CURRICULUM

Internet of Things Hardware Development

GRADE IX
2021

GOVERNMENT OF PAKISTAN

Ministry Of Federal Education and Professional Training

ISLAMABAD
 Contents
Introduction............................................................................................................................................ 3
Rationale ................................................................................................................................................ 4
Aims and Objectives ............................................................................................................................... 4
Objectives ........................................................................................................................................... 5
Grade-IX –Internet of Things Hardware Development ....................................................................... 6
Assessment and Evaluation .................................................................................................................. 11
Formative (Internal) Assessment .................................................................................................... 11
Methods for Internal/Formative Assessment .................................................................................. 11
Summative /External Assessment ................................................................................................... 12
Guidelines for Writing a Textbook ........................................................................................................ 12
Guideline for planning and writing a chapter ....................................................................................... 13
Guidelines for Writing Learner Workbook ............................................................................................ 14
Basic Requirements for Lab (Tools/Equipment) .................................................................................... 14
Introduction
The Internet of Things (IoT) is a network of resource constrained nodes being capable of automating an existing manual procedure. This IoT
network is also connected to the internet to enable ease of access and user friendly configuration and monitoring. An IoT developer is an expert
who completely understands the IoT network, its different components and their working. IoT developer is capable of programming sensor and
hardware devices. IoT developer is capable of developing a hardware and software for IoT edge devices. He is also trained of sending the data to
the cloud server. IoT developer is a specialist in utilizing resource constrained devices. IoT cloud developer is an expert who can install and
configure Virtual machines on the cloud. While IoT Data scientist is the one who utilizes the data received on the cloud and saves it efficiently in
the databases to train Machine Learning algorithms. IoT security is one of the hot research topic nowadays which will create many skill based jobs
in the near future. An IoT developer is incomplete without the understanding and hands on experience of security protocols. In a nutshell, IoT is
the start of art technology to automate the industrial, commercial and domestic procedures and there is a need to develop the resources with the
required IoT skills which will not only benefit the industry but also create job opportunities for the individuals.

IoT is an ever changing field. The number of IoT nodes are increasing each day and hence their monitoring, upgrading and security needs.
Therefore, industry requirement for skilled workforce is increasing which can only be managed through setting relevant competency standards in
collaboration with the leading industries.
Rationale

In a world dominated by digital technology, IoT has become the most important development of 21st century. IoT has come to play a
prominent role in our lives by linking several systems to give smart performances in every task. It has created evolution of devices and
applications impeccably integrated human communication in ways we never expected before. IoT as an emerging paradigm, will continue to pick
up steam as more businesses realize the potential of connected devices to keep them competitive. IoT has been acknowledged as one of the
foundation stones of Industry due to its potential to change the existing industrial and business processes. With the advent and growth of the IoT,
physical environments are becoming smarter and more interconnected than ever before. This has changed the way we live by improving
sustainability, efficiency, accuracy, and economy in almost every aspect of our lives. IoT has been leveraged in many industries such as healthcare
systems, traffic management, energy management, education, environment monitoring, smart homes, and smart cities.

The Trade of Internet of Things is a profession that is increasingly getting attention in Pakistan because of the population growth and the
resultant immense opportunities in this technology trade not only among the youth seeking to enter the industry but also among adults who wish to
polish their skills to develop a career out of it.

This course aims to enable students to acquire a set of knowledge and concepts, and develop a range of technical, personal, interpersonal,
organizational, and generic skills, that can be applied in various contexts, both within and related to trade of IoT domain. Furthermore, this course
will stimulate the learners towards entrepreneurship in the industry.

Within this qualification relating to IoT interventions in schools, there are important interventions integrated within school settings. The
purpose of this qualification is to strengthen connections between schools and trade and drawing on the concept of the socio technical network,
theories the interactions between the relevant market and school contexts.

