ROBOTICS AND ARTIFICIAL INTELLIGENCE

Aims:
ROBOTICS AND ARTIFICIAL INTELLIGENCE (66)

1. To develop an understanding of concepts and applications in Robotics and Artificial

Intelligence (AI).

2. To develop competencies in Robotics and Al via classroom instruction, laboratory and

self- directed project-based learning approach.

3. To facilitate appreciation, understanding and application of concepts of Robotics and AI

through learning and engaging in hands-on activities.

4. To instill AI-Readiness skills in students vide key concepts in AI, such as, Data, Computer
Vision and Natural Language Processing.

5. To introduce the students to the concepts of AI Project Framework.

6. To familiarize students with computational skills (basic python coding language).

7. To create awareness about ethical considerations of AI.

CLASS IX

THEORY-100 Marks

There will be one internal paper of two hours duration carrying 100 marks and an internal
assessment of 100 marks.

1. Introduction to Robotics

(i) Understanding Robots.

Basic understanding of what a robot is; definition and characteristics; benefits of using
robots (with respect to humans): increased quality, increased productivity, increased
efficiency, longer working span, working in hazardous environments, improved workplace.

(ii) Evolution of Robots; Laws of Robotics.

Brief history of Robots with respect to their evolution from 1900's till date. Definition of
Robotics, the three Laws of Robotics by Isaac Asimov (statements only).

(iii) Classification of Robots.

Classification of Robots as: field/terrain based (arial, ground, underwater) and control based
(manual, automatic): Meaning and examples of each. Bio-inspired robots: meaning, purpose
and examples (humanoids, birds, snakes and insects).

(iv) Real world Robots and their applications.

Application of robots in different fields (domestic, industry, medical, defense, entertainment

and agriculture) with at least Sug one example of each.

2. Robot as a System

(i) Building blocks of Robots.

General block diagram of a robot. A detailed study of the building blocks of a robot.
Concept of a robot as having mechanical, electronic and computational blocks; functioning
and-working principle of each block. Design aspects using examples of humanoid, aerial,
underwater and mobile robots.

(ii) Identification of Robots.

Identification of robots (through demonstration/video/graphic details).

Illustration using an industrial robot (e.g., Industrial Robotic Arm), humanoid and mobile
robot. The idea that a mechanical body can be of any form must be emphasized.

Concepts in Robotics

I. Types of motion; motion in one-dimension and two-dimension; types of joints and

links.

Types of motion (linear, angular, and one-dimension and two-dimension; types of

circular); a brief understanding of motion in joints (prismatic, revolute, and spherical):
types of links (rigid and soft). Relevant examples for each of the above.

(ii) Using links and joints to create specific motion.

A detailed study of how links and joints help create specific motion. Identification of links
and joints used in a given system. Examples for the demonstration can include Industrial
Robot Arms.

(iii) Degree of freedom of a robot

Definition, Identification through illustration.

  PART 2
ARTIFICIAL INTELLIGENCE (AI)
Introduction to Artificial Intelligence (AI)

I. Meaning and brief history.

Definition of Artificial Intelligence; brief account of the history of AI since the time John
McCarthy first coined the term in 1956; Turing Test, its use and importance.

I. Applications and Benefits of AI.

Applications of AI in different fields: commercial, industry, medical/health care, defense,

banking, entertainment, transport, security and agriculture. Commonly used Al applications
in daily life such as, online shopping, search engines, chatbots, voice assistants,
entertainment portals, facial recognition, driver assisting vehicles, augmented/ virtual
reality.

Benefits of using AI- Automation, smart decision making, assisting humans, remote patient
monitoring & monitoring the progression of contagious diseases, analysis of data for
research and development, efficiently solving complex problems, speedy disaster recovery
strategy, performing recurring business tasks, reducing the chances of manual errors,
ensuring 24-hour service availability with the same performance and consistency
throughout the day.

II. Ethical considerations in AI.

A brief understanding of ethics in artificial intelligence ligence including bias, prejudice,

fairness, accountability, transparency, and explainability.

