As per

NEP 2020
and
NCF 2023

TECH TRAILS
A textbook of Computer Science for
Joyful & Experiential Learning

Based on
Windows 10 and MS Office 2016

Teacher’s Resource Manual

8
2
Teacher’s Daily Schedule

Periods
0 I II III IV V VI VII VIII
Days

Monday
B
Tuesday
R

Wednesday E

A
Thursday

K
Friday

Saturday
 Child Development Skills and
Milestones Stages

Child development stages are the milestones of child development. Children undergo various changes
in terms of physical, speech, intellectual and cognitive development gradually until adolescence. Specific
changes occur at specific ages of life. Children reach milestones in how they play, learn, speak, act and
move. All children develop at their own pace, but these milestones give you a general idea of the changes
to expect as the child grows. Such milestones help the teachers in identifying and comprehending the
differences between children of different ages.

Development Chart: 5 – 8 years

• Improved balance and coordination
• Increased strength and endurance
• Enhanced running, jumping and sports abilities
Physical
• Improved hand-eye coordination
• Better handwriting and drawing skills
• Ability to tie shoelaces, button clothing and manipulate small objects with precision
• Improved working memory and attention span
• Better retention and recall of information
• Enhanced ability to solve simple problems independently
Cognitive • Began to use logical reasoning
• Developed the ability to think abstractly and understand more complex concepts
• Improved understanding of cause and effect
• Developed mathematical concepts and operations
• Speaks very clearly, using sentences
• Tells a story in complete sentences
• Developed oral language skills
Language
• Acquired new vocabulary which may reach around ten thousand words
• Improved use of pronouns and verb tenses
• Advanced in reading and writing skills, moving from basic to more complex texts
• Developed a sense of self-confidence
• Distinguishes fantasy from reality
• Expresses likes and dislikes
• Developed a sense of self and self-esteem
Social/ • Better control over emotions
Emotional • Improved ability to express feelings
• Forming friendships and maintaining them
• Developed empathy and understanding others’ perspectives
• Began to distinguish between right and wrong
• Seeking more independence while still relying on elders for guidance and support

“Children have real understanding only of that which they invent themselves.”

3
 Development Chart: 9 – 11 years
• Fine motor skills are well-developed, allowing for precise and controlled movements
• Gross motor skills continue to improve, enabling better performance in sports and
Physical
physical activities
• Enhanced coordination and dexterity, making activities like sports, arts, etc.

• Advanced problem-solving skills with the ability to think critically and analyse information
• Developed abstract thinking, ability to understand complex concepts and ideas
• Improved metacognitive skills, enabling self-awareness and better planning, monitoring,
Cognitive
and evaluating one’s own thinking processes
• Enhanced logical reasoning and the ability to draw conclusions based on evidence
• Proficiency in more advanced mathematical concepts and literacy skills
• Continued growth in vocabulary, with an expanded range of words and expressions
• Mastery of complex sentence structures and precise use of grammar and syntax
Language
• Developed effective communication with elders
• Developed reading and writing skills

• A growing sense of self-identity and self-esteem

• Improved emotional regulation and expression
• Deepening of friendships and a greater focus on peer interactions and peer acceptance
Social/
• Increased empathy and understanding of others’ emotions and perspectives
Emotional
• Developed a sense of right and wrong based on personal values and societal norms
• Seeking more independence and responsibility while still relying on guidance and
support from elders

Development Chart: 11 – 20 years

• Adolescents experience a growth spurt, with rapid changes in height and weight
Physical • Continued improvement in fine and gross motor skills, supporting more advanced
physical activities and sports
• Internalise work and study habits
• Can explain their positions and choices
Cognitive
• Becomes more self-focused and self-conscious
• Becomes a daily planner and decision-maker

• Expanded vocabulary and language proficiency in reading, writing and speaking

Language • Highly developed communication skills and ability to express complex ideas and emotions
• Proficiency in reading comprehension and analyse and interpret written and visual media

• Began to form stronger, more complex friendships and peer relationships

Social/
• Moral judgments and decisions are based on cultural norms, expectations and laws
Emotional
• Began showing gender stereotyping of behaviours and attitudes

Tailoring teaching to children’s developmental stages is crucial for successful learning in the classroom.
“Knowledge will bring you the opportunity to make a difference.”

4
 Teaching Pedagogical Methods
for 21st Century Education

Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors
ask their students to do) and learning assessments (the assignments, projects, or tasks that measure student
learning). It’s about understanding how to effectively impart knowledge and foster the development of
critical thinking, problem-solving and other essential skills in students.