Internet of Things, Matric Tech (9th&10th)

Aims and Objectives

The specific aims of developing IoT qualification are:

  To Promote skills of the youth to maximize employment opportunities at national and international level.
 To provide skillful manpower for IoT based near future life.
 To mold students to develop skills about the use of IoT in daily life devices and make some new innovative devices.
 To recognize the factors contributing to the emergence and future trends of IoT within broader ICT industry.
 To examine the potential business opportunities that IoT can uncover.
 To capture and generate value from the application and use of IoT technologies.
 To provide students with a smooth transition to work.
 To enable students to construct a personal roadmap to gain strategic advantage from IoT.

Objectives
After completing this, the students will be able to:

 Explain Internet of Things in different contexts.

 Take account of the key components that make up an IoT system.
 Learn the concept and capabilities of smart thing and physical principles of sensing.
 Explore IoT enabling technologies, architectures, and standards.
 Acquire the basic competence of IoT Hardware and Software development
 Identify infrastructure for IoT developments.
 Apply IoT knowledge to implement small-scale IoT Project.
 Design, build and integrate IoT platforms, incorporating different types of sensors and actuators, micro-controllers, and devices.
 Understand IoT protocol stack and fundamentals of Social IoTs.
 Grade-IX –Internet of Things Hardware Development

Learning Themes and Students’ Learning Outcomes

Knowledge, Skills and Attitudes
Chapter 01 (Basic Electrical Theory)
T = 9, P = 13, Total = 22
Content Students’ Learning Outcome Activities/Practical Duration Tools Workplace

Basic principle The Students will be able to:  Carryout Orientation Visit of 4 Periods (T)  PVC cable Classroom and
of electricity  define electricity. Electrical Lab/ workshop and 4 Periods(P)  Lamp Lab
 understand electrical quantities and record the observation.  Resistor
their units:  Recognize Electrical  Fluorescent
o voltage symbols with fixed lamp
o current component and equipment  Avometer
o resistance (in workshop/lab)  Ohm meter
 explain characteristics of  Draw electrical symbols  Digital
conductors, insulator,  Measure AC & DC voltage, multimeter
semiconductor currentand resistance using  Multimeter
 describe power and energy and its digital multimeter (DMM)  power supply
difference  Calibrate the given  Oscilloscope
 apply instruments to measure oscilloscope
current, voltage, resistance
 use oscilloscope to plot wave form
Ohm’s law The Students will be able to:  Apply Ohm’s law for 2 Periods (T)  Multimeter Classroom and
 define ohm’s law measuring Current, Voltage 4 Periods(P)  Resistor Lab
 applyohm’s law for measuring and Resistance  power supply
current, voltage and resistance  Verify your theoretical
results on the actual setup
using multimeter
Cells & The Students will be able to:  Check gravity of battery 3 Periods (T)  DC ammeter Classroom and
Batteries  define cell and batteries with the help of hydrometer 5 Periods(P)  Gravity checker Lab
 describe the importance of cell  Perform testing of cell and  Cell
and batteries battery by DC ammeter.  Battery
 explain the types of cell and  Calculate the size of different  power supply
batteries type of batteries for a specific
 explain the charging circuit
procedure/principle of battery
 use cell and battery as a series and
parallel source
 describe the components/parts of
cell and battery
 explain the construction and
working principles of cells and
batteries
 explain the procedure for
maintaining a battery.
  describe the importance of
electrolyte in the battery
 explain the testing procedure of
batteries.
 explain the use of tools and
equipment required for testing of
batteries.
 calculate the size of battery for a
specific circuit through different
techniques
Chapter 02 (Electric Circuits)
T =8 P = 14, Total = 22
Content Students’ Learning Outcome Activities/Practical Duration Tools Workplace

