 = 1 001 = 1

III. Combining digits:

211

The octal form of binary number (10001001)2 is (211)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right: 1000 1001

II. Converting binary into decimal: 1000 = 8 1001 = 9

III. Combining digits:

89

The hexadecimal form of binary number (10001001)2 is (89)16

3. a. Hexadecimal to Decimal

(1B)16 = (1 × 161) + (11 × 160)

= 16 + 11 = (27)10

Hexadecimal to Binary

I. Take each digit of the number separately. 1 B=11

II. Convert each digit into its binary form.

1 1011

III. Write each derived binary number in groups of 4. 0001 1011

IV. Join the binary numbers. 00011011

The binary form of (1B)16 number is (00011011)2

b. Octal to Decimal

(561)8 = (5 × 82) + (6 × 81) + (1 × 80)

= (5 × 64) + (6 × 8) + (1 × 1)

= 320 + 48 + 1 = (369)10

Octal to Binary

I. Take each digit of the number separately. 5 6 1

II. Convert each digit into its binary form. 101 110 1

III. Write each derived binary number in groups of 3. 101 110 001

IV. Join the binary numbers.

101110001

The binary form of (561)8 number is (101110001)2

c. Octal to Decimal

(717)8 = (7 × 82) + (1 × 81) + (7 × 80)

= (7 × 64) + (1 × 8) + (7 × 1)

= 448 + 8 + 7 = (463)10

Octal to Binary

I. Take each digit of the number separately. 7 1 7

II. Convert each digit into its binary form. 111 1 111

III. Write each derived binary number in groups of 3. 111 001 111

IV. Join the binary numbers. 111001111

The binary form of (717)8 number is (111001111)2

4.

d. Hexadecimal to Decimal

(B28)16 = (11 × 162) + (2 × 161) + (8 × 160)

= (11 × 256) + (2 × 16) + (8 × 1)

= 2816 + 32 + 8 = (2856)10

Hexadecimal to Binary

I. Take each digit of the number separately.

B 2 8

II. Convert each digit into its binary form.

B = 11 = 1011 2 = 10 8 = 1000

III. Write each derived binary number in groups of 4. 1011 0010 1000

IV. Join the binary numbers. 101100101000

The binary form of (B28)16 number is (101100101000)2

e. Hexadecimal to Decimal

(D4E)16 = (13 × 162) + (4 × 161) + (14 × 160)

= (13 × 256) + (4 × 16) + (14 × 1)

= 3328 + 64 + 14 = (3406)10

Hexadecimal to Binary

I. Take each digit of the number separately.

D 4 E

II. Convert each digit into its binary form.

D = 13 = 1101 4 = 100 E = 14 = 1110

III. Write each derived binary number in groups of 4. 1101 0100 1110

IV. Join the binary numbers. 110101001110

The binary form of (D4E)16 number is (110101001110)2

Chapter-2 Computer Networks

Chapter Checkup

A. Fill in the Blanks.

1. Computer Network 2. Repeater 3. bus 4. mesh 5. MAN 6. inconsistency

B. Tick () the Correct Option.

1. c. High maintenance cost

2. a. Data, Resources

3. d. Redundancy

4. a. LAN

5. c. Router

C. Write T for True and F for False.

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

D. Answer the Following.

1. A computer network is a way to connect computers using communication devices so that they can exchange data and resources with each other.

2. The advantages of a computer network are:

i. Cost Reduction: Because the hardware resources are shared among all the computers on the network, the cost of additional equipment is saved.

ii. Less Data Redundancy: Data redundancy occurs when the same piece of data exists in multiple places. All the data on the computer network is stored on the server. Therefore, there is less data redundancy in the network.

iii. Less Data Inconsistency: Data inconsistency occurs when the same data exists in different formats at different places. Since data redundancy is reduced due to computer networks, data inconsistency is also reduced.

iv. Data Centralisation: All the data in a computer network is stored on a server at a centralised location. This provides easy accessibility to all users.

v. Data Recovery: The server’s capability of taking regular data backups helps in easy data recovery in case of data loss or network failure.

3. Hub: It is a networking device that transmits the received information to all the devices on the network. A hub has many ports in it. A computer that intends to be connected to the network is plugged into one of these ports.

Repeater: It is a networking hardware device that regenerates the incoming signal before forwarding it to the destination. The repeater helps regenerate weakened or distorted signals.

4. In star topology, the nodes are connected to a centralised hub, switch, or computer, forming a star. The central computer is called the server, while other computers are called the clients. The disadvantage of the star topology is that if the central computer fails, the whole network will be disabled.

5.

Bus Topology Ring Topology

All the nodes are connected to a single common cable.

A node puts a message on the cable, which is sent to all other nodes in a network.

The nodes are connected to each other, forming a ring.

A node forwards the message received from the previous node to the following node. The disadvantage of the bus topology is that the message clashes when multiple nodes try to send data at the same time. The terminator removes data from the line.

The disadvantage of the ring topology is that if any one node fails, the entire network will fail.

E. Apply Your Learning.

1. Ms. Anju will prefer a Wide Area Network (WAN).

2. The network device that I will need to improve my signal strength is a repeater.

3. A wireless network, such as Wi-Fi, is used to connect various devices, like computers, smartphones, tablets, etc., to the internet, without the need for physical cables, as in the case of a wired network.

4. Three potential disadvantages that Arun might face when managing a computer network are:

i. The maintenance cost of a computer network is higher than that of an individual computer.

ii. Computer networks have complex architectures for which a specific type of setup is required. This setup involves connecting various hardware and software components in a precise way to ensure effective data exchange among devices.

iii. If the server computer that stores all the data on individual computers fails, all the data will be lost.