A. LESSON PLAN
A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how
learning will be measured. Details in lesson plan will vary depending on the preference of the teacher,
subject being covered, and the needs of the students.
A lesson plan addresses and integrates the following three key components:

What do I want
students to
learn?

What teaching
How will I
and learning
check for
activities will I
understanding?
use?

• Objectives for student learning

• Teaching/learning activities
• Strategies to check student understanding

Structured Framework of a Lesson Plan defining Teaching Objectives

• Identify the learning objectives
• Plan the specific learning activities
• Plan to assess student understanding
Before the class
• Plan to sequence the lesson in an engaging and meaningful manner
• Create a realistic timeline
• Plan for a lesson closure
During the class • Introduce the lesson plan to the class at the beginning of the session.
“Knowing
• Analyse yourselfelements
the effective is the beginning of underlying
and their all wisdom.”
reasons. If required, make
After the class
modifications to the lesson plan.

“Education is helping the child realize his potentialities.”

5
B. TEACHING STRATEGIES
Teachers are required to come up with different teaching strategies to ensure equitable learning for
students. They should know how to make their classroom engaging for all students.
Differentiated Student Centric Work as a
Instruction Discussion team

Collaborative Game-based Use of Visual

Learning learning Aids

Problem Socratic Reflective

Solving Questioning Practice

C. BLOOM’S TAXONOMY
Bloom’s Taxonomy is a hierarchical framework used to classify and categorise different levels of cognitive
learning and thinking skills that students can acquire. It was originally developed by educational psychologist
Dr Benjamin Bloom and his colleagues in the 1950s and later revised by Anderson and Krathwohl in 2001.
Bloom’s Taxonomy consists of a pyramid with six distinct levels, each representing a different order of
thinking skills, starting from the most basic to the most complex.

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Remembering Understanding Applying Analysing Evaluating Creating

Recall facts, Explain ideas, Use information Examine Make judgments, Synthesize
information, or concepts, or to solve relationships and form opinions, information from
concept principles in problems, apply identify patterns and assess various sources
their own words, knowledge to or trends the quality, to generate new
summarise new situations, or significance, or ideas, designs, or
information, or demonstrate their effectiveness of solutions
provide examples skills in practical ideas, arguments,
applications or solutions

Lower-order thinking skills Higher-order thinking skills

As a teacher, it’s important to guide students through Bloom’s Taxonomy by encouraging them to advance
from lower-order thinking skills (e.g., remembering and understanding) to higher-order thinking skills
(e.g., applying, analysing and creating) as they deepen their knowledge and critical thinking abilities. This
helps foster intellectual growth and prepares students for more complex cognitive challenges.

“Learning is more than absorbing facts, it is acquiring understanding.”

6
 Lesson Plan

1 Networking Concepts
Learning Objectives
At the end of the chapter, students will be able to-
 Understanding the concept of a computer network
 Exploring the advantages and benefits of networking
 Identifying different types of networks (LAN, WAN, MAN,
etc.)
 Recognizing key components of a network (routers,
switches, etc.)
 Studying various network architectures (client-server,
peer-to-peer, etc.)
 Learning about different transmission media (cables,
wireless, etc.)
 Understanding network topologies (star, mesh, bus, etc.)
 Exploring network security principles and practices

Resource Requirements Number of Period(s)

 A computer lab that has internet connectivity. Theory Practical
 All machines connected by internet 3 1
 Computers on a LAN to demonstrate working of a local network.

Lesson Plan
● Introduce students to the concept of computer networking.
● Discuss the purpose and importance of networking.
● Ask students to identify examples of types of computer networks (e.g., Intranet, Extranet,
and Internet).
● Explain network components such as Types of Nodes, Originating, Routing, and Terminating
Data, Various Interconnecting Media.
● Discuss the advantages of networking and ask students to come up with their own thoughts
on the topics concerning
○ Cost-Effectiveness in Hardware and Software Sharing
○ Backup and Data Recovery
○ Communication