Series and The students will be able to:  Construct a series circuit and 3 Periods (T)  Resistor, Classroom and
Parallel circuit  describe electric circuits and its measure Current, Voltage 6 Periods (P)  Multi-meter Lab
basic components and Resistance  Lamp, lamp
 explain the construction of series  Construct parallel circuit and holder, power
circuit for calculation of current, measure Current, Voltage supply
voltage and resistance. and Resistance  Multimeter
 explain the construction of parallel  Construct combinational  Breadboard
circuit for calculation of current, circuit and measure Current,
voltage and resistance Voltage and Resistance
 explain the construction of
combinational circuit for
calculation of current, voltage and
resistance
Kirchoff’s The students will be able to:  Design combinational circuit, 2 Periods (T)  Resistor Classroom and
voltage law  define Kirchoff’s voltage law apply KVL and verify results 4 Periods (P)  Wires Lab
(KVL)  Solve combinational circuit using with practical measurements  Multimeter
KVL  Breadboard
 construct a series parallel  Battery
combinational circuit to verify  power supply
KVL
Kirchoff’s The Students will be able to:  Design combinational circuit, 3 Periods (T)  Resistor Classroom and
current law  define Kirchoff’s current law apply KCL and verify results 4 Periods (P)  Wires Lab
(KCL)  Solve combinational circuit using with practical measurements  Multimeter
KCL  Breadboard
 construct a series parallel  Battery
combinational circuit to verify KCL  power supply
Chapter 03 (Fundamental Electronics-1 for IoT)
T =18, P =28, Total = 46
Content Students’ Learning Outcome Activities/Practical Duration Tools Workplace

Diode and its The Students will be able to:  Apply diodes as rectifier 8 Periods (T)  Diode Classroom and
application  define PN junction (half wave and full wave) 13 Periods(P)  Power supply Lab
 • N type and P type materials.  Verify theoretical readings  Resistance
• Majority charge carrier with practical results  Wires
• Minority charge carrier.  Oscilloscope
 define diode  Multimeter
 understand working principle of  Breadboard
diode  12V AC adapter
 identify current voltage and
power rating of diode.
 understand forward and reverse
biasing
 apply diodes as rectifier (half
wave, full wave)
Zener diode The Students will be able to:  Apply Zener diode as a 4 Periods (T)  Zener Diode Classroom and
 define Zener diode voltage stabilizer and note 6 Periods(P)  Power supply Lab
 explain characteristics of Zener readings in data sheet  Resistance
diode.  Wires
 current voltage and power rating  Oscilloscope
of Zener diode  Multimeter
 understand the voltage and current  Breadboard
regulation  Push Button
 differentiate between load and line
regulation
 understand the application Zener
diode in a circuit
Bipolar junction The Students will be able to:  Apply BJT as a switch 6 Periods (T)  BJT Classroom and
transistor (BJT)  introduce to transistor  Verify theoretical readings 9 Periods(P)  Power supply Lab
 define bipolar junction transistor with practical results  LED
 construct transistor and its  Resistance
working principle  Wires
 explain application of transistor  Multimeter
 Breadboard
 Push Button
Chapter 04 (Electronics-2 for IoT)
T = 14, P = 20, Total = 34
Content Students’ Learning Outcome Activities/Practical Duration Tools Workplace

Field effect The Students will be able to:  Presentation on differences 9 Periods (T)  FET Classroom and
transistor (FET)  define FET between BJT & FET 11 Periods(P)  Power supply Lab
 understand the power rating of  Apply FET in a switching  LED
FET and its datasheet circuit  Resistance
 understand working principle of  Connecting
FET Wires
 compare JFETs and MOSFETs.  Multimeter
 construct JFETs and MOSFETs.  Breadboard
 identify symbols used for JFET  Push Button
and MOSFETs.
 use multimeter/ datasheet to
 identify the Gate Source & Drain
of FET.
 understand biasing of FET (JFET,
MOSFET)
 draw characteristic curve of FET.
Thyristors The Students will be able to:  Presentation on differences 5 Periods (T)  UJTT Classroom and
 define Thyristor between FET & UJT 9 Periods(P)  Power supply Lab
 introduce UJT  Apply UJT in a switching  LED
 understand construction of UJT circuit  Resistance
 understand the biasing of UJT  Connecting
 understand characteristic curve of Wires
UJT  Multimeter
 comprehend intrinsic stand-off  Breadboard
ratio &RC time constant  Push Button

