IT Skills and Data Analysis - I

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course Credits Credit distribution of the course Eligibilit Pre-requisite

title Lecture Tutorial Practical/ ycriteria of the course
Practice (if any)
&
Code
IT Skills and 2 0 0 2 Class NIL
Data Analysis XII
-I

Learning Objectives

The primary objectives of the course will be to:

● Familiarise the student with the quantitative skills required for representing and
interpreting data for the purpose of decision making.
● Equip the student with some fundamental concepts, which play a critical role in
understanding and visualizing real world data.
● Enable the student to analyze data and problem situations using relevant IT tools.

Learning Outcomes

By the end of the course students will be able to

 Represent and interpret data in tabular and graphical forms

 Understand and interpret the measures of central tendency and dispersion.
 Use IT tools such as spreadsheets to visualise and analyse data.

PEDAGOGY
Relevant concepts and theory will be introduced which will be supplemented by hands-on
activities enabled by the use of spreadsheets. This is a two credit course and will comprise two
lecture periods per week. As this is essentially an activity-based course, it will involve two
consecutive lecture periods, once in a week.

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 SYLLABUS
Practical

Unit I : What is Statistics ? (24 hours)

This unit provides an introduction to the fundamentals of datasets, sources of data, frequency
distributions and graphical representations of data. The aim is to give students a hands-on
experience of initiating data analysis through a spreadsheet.

● Concept of datasets (Variables, Observations)

Reference 1, Chapter 2
● Different types of variables (Quantitative and Qualitative)
Reference 1, Chapter 2
● Distinction between primary and secondary sources of data
Reference 1, Chapter 2
● Basic idea of using questionnaire to collect primary data for analysis
Reference 2, Chapter 1 [Section 1.6]
● How to construct a questionnaire
Reference 1, Chapter 1
● Concept of frequency distribution: cumulative and relative frequencies
Reference 2, Chapter 2
● Introduction to spreadsheet
Reference 2, Chapter 2
● Tabular and graphical presentation of data: data tables, frequency curve, histogram,bar
graphs, pie charts (through the use of spreadsheets)
Reference 2, Chapter 2

Unit II: Measures of Central Tendency and Dispersion (36 hours)

The focus of this unit will be to familiarise the student with summary statistics to describe datasets.
In particular, two important characteristics of data, viz., central tendency anddispersion, will
be used to summarise datasets using a spreadsheet. The concept of the Normal distribution and its
characteristics will be discussed to highlight its relevance in modelling real life phenomenon.

● Measures of central tendency: mean, median, mode

Reference 2, Chapter 3
● Examples of situations where it is appropriate to use the mean, median and mode asa
measure of central tendency
Reference 2, Chapter 3
● Weighted mean
Reference 2, Chapter 3
● Measures of dispersion: range, variance, standard deviation
Reference 2, Chapter 3

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 ● Quartiles, deciles and percentiles
Reference 2, Chapter 3
● Visualize the measures of central tendency and dispersion through frequency curveand
histogram
Reference 2, Chapter 3
● Skewness and kurtosis
Reference 2, Chapter 3
● Normal curve and its basic properties : visual representation of population
characteristics (height, weight, IQ etc.)
Reference 2, Chapter 5 [Section 5.6]

References (Readings and Resources)

1. Rowntree, D., Statistics without tears - A primer for non-mathematicians, Allyn and
Bacon, 2018.
2. Levin, Rubin, Rastogi and Siddiqui, Statistics for Management, 7th Edn, 2014

Suggested Data Sources

The following data sets are suggested to carry out the activities
1. https://data.worldbank.org/
2. https://www.statista.com/
3. https://data.gov.in/
4. https://censusindia.gov.in/
5. https://www.kaggle.com/
6. http://data.un.org/

Weekly Plan

Weeks I and II: Students learn about the concept of datasets (Variables, Observations) ;
Different type of Variables (Quantitative and Qualitative); Distinction between primary and
secondary sources of data

Weeks III and IV: Basic idea of using questionnaire and how to construct a it; Concept of
frequency distribution - cumulative and relative frequencies; Introduction to spreadsheet

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 Weeks V and VI: Tabular and graphical presentation of data: data tables, frequency curve,
histogram, bar graphs, pie charts. Students to explore various representations on spreadsheet
using datasets

Weeks VII and VIII: Introduction of Measures of Central Tendency: Mean, Median, Mode
through appropriate examples explaining the use of each one of them in various situations.
Understanding the concept of Weighted mean;

Weeks IX and X: Measures of dispersion: Range, Variance, Standard deviation; Visualizingthe

measures of central tendency and dispersion through frequency curve and histogram.
Understanding Quartiles, deciles and percentiles numerically.