Role of Data and Information, Evolution of Computing

1. Data and Information: Types of Data (audio, visual, numeric, text); Data to Information.
Understanding that data is pivotal to Artificial Intelligence. A brief introduction to how
relevant data is identified, acquired, and explored, as a precursor to the AI Project Cycle.

2. Evolution of Computing: Pre AI/ML Binary Logic System, Conditional Gates, Deterministic
computing for deterministic problems.

An introduction to above mentioned topics, with the emphasis that earlier computing was
suited for only deterministic problems; explaining deterministic computing and
deterministic problems giving relevant examples. Illustrating the limitations of Po
deterministic computing in solving real life problems, Comparison between deterministic
and probabilistic nature of real-life problems.
Note: Explanation of how AI can solve a new class of problems, based on a probabilistic
paradigm. Hence Need for AI: Probabilistic, real-life problems; The AI Discretion (AI is
deterministic needed for solving problems) for example -the difference in description of
temperatures by a machine and a human. A machine would make a discrete. distinction
between cool and hot at a given temperature for instance if 35°C is hot, then any
temperature 34.9° C and below would be cool. Humans would, however, describe the
temperature on a range of 'cool, pleasant, warm, hot and so on based on their subjective
experience of the temperature.

3. Introduction to Data and Programming with Python

(i) Familiarization with Python:-

Introduction to Python and its elementary concepts: object-oriented, high-level, general

purpose programming language. Uses and advantages of Python.

(ii) Introduction to data types and variables:-

Introduction to a simple python program structure and the concept of indentation in

Python, different data types in Python numeric (int, float), Boolean, sequence type (tuple,
list, strings), sets and dictionary, an understanding of what kind of data types should be used
in different use cases. Introduction to variables and assignment of values.

(iii) Introduction to Operators:-

Usage of different operators (arithmetic, logical, assignment, comparison, identity,

membership) on data types, kind of statements which can be executed in Python.

(iv) Conditional Statements

Introduction to blocks in Python, if conditions, if else conditions, nested if conditions, if-

else-if (elif) conditional block, case and switch. Shorthand conditional statements.

(v) Control Statements.

Meaning and use of loops in python. Different types of loops (while, for), nested loops,
syntax used for' loop for different types of iterables (list, tuple, string, dictionary) along with
the idea of break, continue and pass statements, while' loop and their use cases.

(vi) Functions
 An understanding of both built in and user defined functions; the importance of functions to
maintain modularity: arguments given to a function (fixed and variable length); the concept
of default arguments and return type of a function.

4. AI Concepts and AI Project Framework

I. AI Concepts

Broad and narrow Al, strong versus weak Al Expert systems in Al (for eg. Eliza). Computer
vision (CV), Natural Language Processing (NLP) and Neural Network (NN).

(ii) Components and Stages (alias AI Project Cycle).

Understanding of AI Project Framework, Stages involved in AI project: Problem Scoping,

Data Acquisition, Data Exploration, Modelling and Evaluation understanding of each).

INTERNAL ASSESSMENT-100 Marks

Students are expected to do a minimum of 15 assignments during the year to reinforce

concepts studied in class. The details are as follows:

Details of Assignments to be done during the year

Board Area Number of Assignment

Robotics 3

Artificial Intelligence 2

Python programming 10

Total 15

The teacher in-charge should maintain a record of all the assignments done as a part of
practical work throughout the year and give it due credit and the time of commulative
evauation at the end of the year.
 SUGGESTED LIST OF ASSIGNMENTS:
Some sample problems are given below as examples. The problem of varying levels of
difficulty:

Robotics

1. Robots are becoming smarter day by day. Identify 5 unique smart robots and make a
presentation in the class as a think pair.

2. "All robots are machines, but all machines are not robots. Prepare a writeup on the same.

3. Construct a Mind map of Robots and Robotic Systems covering Features, Applications and
Classification of Robots (refer to Mind Map - Tony Buzan).

Artificial Intelligence

1. Think and plan a small presentation on how Al could be used in classrooms. Which
subjects could be taught and how would teaching be different in an Al-enabled classroom?

2. Al is a powerful tool; however, depending on how it is used, it can be a blessing or a

curse. Discuss with examples.