7
 ○ Remote Database Access
○ Efficiency Enhancement
○ Reduced Hard Copies
○ Network Security
● Use different analogies such as networks in schools, large geographically spread offices, home
networks explain the various types of Networks. (PAN, LAN, WAN, MAN).
● Discuss the characteristics and coverage area of each network type.
● Introduce the network hardware components required to establish wired networking, such
as Network Interface Card (NIC), Network Cable, Hub and Switch etc.
● Explain how the Hub and Switch are different by highlighting their functionality.
● Discuss the various types of network architecture and their features, capabilities and limitations.
○ Peer-to-Peer Architecture
○ Client-Server Architecture - Role of Server and Clients
● Introduce students to the concept of transmission media used in computer networks, for
wired and wireless mediums, focusing on their types, characteristics, and applications.
● Explain the various types of cables used in wired transmission and their features and benefits.
● Elaborate on how wireless network communication can be enabled over short distances using
radio or infrared signals, instead of network cabling.
● Under radio wave transmission media discuss Bluetooth technology and Wifi and ask students
to talk about how they use it.
● Infrared technology- discuss microwave transmissions.
● Introduce students to the concept of network topology, its types, and their applications in
computer networks.
● Explain how Topology defines the arrangement of nodes in a network.
● Cover the characteristics, advantages and limitations of different topologies such as Bus, Ring,
Star, Tree and Mesh.
● Provide practical applications and illustrations of these topologies.
● Describe how data and other resources need to be secured on a network against unauthorised
access and misuse.

Test Your Knowledge

1. Why do we need computers on a network?
2. Name the two types of computer networks?
3. How does a network reduce the need for hard copies of a document?
4. What are the advantages of a LAN?
5. What is a WAN and where are they used?
8
 6. Name the four hardware networking components?
7. How is a Hub different from a Switch? Why are switches preferred over Hubs?
8. What are the different network architectures? Explain.
9. What is the difference between wired and wireless transmission media? Give examples.

10. Name the different network topologies.

Evaluation
● Following the chapter explanation, assign the students the exercises A to D of the main course
book as their practice.
● Discuss exercise E in the class and let students write answers in their notebooks.

Answers (Main Course Book)

A. Tick the correct answer
1. Very expensive
2. PAN
3. Star topology
4. Tree topology
5. Firewall
6. Peer-to-Peer
B. Fill in the blanks.
1. Bus
2. LAN
3. WAN
4. Star
5. Server
6. Intranet
C. State whether the following statements are True or False.
1. True
2. True
3. False

9
 4. True
5. True
D. Write down the full forms of:
1. Personal Area Network
2. Wide Area Network
3. Metropolitan Area Network
4. Local Area Network
5. Network Interface Card
6. Wireless Fidelity
E. Answer the following questions.

Ans (a) A computer network is formed when two or more computers in a room, buildings, a
town, a city, and across the globe are linked together in order to communicate or share
information.

Ans (b) A Client-Server architecture is one in which several computers called clients are
connected to the main computer called the server.

Ans (c) Network topology refers to the schematic description of the various components of
a network and determines how data flows within a network.

● Bus Topology - In this type of topology, all the devices are connected to a linear cable
called a bus or trunk. The bus acts as a backbone of this network. This topology is the
simplest way to connect multiple devices.

● Star Topology- In this type of structure, all the devices are connected to a central device
that acts as a hub or switch. Each device is linked to the central hub through a separate
connection, and thus it requires more connections. However, if there is a connection
failure, it would affect only the functioning of a single system on the network.

Ans (d) Network security is needed to secure the information of an individual or organisation,
and also to protect the computers on a network from any attack. There are various
methods to keep your network secure.

a. Access Control - to block unauthorised users.

b. Firewall - a security system that protects a computer from unauthorised access over a
network. A firewall can be implemented using hardware or software, or a combination
of both.

10
Ans (e)

Wired Transmission Media Wireless Transmission Media

No physical connections involved; uses
Utilises physical cables or wires made
electromagnetic signals (e.g., radio
of materials like copper, fibre optics,
waves, microwaves, infrared waves)
or other metals, creating a physical
for data transmission without physical
connection between devices.
cables.
Devices have limited mobility as they Devices have increased mobility within
are physically tethered to the network the coverage area of the wireless
infrastructure through cables. network, allowing freedom of movement
without physical connections.
Tends to offer higher data transfer Often provides lower data transfer rates
rates compared to wireless compared to wired connections,
connections; for instance, fibre optic especially over longer distances or in
cables enable extremely high-speed environments with interference.
data transmission.
Involves laying physical cables, which Relatively easier setup, requires less
can be labour-intensive and may physical installation as devices connect
require expertise for routing, drilling, wirelessly, simplifying installation in
and connecting devices through many cases.
cables.
More reliable and stable, less Wireless signals can be affected by
susceptible to interference or signal environmental factors and interference,
degradation impacting signal strength and reliability.
compared to wireless connections.
Generally more secure as the physical More vulnerable to unauthorised access
nature of the connection makes it less if not properly secured, necessitating
prone to interception or unauthorised encryption and security measures for
access. data protection.