5. It is a good idea to connect all the computers in her company together because of the following reasons:

i. A computer network allows the sharing of data and resources.

ii. Company members can easily communicate among themselves.

iii. Computer networks help in accessing the same database from multiple computers.

iv. Data is secured on the network.

v. In case of data loss, she will have the backup copy of her data.

Chapter-3 Internet Security

Chapter Checkup

A. Fill in the Blanks.

1. digital devices 2. password 3. E-mail Spoofing 4. Cyberbullying 5. antivirus

B. Tick () the Correct Option.

1. c. Report it to a trusted adult and seek help

2. b. To create fear, panic, and disturbance using technology and the internet

3. c. Create strong passwords and enable MFA

4. b. Protect against viruses and malware

5. d. To make your computer more secure by providing additional passwords

C. Who Am I?

1. Insider Attack 2. Phishing 3. Firewall 4. Strong Password 5. Ransomware Attack

D. Write T for True and F for False.

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

E. Answer the Following.

1. There are a lot of risks of using public Wi-Fi networks, and one should be careful because the following cybercrimes may occur:

i. steal another user’s personal information;

ii. breaking into, or hacking, websites and accounts;

iii. infecting other computers by creating or sending viruses.

2. Cybersecurity is the practice of protecting computers, systems, and networks from digital attacks. Cybersecurity is important because it functions like a digital shield, ensuring that your computer and personal information remain safe and secure from threats on the internet.

3. Cyberstalking is using the internet to follow another user’s location, monitor his or her actions, and harm that person’s privacy. It is important to report such behaviour to ensure the safety and well-being of the victim, prevent further harassment, and hold the perpetrator accountable under the law.

4. Multi-Factor Authentication (MFA) is like having a double or even a triple lock on your online accounts. It is a good practice because MFA makes your account extra secure by adding more layers of verification.

5. Identity theft is when a criminal pretends to be someone else on the internet to fool and steal more information from other users. It is important to protect our personal information as it can be wrongfully used for scamming, where the criminal will send believable-looking emails or advertisements to steal banking information and money from the users. The personal information can also be used for blackmailing or harassing a user.

F. Apply Your Learning.

1. This is an attempted security breach called scamming, where the criminal sends believable-looking e-mail to steal banking information and money from the user.

2. Raman should not connect with the free Wi-Fi as there are a lot of risks associated with the public Wi-Fi, such that it can be used to steal another user’s personal information, break into or hack websites and accounts, infect other computers by creating or sending viruses, etc.

3. Essential elements of a strong password are:

i. It should have at least 12 characters.

ii. It should be a combination of symbols, numbers, capital letters, and small letters.

iii. Avoid passwords that can be easily guessed, like a nickname, phone number, or date of birth.

iv. Change the password frequently.

4. Malin should not open a website that promotes illegal activities and harmful content. He should instead inform his parents or teachers about it.

5. Ritu should not click on the link inside the email claiming that she has won a prize. She should instead inform her parents or teachers about it.

Chapter-4 Blockchain

Chapter Checkup

A. Fill in the Blanks.

1. block 2. blockchain 3. privacy 4. individuals 5. bank

B. Tick () the Correct Options.

1. a. Anyone can easily change information in a blockchain

2. b. Transparency

3. b. Every individual on the blockchain

4. d. Difficulty in communication between different blockchains

C. Who Am I?

1. Blockchain

2. Cryptocurrency

3. Blockchain

4. Indian Rupee, or INR

5. Block

D. Write T for True and F for False.

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

E. Answer the Following.

1. Blockchain is a digital technology for storing and securing information. For example, cryptocurrencies do not have a banking system that records transactions. They work on blockchain.

2. Following are the features of blockchain:

a. Decentralisation: Control or decision-making is spread out among many different individuals or entities.

b. Security and Immutability: The whole process is designed to be immutable, which means that while the information in it can be seen by all the users, no one will be able to change or delete the information.

c. Transparency: Everyone who is a part of that blockchain can see all the information, and nothing is kept hidden from them.

d. User Privacy and Security: While everyone gets to see the information in that blockchain, no user can see each other’s personal information.

3. Blockchains ensure security and integrity as they do not allow any user to change or delete the information. Also, no user can see each other’s personal information.

4. Transparency, means that everyone who is a part of that blockchain can see all the information, and nothing is kept hidden from them. This helps to build trust among the users.

5. Following are the challenges of blockchains:

i. Long Validation Process: Blockchains can provide accurate information, but the process of validation itself is sometimes very cumbersome.

ii. Slow Speed in Working with Large Amounts of Information: If there are too many transactions that involve several people, then maintaining verified information at each step would become very difficult. So, while working on a larger scale, maintaining speed with security is difficult.

iii. Interoperability: Blockchains are decentralised, and different blockchains can be fundamentally different in the way they have been designed and created. This sometimes makes it difficult for different blockchains to communicate with one another.

iv. Legal Challenges: Laws related to IT and technology tend to vary from country to country, so legal situations while dealing with blockchains might be complicated.

F. Apply Your Learning.

1. Yes, this is a decentralised system. The strengths of such a decentralised system are fostering inclusivity, promoting collaboration, and distributing decision-making power. The weaknesses may include potential conflicts, difficulty in reaching consensus, and challenges in maintaining accountability.

2. Using blockchain for library book management enables immutable records of book transactions, ensuring accuracy in borrowing and returning processes. Decentralisation enhances reliability and accessibility for all users. It also reduces the risk of data tampering or unauthorised access to sensitive information. However, privacy concerns may arise due to the visibility of transactions. Implementing blockchain requires technical expertise and infrastructure. Resistance to adoption among staff and students could pose challenges.