3. Apply AI Project Framework to design Components and Stages required to make a 'smart
school' as a use case in a chart. (Example of a Smart school: automated fee, homework,
attendance, library management, etc.).

Python Programming

1. Create a mind map of various data types in Python with examples (refer to Mind Map -
Tony Buzan).

2. Discuss the uses of Python functions like modularity, reducing repetition of code, keeping
different functionalities separate.

3. Explain the different types of errors incurred while executing a Python script.

4. Describe 'while' loop with example in Python.

5.

Write Python code to generate "AI is a Powerful Tool; however, it is to be used with
"Discretion" as output.

6. Write a Python algorithm to find the larger of the two numbers.

7. Input a number and check whether it is a prime or a composite number using Python.

8. Input two numbers and find their HCF and LCM

9. To print the format:

11

111

1111

10. Generate the first n terms of a Fibonacci Series 0,1,1,2,3,5,8...

Other possible scenarios:

11. Classroom:

(i) Storing Student details.

(ii) Calculating percentages, CGPA.

(iii) Generating report card: Function to enter which student's report card is being made.

(iv) Function to fetch student details from the saved data.

(v) Function to display the final result.

(vi) If-else: Checking for scholarship.

(vii) Iterating through student details and fetching required details.

12. Environment System :

(i) Storing pollution levels, temperature details of various cities.

(ii) Calculating average temperatures across different months.

(iii) Creating a report of temperatures in summers in different cities.

(iv) Function to fetch temperature details from the saved data.

(v) Function to display final result

(vi) If programs: which city has maximum and minimum temperature.

(vii) If-else programs: checking pollution level. (viii) If-elif: program to put cities into slabs of
iterating high temperatures/pollution, through city temperature details and finding hottest
and coolest city.

13. E-Commerce:
if-elif-programs: based discount online For example: There is a sale for students on an e-
commerce website on the occasion of Children's Day. A discount of 10% discount is being
provided on stationery items, 12% on bags and 15% on laptops. Write an if-elif program to
input student item choices and determine their total bill after the discounts.

NOTE: This list is indicative only. Teachers and students should use their imagination to
create innovative and original assignments.

EVALUATION OF PROGRAMMING ASSIGNMENTS

Proposed Guidelines for Marking

The teacher should use the criteria below to judge the internal work done. Basically, four
criteria are being suggested: class design, coding and documentation, variable description
and execution or output. The actual grading will be done by the teacher based on his/her
judgment. One possible way: divide the outcome for each criterion into one of 4 groups:
excellent, good, fair/acceptable, poor/unacceptable, then use numeric values for each grade
and add to get the total.

Class design:

Has a suitable class (or classes) been used? Are all attributes with the right kinds of types
present? Is encapsulation properly done? Is the interface properly designed? Is the logic or
pseudocode and/or algorithm is correct?

Coding and Documentation:

Is the coding done properly? (choice of names, no unconditional jumps, proper organization
of conditions, proper choice of loops, error handling code layout). Is the documentation
complete and readable? (class documentation, variable documentation, method
documentation, constraints, known bugs if any).

Variable Description

Format for variable description:

 Name of the Data Type Purpose/Description
variable

Evaluation of practical work (Assignments) will be done as follows:

Subject Teacher (Internal Examiner): 100 Marks

Criteria (Total-100 Class Design Variable Coding and Execution OR

marks) (20 marks) Description Documentation Output (40 marks)
(20 marks) (20 marks)

Excellent 20 20 20 40

Good 16 16 16 32

Fair 12 12 12 24

Poor 8 8 8 16

LABORATORY DEMONSTRATION EXPERIMENTS

The following experiments can either be demonstrated physically by the teacher using a Kit/
using audio- visual material. Alternatively, these may be taken up as group projects under
the guidance of the teacher:

(i) Robotics Game

(ii) Intelligent Robotic Waste Bin

Note: The purpose of these laboratory experiments is to familiarize students with robotics
systems. These are not a part of the evaluation.
 Item Number

Computer Laboratory Desktop PCs with python

installed
15

Registration ids on Tinker for Students 30

Miscellaneous Screwdrivers, Allen wrinch,

Soldering Station

For Laboratory Experiments

Single Board Components: Servo Motors, Sensors, 10 sets

Wires, Batteries, Crimper, LED

10 sets

Robotics Game

An introductory DIY setup analogous to a Robotic Systems with Vibration

motor, and Coin battery.