*****

11
 Lesson Plan

2 More on HTML 5
Learning Objectives
At the end of the chapter, students will be able to-
 Understanding how to create lists using HTML and its
various types.
 Exploring the properties and attributes associated with
HTML lists.
 Learning to create nested lists within HTML for
structured content.
 Understanding the usage of description lists in HTML for
specific types of data.
 Gaining proficiency in creating tables using HTML
markup.
 Exploring the properties and attributes that can be
applied to HTML tables.
 Understanding the process of creating hyperlinks in
HTML.
 Learning to insert and manipulate images within HTML
documents.
 Exploring the concept and application of frames in
HTML 5 for webpage structuring.

Resource Requirements Number of Period(s)

 Computers with internet access Theory Practical
 Projector and screen for demonstrations 2 4
 Notepad and Browser applications on each computer

Lesson Plan
● Introduce students to what lists are and the two types of lists i.e. ordered and unordered
lists.
● Give examples such as the contents of a book or article, organising a To-Do lists where lists
are used.
● Explain the HTML code tags
o <UL><UL>for Unordered lists.
o <LI></LI> for List item tags.
o <OL></OL>for ordered lists.
12
● Ask students to create different types of lists using the above tags in HTML code in Notepad
and save the document. They can then view the document in a browser.
● Let students experiment by adding different style ‘type’ tags to their lists such as using
background colour, text colour, making text bold or italics etc.
● Introduce different list properties such as type, image, position and how these tags can be
nested within the list-style tag.
● Make students use each of these tags along with different variations and see the output in
the browser to notice the changes it creates in the lists.
● Explain what Nested Lists are.
● Walkthrough with an example how the tags that they have learnt so far can be used to create
ordered and unordered nested lists.
● Introduce the three description tags <DL>, <DT> and <DD>. Showcase a practical example to
show how these tags are used in lists.
● Start by explaining what are tables and then discuss table tag <TABLE>, <TR> tag for rows
and <TD> tag for columns in HTML. Also talk about <TH> and <CAPTION> tags that are used
for table headings.
● Same as list properties explain table properties tags which are used to specify border width,
border style and border colour of table and its cells.
● Talk about border spacing property which can specify distance between borders and also
border collapse property which can be used to create detached borders.
● Demonstrate all tags with practical examples and allow students to write the tags and see
how they appear in the browser.
● Discuss how the tables can be further modified and customised in terms of alignment of text,
table cell background properties, table layouts to set column width to be fixed or auto.
● Demonstrate to students how tables can be aesthetically modified using caption-side, height,
width and padding property tags.
● Students need to understand the different types of links namely internal and external hyperlinks
and how they can be embedded in HTML code.
● Demonstrate practical examples by creating code that uses these tags and students will work
on father exercises.
● Next they will be introduced to inserting images on the HTML pages using the <IMG> tag
and mention the source of the image with ‘src’ attribute.
● Explain how images can also be introduced as hyperlinks to another document using <a href>
tag
● The last topic in this chapter will cover the concept of Frames. Explain what are frames where
they are used and the different attributes that can be used with <iframe> tag.
● Ask students to explore border attributes or iframes with border: value for border-width/
value for border-style/ value for border-color.

13
Test Your Knowledge
1. What are ordered and unordered lists?
2. Using the tags discussed in the chapter create an ordered list incorporating the list -styles
also.
3. What do description tags consist of? Name the three tags.
4. What are tables and which tags are required to create tables in HTML?
5. How can border properties be used in tables?
6. What is the default setting for alignment in tables? What properties can be used to alter
them?
7. Explain different types of hyperlinks. What tags are required to set the hyperlinks in HTML?
8. Give an example of an HTML tag code to insert an image into a HTML page using the available
attributes.
9. Why do we use frames in HTML?
10. Create a HTML page incorporating an iFrame with border attributes.

Evaluation
● Following the chapter explanation, assign the students the exercises A to C of the main course
book as their practice.
● Discuss exercise D in the class and let students write answers in their notebooks.

Answers (Main Course Book)

A. Tick the correct answer
1. LI
2. Bulleted
3. 1
4. A
5. External
6. src
B. Fill in the blanks.
1. <ol>
2. term and definition (not given in options)
3. type
14
 4. internal
5. border-collapse
6. alt
C. State whether the following statements are True or False.
1. True
2. False
3. True
4. True
5. False
6. True
D. Answer the following questions.