3. If anyone could change their cryptocurrency balance to show that they have more money than they actually do, we need to ensure that the information is true. We do not have a bank in the case of cryptocurrencies, but the information regarding the amount is held within the blockchain. This information has been verified by multiple users, and records can be doublechecked at any time and from any place.

4. The INR is the national currency of our country. When we make a digital transaction, the bank digitally certifies that we have the money and lets us make the purchase. Once the purchase is made, the money is immediately debited from our bank account. Blockchain often involves using cryptocurrencies, like Bitcoin, for payment. Unlike traditional currencies, cryptocurrencies do not have a banking system that records transactions. Information regarding the amount is held within the blockchain. This information can be verified by multiple users, and records can be double-checked at any time and from any place.

Chapter-5 Computational Thinking

Chapter Checkup

A. Fill in the Blanks.

1. Computer Science 2. subproblems 3. essential 4. algorithm 5. pictorial

B. Tick () the Correct Options.

1. a. flowlines 2. c. similarities or patterns 3. c. subproblems

4. d. All of these. 5. c. To provide a clear visual representation of an algorithm.

C. Who Am I?

Statement

Symbol Is a > 5?

sum = 4 + 6 + 10

Stop Print “Hi”

Start

D. Write T for True and F for False.

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

E. Answer the Following.

1. Algorithmic design means creating step-by-step instructions to solve the subproblems. This involves determining the specific sequence of actions needed to arrive at a solution. As such, it provides a systematic approach to solving problems.

2. Decomposition means breaking down a complex problem into smaller subproblems. This helps in understanding the problem’s structure, identifying its key components, and then solving them one at a time.

3. The different symbols used in a flowchart are:

4. Abstraction means focusing on the most important parts and ignoring the details that don’t matter. Maps are a great example of abstraction. Taking the help of a map to look at the hiking route using the concept of abstraction allows you to focus on the hiking route you will take, leaving out all the unnecessary details on the map that you don’t need to know to go on the hike.

5. Components of computational thinking are decomposition, pattern recognition, abstraction, and algorithmic design.

F. Apply Your Learning.

1. An algorithm to find the factorial of a number is:

i. Start with the number you want to find the factorial of.

ii. Keep multiplying the number by the preceding smaller numbers until you reach 1.

iii. When you reach 1, the result is the factorial of the original number.

2. Flowchart to calculate the simple interest is:

3. Riya has applied the concept of decomposition here. Decomposition in computational thinking involves breaking down a complex problem into smaller, more manageable tasks. In this scenario, Riya has broken down the process of baking a birthday cake into two separate tasks: baking the cake and making the frosting.

4. Decision symbol should be used for the statement.

5. The start symbol is missing in the flowchart. The corrected flowchart is as given below.

Chapter-6 Formulas and Functions

Chapter Checkup

A. Fill in the Blanks.

1. length 2. average 3. visual 4. letters, numbers 5. A1:A5

B. Tick () the Correct Options.

1. c. MAX

2. c. Combining related rows or columns together

3. b. Show data visually and help understand it

4. c. They do specific tasks with data

5. b. Performing calculations and handling data

C. Who Am I?

1. Function 2. COUNT() 3. Column chart 4. Sorting 5. ‘+’ symbol

D. Write T for True or F for False.

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

E. Answer the Following.

1. The basic element of a spreadsheet is called a “cell”. It holds different types of data, like numbers, text, and formulas.

2. =B1*B2*B3*B4*B5*B6*B7

3. We can arrange the data in ascending or descending order.

4. Functions are pre-built formulas that you can use to perform various calculations or operations on your data. INT(), SQRT(), POWER(), MOD(), and PRODUCT() are some basic functions.

5. Bar chart or a column chart

F. Apply Your Learning.

1. Ishita should use sorting to arrange a list of words in dictionary order.

2. a. =SUM() b. B8

3. UPPER()

Chapter-7 Database

Chapter Checkup

A. Fill in the Blanks.

1. organise 2. int 3. select 4. Structured Query Language

B. Tick () the Correct Options.

1. b. A collection of data 2. b. rows and columns 3. a. Structured Query Language

4. b. Software 5. c. Organises and stores information digitally

C. Who Am I?

1. Database 2. SQL 3. DBMS 4. Table 5. MySQL

D. Write T for True and F for False.

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

E. Answer the Following.

1. A database is a collection of information or data stored electronically in a computer system. Unlike a regular notebook or folder, databases can handle large amounts of data, organise it systematically into tables, and perform complex operations like sorting and searching quickly. Moreover, the data is secure when it is kept in the database. They allow for easy access, manipulation, and sharing of information, making them essential for businesses, organisations, and applications needing to store and manage data effectively.

2. The main components of DBMS are:

i. Hardware: The hardware of computers consists of physical components, such as a keyboard, mouse, monitor, and processor. A hardware is used to capture the data and present the output to the user.

ii. Software: Software is a set of programs that help hardware do its job. It is made up of procedures and programs that can understand the language used to talk to databases.

iii. People: These individuals control and manage databases, performing various operations within the Database Management System (DBMS). This group comprises the database administrator, software developer, and end users.

iv. Procedure: A procedure is a form of general instructions or guidelines for using a DBMS. These instructions include how to set up the database, install it, log in and out, manage it, create a backup, and generate reports from the database.

v. Data: These are the actual pieces of information, like numbers or text, that are input into a computer system. Data refers to the collection of raw facts stored in a database. The database contains both the actual data and metadata, which is information about the data.

vi. Database Access Language: Database Access Language is a language that allows users to give commands to a database to operate the data stored. You can use this language to ask the database to get data, modify it, or remove it.