Weeks XI and XII: Representation of population characteristics using the basic propertiesof a
Normal Curve, skewness and kurtosis.

Weeks XIII and XIV: Assignments based on Units 1 and 2 using spreadsheets to
consolidate the learning of concepts covered.

Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.

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 LIFE SKILL EDUCATION

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
LIFE SKILL 2 1 0 1 Class XII NIL
EDUCATION

Learning Objectives

The Learning Objectives of this course are as follows:

● To impart life skills education in field work practice

● To strengthen life skills for career building, critical thinking, attitudinal base for innovate
leadership

● To learn the application of life skills in diverse field work settings

Learning outcomes

At the end of the semester the students will be able to

● Focus on development of values in strengthening knowledge and life skills, bringing high
quality standards in field work practice-learning

● Understand the strength-based life skill development, team work, innovate leadership, design
thinking and career building skills

● Develop universal human values while utilizing life skills in field work

SYLLABUS

Unit I: Life Skills Introduction (No. of hours)

Unit Description: To introduce students to the basic concepts of life 3
skill management. Weeks: I-III

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 Subtopics:
● Basic Life Skills: Concept, Components and Significance
● Life Skills Development: National Perspective
● Universal Human Values – Love, Compassion, Truth, Non-
violence, Peace, Gratitude, Patience and Tolerance
Unit II: Basic Life Skills (No. of hours)
Unit Description: To learn the set of essential life skills that can lead 4
to high employability and good work culture.
Weeks: IV-VII
Subtopics:
● Team Work Skills: Social Etiquettes, Democratic Decision, and
Collaboration
● Innovative Leadership: Initiative taking, Time Management,
Capacity building, Life Coaching
● Career Building Skills: Exploring Career Opportunities,
Mentoring, Resume Preparation, facing Interview & Group
Discussion, Presentation Skills, Creating social media profile
Unit III: Significant Life skills and Techniques (No. of hours)
Unit Description: To understand potential changes that can be 4
brought about by employing essential life skills Weeks: VIII-XI
Subtopics:
● Developing Strategies for enhancing Life Skills
● Life Skills (Cognitive based): Critical Thinking, Knowledge
construction, Evaluating reasoning, Solution Focused Thinking,
● Life Skills (Behavioural Based): Ethics, Integrity, Problem
Solving, Decision making
Unit IV: Application of life skills in Field Work (No. of hours)
Unit Description: To learn the application of essential life skills in 4
diverse settings through case studies about interventions Weeks: XII-XV
Subtopics:
Developing specific life skills intervention plan for
● Stress Management and Coping strategies
● Simulation exercises: Brainstorming, Role plays for Team building
● Case Management

Practical component (if any) – Unit III & IV application based (30 hours)

Essential readings

● Bandyopadhyay and Subrahmanian (2008), Gender Equity in Education: A Review of Trends

and Factors

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● Brinkman, F. J. (2016). Environment, Religion and Culture in the Context of the 2030
Agenda for Sustainable Development, (April).

● Brown, T. (2012). Change by Design. Harper Business

● Care, E., Kim, H., Anderson, K., & Gustafsson-Wright, E. (2017). Skills for a Changing
World: National

● Census of India. (2011), Registrar General of India

● Clarke, D., Bundy, D., Lee, S., Maier, C., Mckee, N., Becker, A., Paris, F. (n.d.). Skills for
Health Skills-based health education including life skills: An important component of a
Child-Friendly/Health-

● Dewan S, Sarkar U (2017) From education to employability: Preparing South Asian Youth
for the world of work, UNICEF ROSA

● International Youth Foundation. (2014). Strengthening life skills for youth : A practical guide
to quality programming.

● Kwauk C & Braga. (2017) Life skills education is more than teaching skills, Brookings
institution Washington DC

● LIFESKILLS EDUCATION. (n.d.). Retrieved from, http://www.cbse.nic.

in/cce/life_skills_cce.pdf

● Perspectives and the Global Movement. Retrieved from https://www.brookings.edu/wp-

content/uploads/2017/03/global-20170324-skills-for-a-changing-world.pdf

Suggested readings

● Martin, R. (2007). How Successful Leaders Think. Harvard Business Review, 85(6): 60.

● Govt. of India. (2014 & 2016) Educational Statistics at a glance, MHRD,

● Murphy-Graham (2012), Opening Minds, Improving Lives: Education and Women’s

Empowerment in Honduras

● Sen Madhucchanda (2010), An Introduction to Critical Thinking, Pearson, Delhi

● South, T., Life, A., & Forum, E. (2005). Life Skills-Based Education in South Asia.

● Street, C. (2012). Global Life Skills Education Evaluation, (February).

● WHO (1997). Life Skills Education for Children and Adolescents in Schools. Geneva: WHO.

Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.

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