Ans (a)

Ordered List Unordered List

Items are marked with numbers, Items are marked with bullet points,
letters, or Roman numerals indicating dashes, or other symbols to denote
a specific sequence or order (e.g., 1, individual items without any specific
2, 3; a, b, c; I, II, III). sequence.

Items follow a specific numerical or Items do not follow a particular

sequential order, which holds sequence or order; the list displays
significance. items in the order they were entered.

Created using the <ol> tag in HTML. Created using the <ul> tag in HTML.

Ans (b) Type attribute of the <ol> tag specifies the type of numbering to be used for each
list item. The values that can be given are- A, a, I, i and 1.
Eg: <OL type A start 1> A,B,C
<OL type a start 1> a,b,c
<OL type I start 3> III, IV, v

Ans (c) Tables arrange data in rows and columns format to organise information. <TR>, <TD>
and <TH> tags in a table help to organise the table structure. Each row in a table begins
with the <TR> table row tag, and ends with the </TR> tag. The columns contain cells,
each of which begins with the <TD> table data tag and ends with </TD> tag. Rows must
15
 be inside the <TABLE> tag. <TD> tags must be defined within the <TR> tags. To specify
a column heading, we use the <TH> tag, which also ends with </TH> tag. It makes the
text bold and aligned centrally inside the cell, by default.

Ans (d) ‘table-layout property’ is used to set the layout for a table and can be used with the
<table> tag. Syntax: table-layout: value where value: auto/fixed/initial

• Auto: The column width is set to be equal to the maximum width of the contents in the
column

• Fixed: The column width depends on the table’s width of the columns, not on the contents
of the cells.

• Initial: The default value is used for the column width

Ans (e) There are two types of linking in HTML.

1. External Linking

2. Internal Linking

We can use External linking when we need to connect two different web pages. When
you click a hyperlink, a new web page opens in the browser window that displays the
page linked to the hyperlink. You can link pages within the same directory or to any other
page over the Internet.

Internal linking involves linking various sections of the same web page. This type of linking
is useful when a web page is very long. It lets the user view the desired section of a page
quickly.

Ans (f) Frames are a way of organising your website. They are used to create layouts where
different parts of a web page can load independently which enable it to divide a page
into a number of rectangular segments for different purposes. Frames allow multiple
HTML documents to be presented as independent windows within one browser window.

*****

16
 Lesson Plan

Iterative Statements
3 in Python
Learning Objectives
At the end of the chapter, students will be able to-
 Understanding the usage of the ‘for’ statement in pro-
gramming.
 Exploring the application of the ‘while’ statement for
iterative processes.
 Learning to incorporate the ‘else’ statement with ‘while’
loops for specific conditions.
 Identifying and managing infinite loops in programming.
 Understanding the usage and application of jump state-
ments in controlling program flow.

Resource Requirements Number of Period(s)

 Any modern computer with an operating system. Theory Practical
 Latest version of Python installation 2 6
 Python interpreter or IDE (Integrated Development Environment) to
write and execute Python code

Lesson Plan
● Explain the concept of iteration and looping using real-life examples such as baking a cake or
getting ready to go to school.
● Begin with a simple question: “What does it mean to repeat a set of instructions in programming?
● Dive into the two types of iterative or looping statements in Python which are used to repeat
a set of instructions for a specific number of times or until a certain condition is met.
● Explain ‘for’ loop with a flow chart showing how the loop continues for a fixed number of
iterations.
● Discuss why it is a counter controlled loop and hence the importance of the range function
to set the counter.
● Illustrate the syntax of ‘for’ loop in python.
● Using practical examples in a lab setting show to students the different parameters of the
range function (start, stop, step) and how they are used for different situations.
● Discuss its usage within ‘for’ loops for iterating over a sequence of numbers.
● Ask students to write ‘for’ loops using the ‘range ()’ function to print a sequence of numbers

17
 or perform specific tasks.
● While is a condition controlled loop explain this using real-life situations and its applicability.
● Illustrate the syntax of ‘while’ loop in python.
● Show how the ‘While’ loop is used in programming with a practical example.
● Explain the variation of ‘While’ loop with the else block.
● Discuss the possibility of creating an infinite loop without a proper condition and its implications.
● Introduce the ‘Jump’ statement by highlighting their importance in programming by showing
practical examples.
● Explain the ‘break’ statement to exit a loop prematurely and the ‘continue’ statement to skip
the current iteration.
● Provide examples and scenarios where these statements can be used effectively.