3. SQL (Structured Query Language) is a language that lets us access and manipulate databases. It allows us to perform operations on the data stored in the database, such as updating, inserting, deleting, and modifying data, etc. SQL is simple but a powerful language to deal with databases.

4. The commonly used SQL data types are:

i. Numeric: int and float

ii. Character/String: char and varchar

iii. Date and Time: char and varchar

5. Websites and apps use databases to remember preferences, like favourite items or usernames because databases provide a structured and efficient way to store and retrieve this information. By storing data in databases, websites and apps can quickly access and update user preferences, providing personalised experiences for users. Additionally, databases enable websites and apps to handle large amounts of user data reliably and securely over time.

F. Apply Your Learning.

1. Table to maintain the record for Riya’s vacations are:

Field Name

Description

Destination Goa

Start_Date

End_Date

15 January 2024

21 January 2024

Places to visit Panaji, Chapora Fort, Calangute beach, and Baga beach

Place of accommodation So My Resort

Cost (in ₹) 45000

2. SQL commands to keep a record of the movies Vijay plays in his theatre are:

mysql> create table Movies(

→ Movie_ID varchar(10) primary key,

→ Title varchar(100),

→ Director_Name varchar(100),

→ Release_Year int,

→ Genre varchar(100),

→ Duration_minutes int,

→ Rating float

→ );

3. SQL commands to create a leadership_board table are:

mysql> create table Leadership_board(

→ Player_Name varchar(100),

→ Score float,

→ Level_Achieved int

→ );

SQL commands to add records in leadership_board table are:

mysql> insert into Leadership_board (Player_Name, Score, Level_Achieved)

→ values (‘Rahul Gupta’, 7, 8),

→ values (‘Vidya Das’, 7, 10),

→ values (‘Varun Singh’, 8, 9);

4. Here’s a sample database named ‘Project’ that includes information for various school projects:

5. SQL commands to add a row to the table created for the previous question is: mysql> insert into Project (Project_ID, Project_Name, Submission_Date, Status) → values (‘P005’, ‘HTML’, ‘10 September 2024’, ‘In progress’);

Chapter-8 Animations with Canva

Chapter Checkup

A. Fill in the Blanks.

1. visuals 2. Create a design 3. shapes 4. Position

B. Tick () the Correct Options.

1. b. Jigsaw puzzle

2. c. The entire design

3. c. Make the letters move, slide, bounce, or fade

4. c. Makes a layer see-through

5. b. It applies the same style from one element to another.

C. Who Am I?

1. Transparency 2. Element Animation 3. Lock 4. Align to Page section 5. Rotate

D. Write T for True and F for False.

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

E. Answer the Following.

1. The Position option consists of two tabs: Arrange and Layers. The Arrange tab helps with arranging various elements, aligning the elements on your page, moving, turning, or resizing elements in design, etc. The Layers tab helps view the list of layers and arrange the layers by dragging them using a mouse.

2. The Forward option moves the selected layer a layer above, and the Backward option moves the selected layer a layer below. Whereas, the To front option moves the selected layer to the top of the stack, and the To back option moves the selected layer to the bottom of the stack.

3. When one quickly flips through the pages of a flipbook, it creates the illusion of movement of the objects drawn on the pages. Many images are drawn and flipped through at a fast pace so that the characters seem to be moving. This is what we call animation.

4. When adding new elements to Canva, they get placed on top of each other, creating layers of elements. A layer can be considered as a transparent sheet. Suppose you need to create a drawing with various elements. There are multiple transparent sheets with one element drawn on each sheet. Now, if you put these sheets on top of each other, you can observe a complete drawing with multiple elements.

5. Locking an object makes sure that it remains in its place while you work on the other parts of the design.

F. Apply Your Learning.

1. Aleena should use the Middle option to vertically align and the Center option to horizontally align the elements so as to put the elements exactly in the centre.

2. Archita must have selected the crossword and clicked the Transparency icon and then moved the slider to the left to decrease the transparency, causing the crossword to become nearly invisible.

3. Maya should position the elements by clicking on the Position in the Options bar. In the Arrange tab, she can select these options:

i. Forward—to move the selected layer a layer above.

ii. To front— to move the selected layer to the top of the stack.

iii. Backward— to move the selected layer a layer below.

iv. To back— to move the selected layer to the bottom of the stack.

4. If there are multiple layers, the text layer and the image layer may overlap each other, making the text of the recipe card hide behind the images.

5. Rani could have prevented deleting the text in the card by mistake by locking the text object to make sure that the object remains in its place.

Chapter-9 AI–Beyond Reality

Chapter Checkup

A. Fill in the Blanks.

1. humans

2. Natural Language Processing

B. Tick () the Correct Options.

1. c. Artificial Intelligence

2. c. Machine Learning

3. experience 4. Computer Vision

3. a. To make computers understand human language

4. d. None of these

C. Who Am I?

1. Artificial Intelligence

2. Machine Learning

D. Write T for True and F for False.

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

E. Answer the Following.

3. Natural Language Processing

4. MIT App Inventor

1. There are three main domains of AI: Machine Learning, Computer Vision, and Natural Language Processing.

2. Machine learning is like teaching a computer to learn from experience. It is used to help computers do smart things on their own.

For example, when you teach your pet to recognise your friends, you may reward it every time it correctly recognises them. Over time, your pet is able to recognise your friends and family more quickly than earlier. Similarly, AI machines also learn from vast datasets, becoming increasingly intelligent over time.