Chapter 05(Introduction to Microcontrollers)

T = 18, P = 21, Total = 39
Content Students’ Learning Outcome Activities/Practical Duration Tools Workplace

Introduction to The Students will be able to:  Individual presentation on 7 Periods (T)  Computer Class room
Microcontroller  define microcontroller microcontroller and its 6 Periods(P) system and
 describe purpose of application.  Multimedia Lab
microcontroller  Discussion on Arduino pin projector
 differentiate microcontroller and configuration  Arduino
microprocessor microcontroller
 know common microcontroller
 name some well-known
microcontroller used specifically
for IoT application.
 know and understanding of
Arduino.
 understand pin configuration of
Arduino
Arduino IDE The Students will be able to:  Download and install 3 Periods (T)  Computer Class room
 basic understanding of Arduino Arduino IDE in system. 5 Periods(P) system and
IDE.  Add a new board and library  Multimedia Lab
 process the installation of Arduino in IDE. projector
IDE.  Arduino
 know built-in libraries microcontroller
 add libraries in Arduino IDE.  Arduino IDE
Connecting an The Students will be able to:  Connect an Arduino board 4 Periods (T)  Computer Classroom and
Arduino with  know about USB mini and USB with computer system. 4 Periods(P) system Lab
Computer micro  Select a connected board in  Multimedia
System  process of installing and updating Arduino IDE. projector
USB to serial driver for Windows  Install USB to serial driver  Arduino
 select the relevant COM port on  Configure the baud rate in microcontroller
Arduino IDE USB to serial driver  Arduino IDE
  configure required baud rate of
COM port in driver.
 select relevant board in Arduino
IDE
Programming The Students will be able to:  Configure the uploader’s 4 Periods (T)  Computer Classroom and
Arduino  select the basic example Project in setting in Arduino IDE. 6 Periods(P) system Lab
Arduino IDE  Test the sample program of  Multimedia
 Burn the code on Arduino board. blinking a LED on Arduino. projector
 Identify ifthe code isuploaded  Arduino
successfully. microcontroller
 Interface a LED with Arduino.  Arduino IDE
 Upload the LED blinking program  LED
to the connected Arduino board.
Chapter 06(Work Health and Safety)
T = 8, P = 9, Total = 17
Content Students Learning Outcome Activities/Practical Duration Tools Workplace

Basics of work The Students will be able to:  Group presentation on WHS 4 Periods (T)  Working Class Room
health and  understand basic rules and  Demonstrate basic principles 4 Periods(P)
 Computer work place
principles of WHS of WHS
safety
 introduce Ergonomics  /Laptop
 understandlegal obligations and  Internet
work ethics regarding health and
safety.
 identify common workplace
hazards
 manage workplace hazards
 followorganizational WHS and
other relevant policies, procedures,
processes
Establishing The Students will be able to:  Identifying the risks 4 Periods (T)  Working Class Room field
WHS in IoT  understandthe scope of involved in project 5 Periods(P)
 Computer work
project assigned
environments /Laptop
 identify techniques of the  Presentation on health
risk profile for all stake and safety plan  Internet
holders
 identify Clients Health and
safety specifications SOPs
 understand development
techniques of health and
safety plan
 implement techniques of
health and safety plan.
Assessment and Evaluation

Assessment is the practice of collecting evidence of student learning. It aims at improving

learning and teaching as well as recognizing the achievement of students. It determines students
‘progression through their learning experiences and enables them to demonstrate that they have achieved
the intended learning outcomes. The assessment is aligned with curriculum aims, design and learning
processes.

Evaluation is an integral part of teaching-learning process. It involves gathering information

through various assessment techniques, making valuable judgment and sound decisions. Assessment
provides information and teaching about students’ achievement in relation to learning objectives. With
this information, the teacher makes informed decisions about what should be done to enhance the learning
of students or to improve teaching methods. Assessment must be:

 Mainly open-ended, allowing for discussion and revision of new understanding.