Test Your Knowledge

1. What are the two looping statements in Python?
2. Why do we use looping statements in programming and what are the types?
3. Show how the ‘for’ loop works using a flowchart.
4. Write a program to print the sum of numbers from 1 to 10 using a ‘for’ loop.
5. How and why do we use the range function in a ‘for’ loop?
6. Give the syntax of range function in Python and explain the parameters.
7. How is the ‘While’ loop different from the ‘for’ loop?
8. Give the syntax for a ‘While’ loop in Python?
9. Using an example shows the implication of an infinite loop?
10. Give instances of when we need to use ‘Jump’ statements in programming.

Evaluation
● Following the chapter explanation, assign the students the exercises A to D of the main course
book as their practice.
● Discuss exercise E in the class and let students write answers in their notebooks.

Answers (Main Course Book)

A. Tick the correct answer
1. For
2. Break
3. Two

18
 4. Ctrl +C
5. Inside
6. In
B. Fill in the blanks.
1. While
2. While
3. Non-zero, False
4. Infinite - Answer not given in options
5. Break and continue
C. State whether the following statements are True or False.
1. True
2. False
3. True
4. True
5. True
5. True
D. Write the output of the following programs:
1. 0
1
2
3
4
5
6
7
8
9
10

19
 2. 1
3
6
10
15
21
28
36
45
55
66
78
91
105
120
3. Red
Yellow
Pink
4. 100
121
144
169
196
225
256
289
324
361

20
E. Answer the following questions.

Ans (a) In programming when we need to repeat the same set of tasks again and again we
can use a set of instructions called looping statements. Loops are used to repeat a set of
instructions and are very useful and necessary for developing applications.

Ans (b) The for statement executes a simple or compound statement for a fixed number of
times. Syntax of the for statement:
for <variable> in <iterable>:
Statements
Here
• for is the keyword.
• in is a keyword (membership operator).
• iterable may be a list, string, range(), and so on.
• variable is a variable that takes the values in the sequence one by one.
• Statement(s) inside the loop may constitute a single statement or several statements that
will be executed for each value of the control variable in the sequence.

Ans (c) When the control of the program needs to be transferred out of the loop body,
even if all the values of the iterations of the loop have not been completed we can use
jumping statements.

Ans (d)

Ans (e) The while statement executes a set of statements repeatedly, until the logical
expression evaluates to True. When the condition becomes false, the control comes out
of the loop. The syntax of while statement is-
Syntax:

while (test expression):

21
 Statements

Example:
# Initialise variables
factorial = 1
current = 1
# Calculate factorial using a while loop
while current <= number:
factorial *= current
current += 1
# Output the factorial of the number
print(f”The factorial of {number} is: {factorial}”)

Ans (f) Continue and break statements are jumping statements in Python.

Statement Purpose Effect

Terminates the loop it is
Used to exit the innermost currently in, continuing
break
loop with the next statement
after the loop
Jumps to the next iteration
of the loop, bypassing the
Skips the rest of the
continue remaining code inside the
current iteration
loop for the current
iteration

*****
22
 Lesson Plan

4 Data Science and AI

Learning Objectives
At the end of the chapter, students will be able to-
 Principles and fundamentals of Data Science.
 Application Scope of Data Science
 Techniques Involved in Text Data Analytics
 Techniques Involved in Image Data Analytics
 Domain of Artificial Intelligence

Resource Requirements
Number of Period(s)
 Computers or laptops with internet access Theory Practical
 Projector or screen for presentations
3 2
 Handouts with summarised information and exercises

Lesson Plan
● Start with an interactive discussion about data and its importance in today’s digital world.
● Introduce Data Science as the field that deals with extracting insights and knowledge from
data.
● Discuss various applications of Data Science in different sectors like:
▪ Healthcare
▪ Banking and finance
▪ Education
▪ E-Commerce
▪ Transport
▪ Speech Recognition
● Show real-world examples and case studies to illustrate how Data Science is used in these
sectors.
● Discuss in detail various applications in each of these domains and how they help improve
efficiency, productivity, speed etc. by providing various examples.
● Start the next topic with a brief discussion on the types of text data: structured and unstructured.
● Explain the significance of text analytics and its role in extracting useful information from
textual data.