3. Computer Vision is a domain of AI that makes the computers ‘see’ and ‘recognise’ objects. For example, just as we see an object and immediately recognise it, similarly, the AI machine looks at an object using cameras, and matches it with the thousands and thousands of images in its dataset. If the object matches with the description of the given object, then the machine recognises it.

4. Natural Language Processing, or NLP, makes the computers understand the human language in text and spoken form. Digital assistants and chatbots use the concept of NLP to interact with humans.

5. The MIT App Inventor is an online platform for creating apps for mobile phones and tablets. It is a very easy and simple platform to learn app creation and coding.

F. Apply Your Learning.

1. Amitesh can make the use of AI to detect diseases, discover new drugs, and perform remote surgery.

2. Sharvi is making use of the Computer Vision domain of AI to create a code for the computer to recognise things.

3. Machine learning is the domain of AI that learns in a similar fashion. Machine learning is like teaching a computer to learn from experiences.

4. Rudra must use the MIT App Inventor to create a personalised app for his business.

Python II and Web Development II

Chapter-1 Introduction to Python

Chapter Checkup

A. Fill in the Blanks.

1. variable 2. letter, underscore 3. syntax errors 4. dynamic typing 5. eval()

B. Tick () the Correct Options.

1. c. # 2. c. List 3. d. All of the above 4. b. TypeError: unsupported operand type 5. a. 5Hello

C. Who Am I?

1. Mutable 2. Snake Case 3. Type casting 4. PEMDAS 5. float()

D. Write T for True and F for False.

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

E. Answer the Following.

1. There are two categories of data types in Python: Immutable and Mutable.

2. a. 5 b. 15

3. Immutable data types are those whose values cannot be changed once declared. Whereas, mutable data types are those whose values can be changed anytime.

4. Hello WorldHello WorldHello World

5. The input() function returns a string value.

F. Apply Your Learning.

1. num1 = float(input(“Enter the first number: “)) num2 = float(input(“Enter the second number: “)) average = (num1 + num2) / 2 print(“The average is:”, average)

2. user_name = input(“Enter your name: “) expense_category = input(“Enter expense category: “) expense_amount = float(input(“Enter the amount spent: “)) print(user_name, “spent $”, expense_amount ,”on”, expense_category)

3. radius = float(input(“Enter the radius of the circle: “))

PI = 3.14

# Calculate the area of the circle using the formula: area = PI * r^2 area = PI * radius**2 print(“The area of the circle is:”, area)

4. Pen = 25

Pencil = 8

Notebook = 45

Colours = 88

total = Pen + Pencil + Notebook + Colours print(“Total amount of all the stationery you purchased is:”, total)

5. fahrenheit_temp = float(input(“Enter temperature in Fahrenheit: “)) celsius_temp = (fahrenheit_temp - 32) * 5/9 print(“Temprature in degrees Celsius is:”, celsius_temp)

Chapter-2 Control Statements in Python

Chapter Checkup

D. Write T for True and F for False.

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

E. Answer the Following.

1. The ‘elif’ statement, which stands for else if, allows us to check multiple conditions in sequence, and Python checks each condition until one of them is True.

Example:

x = 7

if x > 10:

print(“x is greater than 10”)

elif x == 10: print(“x is equal to 10”)

else:

print(“x is less than 10”)

Since condition_1 (x > 10) is False, Statement_1 does not execute since 7 is not greater than 10, therefore, the interpreter moves on to condition_2 (x == 10) and since this is also false since 7 is not equal to 10, the ‘else’ statement “x is less than 10” executes.

2. The ‘and’ operator allows us to combine two conditional statements and returns True only if both the statements are true.

For example:

Code print(3<7 and 8==8) print(6>2 and 9==8)

Output True

False

The ‘or’ operator allows us to combine two conditional statements, and returns True if either of the statements is true.

For example:

Code print(4+5>8 or 9!=7) print(6>7 or 8==9)

Output True False

3. The ‘for’ loop and the ‘while’ loop are both control flow statements in Python that are used to repeat a block of code. However, they have different usage scenarios. The ‘for’ loop is used to iterate over a sequence of items, such as a list, tuple, or string, when the number of times you want to iterate is known.

The ‘while’ loop is used to repeat a block of code when the number of times you want to iterate is not known or when the number of iterations depends on the results of the loop.

An example of a for loop is:

Code: for num in range(0, 5): print(num)

4. The syntax of the while loop is as follows: while condition:

Statement 1

Statement 2

...

Increment/decrement loop variable

The ‘while’ loop repeats a set of instructions as long as a condition is true.

F. Apply Your Learning.

1. Program to display multiplication table for a number is:

num = int(input(“Enter a number: “))

n= int(input(“Enter number of terms: “))

# using the for loop to generate the multiplication tables print(“Table of: “)

for a in range(1,n+1): print(num,’x’,a,’=’,num*a)

2. Program to print the largest number among three inputs is:

num1 = float(input (“Enter first number:”))

num2 = float(input(“Enter second number: “))

num3 = float(input(“Enter third number: “))

if (num1>=num2 and num1>=num3):

result = num1

elif (num2>=num1 and num2>=num3):

result = num2

else:

result = num3

print(“The greatest numbers is”, result)

3. Program to calculate the factorial of a positive integer entered by the user using a loop is: n=int(input(“Enter the number to find out factorial for: “))

result = 1

for i in range(1, n+1): result *= i print(result)

4. Program to implement a word guessing game is as follows:

# Word to be guessed word = “red”

# Number of attempts allowed max_attempts = 5 attempts = 0

# Letters that have been guessed guessed_letters = “”

# Main game loop

while attempts < max_attempts:

display = “”

for char in word:

if char == “ “ or (char >= “a” and char <= “z” and char in guessed_letters):

display += char else:

display += “_”

display += “ “

guess = input(“Guess a letter”)

if guess in guessed_letters: print(“You have already guessed that letter.”) continue guessed_letters += guess if all(char == “ “ or char in guessed_letters for char in word): print(f”Congratulations! You guessed the word ‘{word}’ correctly.”) break attempts += 1

if attempts == max_attempts: print(f”Sorry, you have run out of attempts. The word was ‘{word}’.”)