 Tolerant of divergent thinking of students and promote the notion of no ‘’one right answer’’.
 Presented in alternative mode, not just paper-and-pencil responses to limiting questions.
 Designed to foster analysis, comparison, generalization, prediction, and modification according to
the grade and development level.
 Capable of promoting collaboration and team effort in demonstration of competence.
 Ongoing and cumulative, showing growth over time.

Formative (Internal) Assessment

Internal assessment refers to the assessment practices employed as part of the learning and
teaching process. It is an ongoing process throughout the session and uses Test — Feedback — Adjust
cycle repeatedly to improve students' performance and efficiency in learning and teaching. In designing
internal assessment for the subject, teachers should maintain a proper balance between the formative and
summative functions of assessment. It should be comprehensive to cover all the objectives as per
curriculum. A diversity of assessment modes should be adopted so that students are given opportunities
to develop and demonstrate the full range of learning outcomes of the curriculum, including those of
knowledge, skills and values and attitudes.

Methods for Internal/Formative Assessment

Following tasks can help in formative assessment;

• Demonstration
• Practical exercises
• Group discussion
• Role play
• Oral/Multimedia presentation
• Test
• Assignment
 • Quiz

Feedback on students work in all of the above tasks must be prompt, effective, and efficient.
Assessment should have questions setting that specifically help in finding out knowledge,
understanding and skills that can evaluate the competency of trainee.

Summative /External Assessment

Summative assessment will be managed by concerned Board of Intermediate and Secondary
Education. It will be composed of two parts;

1) Theory Assessment /Written examination: The theory examination is suggested to consist of a wide
variety of questions. Its overall weight age should be 40 %. It should be based on the curriculum rather
than textbook. The assessment should be designed to examine the candidate's understanding of the whole
syllabus and should test the range of abilities according to Bloom Taxonomy.

2) Practical Assessment/Practical examination: This is designed to test practical skills of students. Its
overall weight age should be 60%. It will comprise of written exam (10%), practical (70 %) and viva/oral
exam (20%).

A standards-referenced approach will be adopted for grading and reporting student performance.
The purpose of this approach is to recognize what each student can do the in the subject at the end of the
2-year secondary school level education. The performance of each student will be matched against a set
of performance standards, rather than comparing to the performance of other students. It makes the
implicit standards explicit by providing specific indication of individual student performance.
Descriptions will be provided for the set of standards.

Guidelines for Writing a Textbook

A textbook is an important teaching and learning resource and one of the most extensively used
resources in classrooms. To reflect national needs and aspirations the needs and aspirations, the
textbooks should be written in accordance with this curriculum. This curriculum meets not only the
general aims and objectives but also fulfills the specific requirements of the individual subject. As the
textbook serves as a framework for teaching, the author/authors should consider the following features:

 A textbook must include an introduction to the textbook, explaining how to use the textbook
 The textbook must be in line with the national curriculum, covering all SLOs of each content.
 Content and illustrations must be culturally, contextually and age appropriate.
 All text and material must be accurate, up-to-date and error-free.
 The continuity of the concepts, their integration and logical development should be ensured.
 Horizontal and vertical overlapping of the concepts should be avoided.
 The textbook should be informative and interactive with questions to be put at suitable intervals
to provoke the students to think.
 The language used should be simple, clear, straight forward, unambiguous and easily
comprehensible by the students of the particular level.
  Simple questions may be asked within the chapter, which requires students to recall, think, and
apply what they have just learnt as well as to reinforce the learning of the concepts and
principle.
 The examples and applications should be from everyday life and be supportive of our cultural
values.
 Photographs and illustrations should be clear, labeled and supportive of the text. Tables, flow
charts and graph may be given wherever needed.
 Key points at the end of each chapter should provide a summary of the important concepts and
principles discussed in the chapter.
 End-of-the-chapter exercises must include a variety of assessment styles based on levels of
Bloom’s Taxonomy. These should encourage students to think, develop skills, and use
information for a variety of purposes.
 Textbooks should be free from all kinds of biases including, gender, religion, occupation, social
background etc.
 To make the students self-learner use of IT based resources may be encouraged. Relevant
internet links and other online resources may be included.
 Glossary of the new vocabulary must be included.