A Bristle Bot Race can be conducted as an activity. Bristle bot is available as a kit
and can also be easily built using the following parts: Vibration Motor, Coin cell
battery. Toothbrush head with the handle cut off. double sided tape.

Intelligent Robotic Waste Bin

- Intelligent Robotic Waste Bin works supervision device for waste. This
device integrates select sensors to supervise the state of waste. It
includes:
- an ultrasonic sensor to check the level of the waste, used to prevent
overflows by alerting the garbage collection team.
- a temperature and humidity sensor to monitor the waste environment
- a flame sensor to check for incandescent waste and reduce the risk of
 fire
- a servo motor to open the lid whenever someone comes in the vicinity
of the waste bin demonstration by teacher.

CLASS –X

THEORY-100 Marks

There will be one internal paper of two-hour duration carrying 100 marks and
an internal assessment of 100 marks.

Note: Key concepts of Class IX need to be revised as a prerequisite

1. New Age Robotic Systems

Warehouse Robots, Assistant Robots, Smart Homes. Smart Schools, Smart mobility.
Autonomous Cars/Driver Assisted Cars,

Autonomous Drones, Robotics for Medicine and Healthcare, any other (give examples). Why
NARS are relevant and possible. Some common examples of robotic systems such as,
elevator.

2. From Robots to Cobots

(i) Difference between a machine and a robot.

Difference between a machine and a robot: an understanding of how a robot must

continuously sense, maintain a certain speed and do a certain task that it is programmed to
do, using examples; identification of machine/robot through illustrations.

(ii) Cobots

Meaning of Cobots (as robotic systems with humans in the loop, emphasizing the provision
for human interaction and a multi robot system); difference between Cobot and Robot,
importance of cobots, a brief understanding of the progress from Robots to Cobots.

3. Components of Robots as a System

(i) Introduction to Gears.

Use of gears in robots- transmission and amplification of force, principles of gears, types of
gears, gear ratio (brief understanding with examples).
(ii) Sensors in Robotics.

Types of Sensors based on application (Vision, tactile, temperature, range and proximity
detection, motion, navigation, speech recognition) with examples only.

Classification of sensors as Internal Sensors (Position, Velocity, Acceleration and Force

Sensors) and External Sensors (Contact type, Non-contact Type Sensors). Functions of
sensors.

(iii) Actuators

Brief understanding of actuators and their application; types of actuators (linear and rotary)
with examples such as joints and wheels.

(iv) Controller for a Robotic System

Examples of control systems from daily life: regulation of fan, refrigerator, and air
conditioner.

Control systems in robotics: Meaning, functions and working; differences between manual
and automatic control systems. Block diagrams to be used to illustrate

(Input-controller-robot-feedback).

(v) Integrating Sensors, Actuators and Controller in a Robotic System

Illustration using a simple example: how angular position is measured by a position sensor
of a robotic arm is controlled by driving the revolute joint using a motor.

4. Visualization, Design and Certain of Componets

(i) Application of Mechanical Block of Robotics. Visualize, design and create components of a
robot.

Using Tinkercad to visualize, design, and create the components of a robot; the different
types of joints: revolute and prismatic, RR Mechanism.

(ii) Visualization of motion.

Use of Tinkercad to visualize motion of the components designed.

5. Integrating Robots as a System

Building simple robotic systems, wheeled mobile robot, Single Board Computer coding
Using Tinkercad to build simple robotics systems, for example, RR Mechanism. Building
simple systems up to a mobile robot with four wheels.

PART II

ARTIFICIAL INTELLIGENCE
Note: Key concepts of Class IX need to be revised as a prerequisite.

1.Decision making in Machines/ Computers

(i) Automated versus Autonomous Systems

Concepts of Automated versus Autonomous Systems for Deterministic versus Probabilistic

versus.

(ii) Decision Making.

Human versus machine decision making as subjective and objective respectively: An

understanding of object classification by humans and computers/machines.