5. Program to help Ben find the right players is: defenders_height = float(input (“Enter height of the player”)) defenders_weight = float(input(“Enter weight of the player”)) print(“Defender’s height”,defenders_height) print(“Defender’s weight”,defenders_weight)

Defender_condition=defenders_height>6 and defenders_weight>68 print(“Is the player tall and strong for the defenders?”,Defender_condition) attackers_height = float(input(“Enter height of the player”)) attackers_weight = float(input(“Enter weight of the player”)) print(“Attacker’s height”,attackers_height) print(“Attacker’s weight”,attackers_weight)

Attacker_condition=attackers_height<5 and attackers_weight<57 print(“Is the player short and nippy for the attackers?”,Attacker_condition)

Chapter-3 Functions in Python

Chapter Checkup

A. Fill in the Blanks. 1. argument

Tick () the Correct Options.

1. b. The add_numbers() function is a user-defined function.

The add_numbers() function has two arguments.

2. b. The greet_person() function is a user-defined function.

d. The greet_person() function has one keyword argument.

3. a. 8

4. b. 15 25

C. Who Am I?

# ... return result # Optionally, you can return a value def: Keyword used to define a function function_name: The name you give to your function parameters: The values the function takes (optional) return: The value the function returns (optional)

Discuss

D. Write T for True and F for False.

To call a function, you simply use its name followed by parentheses. function_name(arguments)

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

You can pass on the arguments and values in the function by enclosing it in the parentheses.

E. Answer the Following.

Arguments and Parameters

1. Keyword arguments 2. Return value 3. Built-in function 4. Recursive function 5. Base case

1. Arguments are the variables that we pass while calling a function. Whereas, parameters are the variables that we pass while defining a user-defined function.

Parameters are the variables that we pass while defining a user-defined function.

For example:

Arguments are the variables that we pass while calling a function. Code Output Parameters

7

def sum (x,y): print (x+y) sum (3,4)

Arguments

Here, the parameters are x and y, and the arguments are 3 and 4 for the respective parameters, i.e., x = 3 and y = 4.

Types of Arguments

2. In Python, there are numerous built-in functions readily available. Built-in functions are functions that are predefined in the Python programming language. These functions can be used without the need to define them yourself. Some built-in functions in Python are print(), input(), eval(), int(), and bool().

Python functions can have two types of arguments:

Python also lets us create our own functions, called user-defined functions. A user-defined function is created using the def keyword.

1 Positional arguments

2 Keyword arguments

Positional Arguments

Code:

def celsius_to_fahrenheit(celsius):

fahrenheit = (celsius * 9/5) + 32 print(fahrenheit) celsius_to_fahrenheit(35)

3. A function can return a value in Python using the return keyword. The return keyword is followed by the value that you want to return from the function. However, it is optional that a function returns a value. Let us consider the following example of creating a function to convert temperature from celsius to Fahrenheit without returning a value.

When we pass arguments to a function in the order they are specified in the function definition, they are called positional arguments. Code Output Parameters

Daisy Brown

def name (first_name, last_name): print (first_name + last_name)

Now, let us consider the same code with a return value:

name (”Daisy”, “Brown”)

Code:

Arguments

def celsius_to_fahrenheit(celsius):

fahrenheit = (celsius * 9/5) + 32 return fahrenheit result=celsius_to_fahrenheit(35) print(result)

Why is it important to give functions appropriate names? 42

Note that the output for both the codes is 95.0

4. a. The issue with the above code is that it lacks a base case to terminate the recursion. In the power function, there is no condition to check if n has reached 0 to stop the recursive calls. As a result, the function will keep calling itself indefinitely, leading to infinite recursion.

b. The correct code to calculate the power of a number is as follows:

def power(x, n):

if n == 0: return 1 else:

return x * power(x, n-1) result = power(2, 3) print(result)

Note that the output for this code is 8, since 2 is raised to the power 3, i.e, 23=8.

5. a. The issue with the code is that it lacks progress towards the base case, leading to infinite recursion. The countdown function keeps calling itself with the same value of n without decrementing it, resulting in an infinite loop.

b. The correct code to make it countdown from 5 to 1 is as follows:

def countdown(n):

if n == 0: return else: print(n) countdown(n - 1) countdown(5)

Note that the output of the given code is:

5

4 3 2

F. Apply Your Learning.

1. Program to calculate the square of any number is as follows: def calculate_square(number):

return number ** 2

# Input from the user num = float(input(“Enter a number: “))

# Calculate square using the function square = calculate_square(num)

# Display the result print(“The square of”, num, “is”, square)

2. Program to calculate the LCM of two numbers is as follows:

def gcd(a, b):

while b: a, b = b, a % b return a

def lcm(a, b): return (a * b) // gcd(a, b)

# Input from the user num1 = int(input(“Enter the first number: “)) num2 = int(input(“Enter the second number: “))

# Calculate LCM result = lcm(num1, num2)

# Display the result print(“The LCM of”, num1, “and”, num2, “is”, result)

3. Program that takes a number and returns a list of the prime factors of the number is as follows:

def prime_factors(num):

factors = []

divisor = 2

while num > 1: while num % divisor == 0: factors = factors + [divisor] # Add divisor to factors list num //= divisor

divisor += 1

return factors

# Input from the user number = int(input(“Enter a number to find its prime factors: “))

# Calculate prime factors using the function result = prime_factors(number)

# Display the result if result:

print(“Prime factors of”, number, “are:”, result) else:

print(number, “is a prime number and has no prime factors other than itself.”)