23
● Present and discuss the three major techniques: Natural Language Processing (NLP), Data
Mining, and Information Retrieval.
● Provide examples and showcase how each technique is applied in various scenarios like email
filters, social media monitoring, etc.
● Discuss the practical uses of text data analytics in querying, mining, searching, and analysing
data.
● Use case studies and examples to demonstrate how text data analytics influences decision-
making and problem-solving.
● Transition to Image Data Analytics and explain its importance in today’s digitised world.
● Explain the various applications such as object classification, face recognition, etc., and their
significance.
● Present popular image recognition apps like Google Lens, TapTapSee, LeafSnap, etc.
● Demonstrate their functionalities, such as object identification, plant recognition, etc., and
their relevance in daily life.
● Conduct an interactive exercise or a mini-project where students can explore a basic text or
image dataset to derive insights using online tools or software.
● Talk about human intelligence and the differences between human and artificial intelligence.
● Define Artificial Intelligence as a technology that enables machines to mimic human intelligence
to some extent.
● Explain the concept of Machine Learning within AI, highlighting its dependence on training
data for improving machine performance.
● Introduce Deep Learning as a subset of Machine Learning, focusing on its reliance on artificial
neural networks.
● Discuss the main purposes of Artificial Intelligence in logical reasoning, knowledge representation,
planning, perception, natural language processing, and emergent intelligence.
● Explain each domain of AI with examples relevant to everyday life, such as self-driving cars,
voice search, robotics, etc.
● Present the advantages of AI, including machine learning capabilities, error reduction, support
in hazardous tasks, continuous availability, faster decision-making, etc.
● Highlight how AI has revolutionised various industries and domains.

● Encourage students to share their thoughts and opinions on the role of AI in modern society.

Test Your Knowledge

1. Why is data important in today’s digital world?
2. Define Data Science. How does it contribute to extracting insights from data?
3. Can you provide examples of how Data Science is applied in Healthcare and Banking?

24
 4. Explain the difference between structured and unstructured text data.
5. What are the major techniques used in text data analytics? Provide examples of their application.
6. Why is Image Data Analytics important in the digitised world?
7. Discuss the significance of Image Analysis in object classification and face recognition.
8. How can image recognition apps improve daily life tasks through object identification? Give
examples of apps discussed in the chapter.
9. What are the differences between human and artificial intelligence?
10. Define Machine Learning within AI and explain its reliance on training data for improving
machine performance.
11. What is Deep Learning, and how is it related to Machine Learning and artificial neural networks?
12. Discuss the advantages of AI and its impact on industries.

Evaluation
● Following the chapter explanation, assign the students the exercises A to C of the main course
book as their practice.
● Discuss exercise D in the class and let students write answers in their notebooks

Answers (Main Course Book)

A. Tick the correct answer
1. Data analytics
2. Alexa
3. Siri
4. Three
5. Data
6. TapTapSee
B. Fill in the blanks.
1. Text data analytics
2. NLP
3. Structure
4. Text data analytics
5. Information Retrieval

25
C. State whether the following statements are True or False.
1. False
2. True
3. False
4. True
5. False
6. True
D. Answer the following questions.

Ans (a) Applications of data science include healthcare analytics, financial analysis,
recommendation systems, fraud detection, predictive maintenance, and more.

Ans (b) Speech recognition is the ability of a machine or program to identify and understand
spoken language or speech patterns, converting them into textual data for further analysis
or action.

Ans (c) Data science in education involves utilising data to improve teaching methods,
personalised learning experiences, student performance analysis, adaptive learning
platforms etc.

● Data science assists in comprehending students’ behaviours by examining diverse abilities

such as reading, writing, learning methods, family background, and intelligence level. This
understanding helps in providing more effective career guidance.

● Anticipating students’ academic outcomes beforehand is facilitated through data science.

This predictive analysis enables students to enhance their academic performance.

Ans (d) NLP stands for Natural Language Processing. It is a branch of artificial intelligence that
focuses on enabling computers to understand, interpret, and generate human language.
It involves tasks such as language translation, sentiment analysis, and speech recognition.

Ans (e) Applications of image data analytics include object detection, face recognition,
autonomous vehicles, medical image analysis, content-based image retrieval, and visual
inspection in manufacturing, among others.

Ans (f) Artificial Intelligence (AI) refers to the development of computer systems or machines
capable of performing tasks that typically require human intelligence. These tasks may
include reasoning, problem-solving, decision-making, speech recognition, visual perception,
and language translation, among others.