(iii) Machine Learning (ML)

A brief understanding of Machine Learning. role of data and information. Steps in machine
learning. Importance of programming and algorithms in teaching machines/computers in
subjective decision making.

Example such as fruit sorting.

2 Machine Intelligence and Cybersecurity in Computing

(i) Machine Intelligence - Turing Test.

Human intelligence vs Machine Intelligence; role of the Turing test in AI: a brief
understanding only; connectivity between human intelligence and machine intelligence.

(ii) Cybersecurity

A basic understanding of security and ethical issues such as the unauthorized use of
hardware, theft of software, disputed rights to products, the use of computers to commit
fraud, the phenomenon of hacking and data theft, sabotage in the form of viruses,
responsibility for the reliability of output, making false claims for computers, and the
degradation of work.
3. Components of AI Project Framework

(i) Problem Scoping

Understanding of problem and finding out which factors affect the problem, defining the
goal of the project. The 4 Ws: Who, What, Where, Why. The Problem Statement.

(ii) Data Acquisition

Types of Data, Data Features, Data Sources, Training and testing Data and System Maps.
Importance of acquiring relevant data from reliable sources.

Sources of Dataset in AI- Kaggle Platform

(iii) Data Exploration

An understanding of different ways of representing data to gather meaningful information:

Bar graphs/ histograms, line. graphs, scatter plots, pie charts.

(iv) Modelling and Evaluation

Approaches in AI data modelling: Prediction -linear regression. Rule based approach,

learning based approach, supervised learning, unsupervised learning (brief understanding of
each).

Introduction to Data and Programming with Python

(i) Modules and Packages.

Scope and uses of packages, modules and Pandas, SciPy, libraries like NumPy, Matplotlib;
implementation using simple programs in python.

An understanding of what libraries are and why we need them in the first place, the syntax
of importing libraries.

(ii) Lists and Tuples in Python.

Introduction to lists, creation of list, access elements of a list, list operations (append, insert,
extend, sort, search)
Introduction to tuples, creation of tuple, accessing tuples, deleting a tuple, and converting
list to tuple and vice-versa.

(iii) Strings

Introduction to strings, creating strings, a string. multiline strings, traversing concatenating

strings, escape sequences. String operators, string in-built functions:

int string.len()

string string.upper()

string string.lower()

boolean string.endswith(value)

boolean string.startswith(value) int string.find(value)

boolean string.islower)

string string.replace(oldvalue, newvalue)

int string.count(value)

boolean string.isalpha()

boolean string.isdigit()

boolean string.isalnum

string string.join(iterable)

string string[start:end:step]

INTERNAL ASSESSMENT-100 Marks

Students are expected to do a minimum of 20 assignments during the year to reinforce
concepts studied in class. The details are as follows:

Details of Assignments to be done during the year

Broad Area Number of Assignments

Robotics 3
Artificial Intelligence 2
Python (Programming) 15
Total 20
The teacher-in-charge should maintain a record of all the assignments done as a part of
practical work throughout the year and give it due credit at the time of cumulative
evaluation at the end of the year.

SUGGESTED LIST OF ASSIGNMENTS:

Some sample problems are given below as examples. The problems are of varying levels of
difficulty:

Robotics
1. Make a presentation on the difference between a

machine/robot/cobot.

2. Technology is evolving at a fast pace. What does it

mean for us? Discuss.

3. Are smart systems making humans less smart?

Discuss.

4. Prepare a report on robotics systems being used in

different spheres of life?

Artificial Intelligence (AI)

1. Create a concept map of a smart transport management systems for a school. (Refer Tony
Buzan concept map).

2. Create a chart for AI enabled query management system for a school. (Refer Tony Buzan
concept map). Use AI Project Framework.

3. Ideate and prepare a presentation on how AI could be used in a school. Which areas in a
school can be benefitted using AI? Using AI Project framework ideate the implementation of
AI towards a smart school.

Python Programming

1. Create a list of all students in your class and sort them in alphabetical order.
2. Find a word string of interest in a given sentence. For the same string match for exact
case if a particular word string is present in a given sentence. Display output "String Name
Found", or "String Name Not Found"

3. Make a dictionary dataset of all cities in India and store their average temperature and
pollution details.

4. Create Numpy arrays

a) Getting elements from Numpy arrays using index values.

b) Numpy array slicing.

c) Getting Numpy array shape and reshaping them.

d) Iterating a Numpy array.

e) Join and split Numpy arrays.