4. A program to find the product of two numbers using a function with parameters is as follows: def product(num1, num2):

return num1 * num2

# Input from the user number1 = float(input(“Enter the first number: “)) number2 = float(input(“Enter the second number: “))

# Calculate product using the function result = product(number1, number2)

# Display the result print(“The product of”, number1, “and”, number2, “is”, result)

5. A program to find if a number is prime or not by using a function that returns the result is as follows: def is_prime(number):

if number <= 1:

return False

for i in range(2, int(number ** 0.5) + 1):

if number % i == 0:

return False return True

# Input from the user num = int(input(“Enter a number to check if it’s prime: “))

# Check if the number is prime using the function prime_result = is_prime(num)

# Display the result if prime_result:

print(num, “is a prime number.”)

else:

print(num, “is not a prime number.”)

Chapter-4 Introduction to Web Development

Chapter Checkup

A. Fill in the Blanks.

1. web applications 2. head, body 3. angle 4. external

B. Tick () the Correct Options.

1. c. Inline CSS 2. d. <br> 3. b. my-class 4. d. <a> 5. a. border-color

C. Who Am I?

1. Attribute 2. <div> 3. margin 4. <i> 5. <img>

D. Write T for True or F for False.

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

E. Answer the Following.

1. Web development is the process of designing, building, and maintaining web applications that work on the internet.

Web development involves following two main tasks:

i. Writing the code that makes the website work

ii. Adding content to the website, such as text, images, and videos

2. The basic structure of an HTML document is as follows: <html> <head> <title> Document Title</title> </head> <body>

<!-- Content goes here --> </body> </html>

3. The <img> tag is used to display an image. You need to specify the source (URL) of the image, using the src attribute.

Here is an example: <img src=”image.jpg”>

Answer Key

In this example, ‘image.jpg’ is the source file for the image.

4. The CSS stands for Cascading Style Sheets. It is a language used to style HTML elements. The CSS can be used to change the appearance of HTML elements, such as their font, colour, and size.

Some key features of CSS include:

i. Selectivity: CSS can be used to select specific HTML elements to style such as changing colours, styling fonts, spacing elements, and resizing them.

ii. Consistency: You can use the same styles for many pages on a website to make them look similar.

iii. Cascading: CSS styles are applied in cascading order. This means that the most specific style will be applied to an element, even if there are other styles that are more general.

iv. Responsive design: CSS can be used to create responsive web pages that work on all devices, from desktop computers to smartphones.

v. Animations and transitions: CSS can be used to add animations and transitions to web pages, which can make them more visually appealing and engaging.

5. Selectors are used to select the HTML elements that you want to style, and properties are used to define the styles that you want to apply to those elements.

Some of the most common selectors in HTML include: element selectors, class selectors, ID selectors, and combination selectors. Some of the CSS properties are: color, font-family, font-size, font-weight, etc.

F. Apply Your Learning.

1. First, create a CSS class called my-class: <p class=”my-class”>This is a paragraph</p>

Once you have created a CSS class, you can style it using the . (dot) character and the class name. For example, the following CSS code will make all paragraphs with the my-class class blue, and 30 pixels in size:

.my-class { color: blue; font-size: 30px;

2. The <div> tag is used in HTML to make divisions of content in the web page such as text, images, and header.

Syntax: <div>content</div>

3. <b> converts the text into bold.

Syntax: <p><b>This is paragraph of text that will appear in bold.</b></p>

4. .highlight { color: yellow; background-image: url(‘back.png’);

Chapter-5 Images and Hyperlinks in HTML

Chapter Checkup

A. Fill in the Blanks.

1. alt 2. flex-wrap 3. anchor 4. align-items 5. child

B. Tick () the Correct Options.

1. b. <a href=”http://www.example.com”>Visit Website</a>

2. a. border-radius

3. b. To create flexible layouts and arrange elements flexibly

4. b. Using the background-image property

5. a. display: flex

C. Who Am I?

1. <img> tag 2. background-size: cover 3. box-shadow 4. filter 5. justify-content property

D. Write T for True and F for False.

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

E. Answer the Following.

1. The error in the HTML code is that the <img> tag is being closed with </img> instead of being self-closed with />. The correct HTML code is as follows:

<img src=”image.jpg” alt=”A beautiful landscape” />

2. Padding is the CSS property that specifies the amount of space between the border of the image and its contents.

3. The corrected code is as follows:

.my-div { background-image: url(‘background.jpg’); background-size: cover; }

4. To arrange flex items vertically in a flex container, the value of flex-direction should be set to column, not row. Therefore, the corrected code is:

.container { display: flex; flex-direction: column; }

5. The flex-grow property allows a flex item to fill up the available free space.

F. Apply Your Learning.

1. The background colour of the div when you hover over it will be yellow.

2. Based on the provided HTML and CSS code, each image will have a width of 80% of its container and there will be a margin of 10 pixels around each image.

3. The output of the given HTML code will be the display of an image with the specified source. If the image is not found, there will be a broken image icon and an alternative text (“Image of my cat”) will appear if the image cannot be displayed.

Without the alt attribute, users would not have any alternative text to convey the content of the image, which may result in a less accessible experience for those users.