Guideline for planning and writing a chapter

The textbook author may decide the titles of each chapter and can choose to cover students’
learning outcomes (SLOs) from any themes in developing the content of the chapter. The textbook author
must also keep in mind that a number of SLOs cannot be addressed in the text (as if this is done it would
lead students to simply memorize the text and not serve the realization of the curriculum). These SLOs
could be realized through questions and practical activities within and at the end of the chapter exercises.
 Learning outcomes must be given at beginning of each chapter.
 Decide on key ideas, facts, concepts, skills and values that can be developed.
 Illustrations must clearly convey the desired concept.
 Activities must demand from students to do inquiry and problem solving according to grade
level.
 Ensure that the content is up to date, accurate and developmentally appropriate.
 Contents must be in line with chapter outcomes.
 Language must be consistent, culturally appropriate and grammatically correct (as if talking to a
group).
 Language must engage and hold reader’s attention.
 Recall previous learning, where possible.
 Structure the writing so that the sentence is simple, paragraphs deal with single ideas etc.
 Interesting information in the form of tidbits, fact file, point to ponder etc. must be given.
 Write a summary/concept map at end of each chapter, reviewing key knowledge and skills.
 End-of-chapter exercises
 Recall and integrate previous learning
 Engage students and develop their creativity
 Move from lower to higher order thinking
 Focus on multiple intelligences
 Keep the text contextually relevant in line with local teaching and learning.
  Provide website links for further research

Guidelines for Writing Learner Workbook

Workbooks are books that contain writing activities and exercises that build upon each chapter in
the textbook. Workbook exercises help students to develop conceptual understanding of the concepts
dealt with in the text, to develop skills and to apply knowledge to new situations. Basic features of a
workbook A workbook should have:
 Various exercises and activities for each chapter, topic, subtopic.
 Exercises and activities that will enable student to develop and practice the content knowledge,
skills and higher order thinking.
 Accurate and variety of exercises.
 Clear illustrations/ examples/ explanations to show what students are supposed to do, and/or what
product looks like.
 Exercises and activities with a variety of purposeful, stimulating, challenging and innovative
items to encourage students to review and practice the knowledge and skills they have learnt.
 Exercises that include both constructed and restricted response items.
 Activities, which requires readily available, acceptable, and affordable materials and resources.

Basic Requirements for Lab (Tools/Equipment)

SR# Tools & Equipment

1. AND gate IC

2. Arduino microcontroller

3. Arduino UNO

4. Avometer

5. Battery

6. BJT

7. Breadboard

8. Cell

9. Computer /Laptop

10. Connecting Wires

11. D Flipflop

12. DC ammeter
13. Diode

14. ESP8266 12E

15. FET

16. Fluorescent lamp

17. Freelance platforms

18. Gravity checker

19. Header wire.

20. Humidity Sensor

21. Internet

22. JK Flipflop

23. LED

24. Logic trainer.

25. MS Office

26. Multimedia projector

27. Multimeter

28. NAND gate IC

29. NOR gate IC

30. NOT gate IC

31. ESP32 based NodeMCU

32. Ohm meter

33. OR gate IC

34. Oscilloscope

35. Power supply

36. Push Button

37. PVC cable

38. Relay

39. Resistance

40. Resistor

41. T Flipflop

42. Temperature sensor

43. Humidity sensor

44. Jumper wire

45. SR flipflop

46. 12V AC adapter

47. TM1637

48. UJT

49. Ultrasonic sensor

50. USB mini cable

51. Water jar

52. White board

53. XOR gate IC

54. Zener Diode