Searching and sorting of Numpy arrays, Using mean, median and mode methods given

in Numpy,

5. Display an image using matplotlib and print its numpy array form. Also check the data
type and shape of the numpy array. Use the library 'skimage' for getting sample images.

6. Reading a.csv file into a Pandas DataFrame.

7. Reading json data into a Pandas DataFrame.

8. Basic data analysis on data with info(), tail(), head commands.

9. Plotting x and y point arrays on a plot.

10. Using different type of markers and line styles on the plot.

11. Declaring labels for the axis.

(Plot selling price and original price).

12. Plotting bar graphs - Use the bestselling book dataset to plot year wise data and find out
what genre was bestselling across years.

13. Plotting histograms - Use the top 200 YouTubers' dataset to plot and find out what genre
was most liked. Also plot followers using histogram for each genre.

14. Regression Assignment (Predicting the Future) - Plot the relationship between the year
and the average temperatures. Can you predict the average temperature for future years?
What do you infer from the trend?
15. Creating a normal distribution and displaying in graph (using Numpy + Matplotlib) -
Display the scores of students in a graph and check if it is a normal distribution? What is the
mean, median and mode of this data?

16. Write a Python program to calculate the electricity bill. Accept the last meter reading
and current meter reading and the rate per unit from the user. Calculate the number of
units and total bill consumption for the user.

17. A company decided to give bonus of 5% to an mployee if his/her year of service is more
than 5 ears. Write a Python program to ask the user for eir salary and year of service and
print the netonus amount.

- This list is indicative only. Teachers and s should use their imagination to create ive and
original assignments.

EVALUATION OF PROGRAMMING ASSIGNMENTS

The teacher-in-charge shall programming assignments done by the student throughout the
year (both written and practical work). He/she shall ensure that most of the components of
the syllabus have been used appropriately in the assignments. Assignments should be with
appropriate list of variables and comment statements. The student has to mention the
output of the programs.

Proposed Guidelines for Marking

The teacher should use the criteria below to judge the internal work done. Basically, four
criteria are being suggested: class design, coding and documentation, variable description
and execution or output. The actual grading will be done by the teacher based on his/her
judgment. One possible way: divide the outcome for each criterion into one of 4 groups:
excellent, good, fair/acceptable, poor/unacceptable, then use numeric values for each grade
and add to get the total.

Class design:
Has a suitable class (or classes) been used?

Are all attributes with the right kinds of types present?

Is encapsulation properly done?

Is the interface properly designed

Coding and Documentation:

Is the coding done properly? (Choice of names, no unconditional jumps, proper organization
of conditions, proper choice of loops, error handling, code layout) Is the documentation
complete and readable? (class documentation, variable documentation, method
documentation, constraints, known bugs - if any).

Variable description:
Format for variable description:

Name of Variable Data Type Purpose/Description

Execution or Output:
Does the program run on all sample input correctly?

Evaluation of programming assignments will be done as follows:

Subject Teacher (Internal Examiner) 50 marks

External Examiner 50 marks

Criteria (Total- Class design(10 Variable Coding and Execution OR

50 marks) marks) description (10 Documentation(10 Output(20
marks) marks) marks)
Excellent 10 10 10 20
Good 8 8 8 16
Fair 6 6 6 12
Poor 4 4 4 8

An External Examiner shall be nominated by the Head of the School and may be a teacher
from the faculty, but not teaching the subject in the relevant section/class. For example, A
teacher of Computer Science of class XII may be deputed to be the External Examiner for
class X.

The total marks obtained out of 100 are to be sent to CISCE by the Head of the school.

The Head of the school will be responsible for the online entry of marks on CISCE's CAREERS
portal by the due date.

LABORATORY EXPERIMENTS FOR DEMONSTRATION

The following experiments can either be demonstrated physically by the teacher using a Kit/
using audio-visual material. Alternatively, these may be taken up as group projects under
the guidance of the teacher.