4. If you try to display the provided HTML code without using a flexbox, the elements within the <div> with class “flex-container” will be displayed according to their default behaviour, which is to stack vertically, with each element taking up the full width of its container by default. There would not be any specific layout or alignment applied to the elements.

Chapter-6 Lists and Tables in HTML

Chapter Checkup

A. Fill in the Blanks.

1. numbered 2. list-style-type 3. style 4. type 5. tbody

B. Tick () the Correct Options.

1. a. List-style-image 2. b. <dt> 3. b. Border 4. a. Left-aligned by default.

C. Who Am I?

1. type attribute 2. <th> 3. background-color 4. table caption 5. HTML bookmarks

D. Write T for True and F for False.

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

E. Answer the Following.

1. When you click on a link with the following HTML code, it will navigate to the element in the document with the ID “myBookmark”. HTML bookmarks help us jump to a specific part of a webpage on the internet.

2. You can use the style attribute to specify the bullet style for your unordered list. To change the bullet style to squares, use the following code:

<ul style=”list-style-type: square;”>

<li>Item 1</li>

<li>Item 2</li>

<li>Item 3</li>

</ul>

Output:

• Item 1

• Item 2

• Item 3

3. We must use the Font-color property to specify the font colour of the text in the list items. For example, the following HTML code defines an unordered list to change the text colour of all the list items to blue

<ul style=” Font-color: blue;”>

<li>Item 1</li>

<li>Item 2</li>

<li>Item 3</li>

</ul>

4. The purpose of using the id attribute when creating bookmarks in HTML is to uniquely identify an element within the document. When you create a bookmark using the id attribute, you can then link to that specific element within the same document using an anchor link.

5. The error in the CSS code is as follows:

font:size: 14px; is incorrect. The correct property name is font-size, not font:size. font-color: #333; is incorrect. The correct property for setting text color is color, not font-color. margin 15px; is missing a colon after margin. The correct syntax for setting margins is margin: 15px;.

F. Apply Your Learning.

1. The ordered list of hobbies are as follows:

<ol type=”a”>

<li>Dancing</li>

<li>Singing</li>

<li>Reading books</li> </ol>

2. a. The second <li> element is not properly nested within the <ol> element. The corrected code is as follows:

<ol>

<li>Item 1</li>

<li>Item 2</li>

<li>Item 3</li>

</ol>

b. The error in the provided HTML code is a typo in the closing <caption> tag. The correct tag name should be </caption>, not <capiton>. Also, the <tr> tag is not closed.

The corrected code is as follows:

<table>

<caption>Table of Products</caption>

<tr>

<th>Product</th>

<th>Price</th>

</tr>

</table>

3. The mistake in the provided code for creating a bookmark link is that it is missing the “#” symbol before the value of the href attribute.

The corrected code is as follows:

<a href=”#section2”>Jump to Section 2</a>

4. HTML code to create a table of the planets in the solar system is as follows:

<html>

<head>

<title>Planets in the Solar System</title>

<style> table {

border: 1px solid black; border-collapse: collapse; margin: 0 auto; padding: 10px; width: 400px;

th {

background-color: #ab2f; text-align: center; }

td {

text-align: center; }

</style>

</head>

<body>

<h2>Planets in the Solar System</h2>

<table>

<tr>

<th>Planet</th>

<th>Distance from the Sun (Millions of km)</th>

<th>Number of Moons</th>

</tr>

<tr>

<td>Mercury</td> <td>57.9</td> <td>0</td> </tr>

<tr>

<td>Venus</td> <td>108.2</td> <td>0</td>

</tr>

<tr> <td>Earth</td> <td>149.6</td> <td>1</td>

</tr>

<tr> <td>Mars</td> <td>227.9</td> <td>2</td>

</tr>

<tr> <td>Jupiter</td> <td>778.6</td> <td>79</td>

</tr>

<tr> <td>Saturn</td> <td>1433.5</td> <td>82</td>

</tr>

<tr> <td>Uranus</td> <td>2872.5</td> <td>27</td>

</tr>

<tr> <td>Neptune</td> <td>4495.1</td> <td>14</td>

</tr>

</table> </body> </html>

5. HTML program to create a table of the scores for a soccer game is as follows:

<html>

<head>

<title>Soccer Game Scores</title>

<style> table {

border: 1px solid black; border-collapse: collapse; margin: 0 auto;

padding: 10px; width: 400px; } th {

background-color: #ab2f; text-align: center; } td { text-align: center; } </style> </head> <body>

<h2>Soccer Game Scores</h2>

<table> <tr> <th>Team</th> <th>Goals Scored</th> <th>Yellow Cards</th> <th>Red Cards</th>

</tr>

<tr> <td>Team A</td> <td>3</td> <td>2</td> <td>0</td> </tr>

<tr> <td>Team B</td> <td>2</td> <td>3</td> <td>1</td>

</tr>

</table> </body>

</html>

6. Program to create an HTML list of favourite foods and changing the colour of the list items when you hover over them.

<html>

<head> <title>Favourite Foods</title>

<style>

/* CSS to change colour on hover */ ul { list-style-type: none;

padding: 0;

margin: 0;

li {

padding: 10px;

background-color: #f0f0f0; }

li:hover {

background-color: #e0e0e0; }

</style>

</head>

<body>

<h1>My Favourite Foods</h1>

<!-- HTML list of favourite foods -->

<ul> <li>Pizza</li> <li>Sushi</li>

<li>Chocolate</li>

<li>Ice Cream</li> <li>Steak</li>

</ul>

</body>

</html>

About the Book

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.

About Uolo

Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia, and the Middle East.

hello@uolo.com