Programmable Mobile Robots:

*Line follower, Obstacle avoidance and Edge Detection Mobile Robots.

Note: The purpose of these laboratory experiments is to familiarize students with robotics
systems and are not a part of the evaluation.

*A line follower robot will be able to follow a drawn line on the floor and move accordingly.
An obstacle avoidance robot will be able to detect any solid object that comes along its path
and change its direction to avoid it. An edge detection mobile robot will move on the table
be able to detect the edges and prevent itself from falling off the table.

All these are excellent examples of sensors in action. These robots can help in
understanding how the sensors interface with the microcontrollers to automate a specific
tasks.

A plethora of examples of these systems are j manufacturing plants, autonomous driving

vehicles, space programs, automatic vacuum cleaners etc.

The fundamental design of these robots are s placed sensors which enable them to work in
a more specialised manner. Both the Line Following and Edge Detection Robots employ a
couple of IR sensors but their placement makes them perform different tasks.

In case of Line Follower, the IR sensors are placed close to each other to help in following a
predefined path whereas, the edge detector has widely placed IR sensors to maximise
coverage area thus preventing itself from falling off from a surface. The Obstacle Avoider
Robot detects if any object comes in front of it at a pre-defined employs an Ultrasonic
Sensor which automatically distance and changes its course accordingly.

LABORATORY REQUIREMENTS
(For a Class of 30 students)

Item Number
Computer Laboratory 15
Desktop PCs with Python and Tinkercad
installed
Registration ids on Tinkercad for student 30
user
Miscellaneous Screwdrivers, Allen wrench, soldering station
For Laboratory Experiments
Single Board Computer (e.g. Arduino 10 sets
uno/nano ble sense, raspberry pi)
Robotics Componets: Servo motor, sensors 10 sers
(Ultrasonic, IR), wires, batteries, crimper,
LED
 Programmable Mobile Robots: Line follower, obstacle avoidance and Edge Detection
Module Robot.
The aforementioned Programmable mobile robots are available as a DIY kit and also be
easily built using the Robotic Components.

SOCIALLY USEFUL PRODUCTIVE WORK AND COMMUNITY SERVICE

CLASSES IX-X
Emphasis should be placed on work practice and classroom discussions in these classes. A
component of Contemporary Studies may be correlated with SUPW.

Work practice will include one main craft or equivalent service and at least one subsidiary
craft or equivalent service.

MAIN CRAFTS/SERVICES
(i) Health and Hygiene

Growing medical plants; eradication of communicable diseases; paramedical service.

(ii) Food

Agro-industries; kitchen gardening: compost culture; crop and seed production; repair of
farm implements; soil conservation and desert control; horticulture; animal husbandry and
dairying; bee keeping; poultry farming; fish culture; bakery; confectionery; cooking.

(iii) Shelter

Pottery: Masonry work; Workshop practice (mechanical); Workshop practice (electrical);

Workshop practice (electronics); Cane and bamboo work; House-craft; Black smithy; Foundry
work; Carpet weaving.

(iv) Clothing

Production of cotton; wool; silk and other fibres; Weaving; Dressmaking; Knitting; Hosiery
work; Embroidery work; Dress designing; Leatherwork.

(v) Cultural and Recreational

Making toys and puppets; Making and repairing musical instruments; Making games
material; Printing: Bookbinding; Making stationery; Photography.

SUBSIDARY CRAFTS/SERVICES
(i) Health and Hygiene

Cleanliness of the neighbourhood, well and pond and the disposal of garbage; construction
of toilet facilities and compost pits; making tooth picks, tooth powder; soap; detergents;
disinfectants; first aid boxes; construction of wastepaper- baskets; dustbins; garbage cans;
brooms; brushes; cobweb cleaners; dusters; mops, etc.; detection of adulteration.

(ii) Food

Distribution of fertilisers and insecticides; processing and preservation of food; hydroponics;

mushroom culture; khandsari, gur and candy making; catering; making jam; jelly, squashes,
pickles, bari and papad, etc.; packing food; marketing.

(iii) Shelter

Home, village and town-planning.

Lac culture.

Renovation and effecting minor repairs in buildings, fittings, furniture and household articles.
Decorating the home; gardening; surface be decoration; interior decoration; construction of
bas decorative pieces; plaster of Paris work; chalk and candle making; making limestone.

(iv) Clothing

Spinning of different fibres; Dyeing and printing; Repair of garments; Laundry work.

(v) Cultural and Recreational

Stagecraft; making costumes; holding exhibitions

Further Suggestion on Socially Useful Productive Work:

Given below is an indication of how Socially Useful Productive Work can be combined with
the 'sixth subject' to be offered in the ICSE examination:

Allied Subject Craft-Socially Useful Productive Work

1. Art

(i). Pottery work

(ii) Sculpture: any medium

(iii).Weaving: any medium

(iv) Block printing, screen- printing, batik, tie and dye, etc. on any material.
 (v) Embroidery.

(vi) Puppet or marionette making.

(vii) Printing from original wood or lino block.

2. Technical Drawing Application

(i) Woodwork or Metal work.

3. Home Science

(i) Laundry Work or Practical Cookery or Care of a House.

4. Cookery

(i) Practical Cookery.

5. Fashion Designing

(i) Needlework and Dressmaking.

6. Music (a) Indian

(i) Vocal, Instrumental, Tabla,

(b) Western (i) Piano or other instrument.

ASSESSMENT: (Classes IX and X)

Evaluation is an important aspect of planning and execution of the Socially Useful
Productive Work and Community Service Programme in Schools. From the beginning of the
programme each step needs evaluation. An illustrative guide to the areas of assessment and
weightage to be given is contained in the following paragraphs.

1. Selection of Socially Useful Productive Work and Community Service.

Suggested lists of the Main Crafts/Services and Subsidiary Crafts/Services have been given in
the syllabus booklet. Candidates will be required to select one main craft and one subsidiary
service OR one main service and one subsidiary craft per year of preparation for the
examination, ie, Class IX and X.

2. Internal Assessment
The Internal Assessments will consist of Work (b) Community Service. The work assessment
in (a) Socially Useful Productive undertaken by the candidates during the two-year
preparation period in each will be assessed and will be placed in an order of merit list giving
them marked out of 50. From these assessments they marks out of a total of 100. The CISCE
reserves the right to call for the records of the candidates work.

3. Socially Useful Productive Work

(i) This will be taken to mean work practice in a main or subsidiary craft. In contrast to
community service it implies the making of articles of social use or the practice of a skill,

(ii) The areas of assessment of Socially Useful Productive work may be classified as follows:

marks

(1) Preparation 05

(2) Organisation 10

(3) Skills 20

(4) Research 10

(5) Interest 05

(iii) Preparation: It is important to select a craft which is socially useful and within the
candidates' capabilities. It may be necessary to visit localities where certain crafts are
practiced and note details of the processes or methods involved.

(iv) Organisation: The candidates should be able to explain in writing, the tools, materials
and processes required as well as draw up a timetable/ programme of work.

(v) Skills: The manual skills of the candidates should be assessed regularly and from the
finished product(s) and include the candidates' abilities to follow processes/ methods of the
craft.

(vi) Research: This is the candidates' ability to analyse a process or method and suggest/
implement improvements and also improvise wherever necessary.

(vii) Interest: This is an assessment of candidates' industriousness, constancy and

conscientiousness with regard to the work undertaken. The candidates should be able to
adhere to the timetable/ programme of work drawn up by them.

(viii) Record Card: This should be kept for each candidate and the assessment of Socially
Useful Productive Work entered in it. A specimen of the record card is given below for
guidance.
(ix) Interpretation of Grades:

Grade Standard
A Very Good
B Good
C Satisfactory
D Fair
E Unsatisfactory (Fail)

NAME OF THE SCHOOL

Internal Assessment Card for Socially Useful Productive Work

Name of the Candidate: …………………………………………………………………………………………………………

Craft/Skill: ……………………………………………………………………………………………………………………………..

ASSESSMENT RECORD

Date of Areas of Assessment

Assessmen
t Preparation Organisation Skills Research Internet

Grad Point Grad Point Grad Point Grad Point Grad Point
e s e s e s e s e s