*****

26
 Lesson Plan

5 Machine Learning
Learning Objectives
Atthe end of the chapter, students will be able to-
 Understanding Artificial Intelligence Models
 Exploring Machine Learning Concepts
 Delving into Deep Learning Techniques
 Exploring the Relationships Among AI, ML, and DL
 Highlighting Contrasts Between Machine Learning and
Deep Learning
 Identifying Various Types of Machine Learning

Resource Requirements
Number of Period(s)
 Computers or laptops with internet access Theory Practical
 Projector or screen for presentations
3 2
 Handouts with summarised information and exercises

Lesson Plan
● Briefly discuss technological advancements and the role of AI in modern society.
● Explain the importance of understanding AI, ML, and DL in today’s world.
● Define Artificial Intelligence and its significance in mimicking human intelligence.
● Discuss the two approaches: Rule-Based and Learning-Based AI, as methods to achieve AI
present using examples.
● Introduce Machine Learning and its purpose of improving tasks with experience.
● Explain ML’s learning mechanism from historical data, using real-life examples like image
classification, sales forecasting, recommendation engines etc.
● Discuss ML’s approach compared to traditional programming.
● Define Deep Learning and its relation to ML, emphasising its role as a subset of ML.
● Describe DL’s function with vast amounts of data, showcasing its self-training abilities.
● Provide examples illustrating DL’s application and how it differs from ML.
● Illustrate how AI encompasses ML and DL, and how DL is a subset of ML.
● Explain the interconnections among AI, ML, and DL with practical examples.
● Discuss the use of ML and DL in computer vision and natural language processing.

27
 ● Highlight the key differences between Machine Learning and Deep Learning.
● Define Deep Learning and its relationship to ML, focusing on neural networks.
● Explain how DL models mimic the human brain’s structure to process data.
● Discuss applications of Deep Learning (e.g., image and speech recognition, autonomous
vehicles, etc.).
● Compare data handling, features, training time, layers, and costs between ML and DL.
● Assign a reading or research task focusing on real-world applications or recent advancements
in AI, ML, or DL.
● Introduce Machine Learning as a subset of AI, focusing on its purpose and functionality.
● Discuss supervised, unsupervised, and reinforcement learning as types of ML.
● Provide examples of each type of ML regression and classification in supervised, clustering in
unsupervised.
● Summarise the key points about AI, ML, and DL covered in the lesson.
● Encourage students to ask questions and discuss their thoughts or concerns about these
technologies.

Test Your Knowledge

1. How have technological advancements shaped modern society, and what role does AI play
in these developments?
2. Discuss a specific instance where AI has significantly impacted a particular industry or aspect
of daily life.
3. Explain the interconnection between Artificial Intelligence (AI), Machine Learning (ML), and
Deep Learning (DL)?
4. Define AI and explain how it mimics human intelligence. Give examples of AI applications in
daily life.
5. Compare and contrast the Rule-Based Approach and Learning Model in achieving Artificial Intelligence.
6. Give real-life examples showcasing ML’s learning mechanism from historical data.
7. Define Deep Learning (DL). Provide examples of DL’s self-training abilities and its applications.
8. Differentiate between Machine Learning (ML) and Deep Learning (DL), highlighting their unique
functionalities and applications.
9. Explain supervised and unsupervised Machine Learning (ML). Provide examples of their
applications.
10. What is reinforcement learning?

Evaluation
● Following the chapter explanation, assign the students the exercises A to C of the main course
book as their practice.
● Discuss exercise D in the class and let students write answers in their notebooks

28
 Answers (Main Course Book)
A. Tick the correct answer
1. Machine Learning
2. In learning model
3. Learning model
4. Deep
5. ML
6. Algorithms
B. Fill in the blanks.
1. Algorithms
2. Learning Model
3. Learning Based
4. Deep Learning
5. Computer Vision
C. State whether the following statements are True or False.
1. True
2. False
3. False
4. True
5. True
6. True
D. Answer the following questions.

Ans (a) An AI model refers to a system or algorithm created to perform intelligent tasks by
mimicking human cognitive abilities. It is developed using various techniques such as
rule-based models, machine learning, or deep learning to solve specific problems or tasks.

Ans (b) Rule-Based Model: It operates based on a predefined set of rules provided by developers.
These rules determine the system’s responses to specific inputs or conditions. For instance,
a rule-based AI system might classify emails containing certain keywords as spam.

Learning-Based Model: In contrast, a learning-based AI model, utilised in machine learning

29
 or deep learning, learns from data. It extracts patterns and information from datasets
to improve its performance. Unlike rule-based models, learning-based models adapt and
improve their performance with experience.

Ans (c) Machine Learning (ML) refers to a subset of artificial intelligence where algorithms
enable machines/computers to learn from data automatically. These algorithms learn
patterns, relationships, and make predictions or decisions without explicit programming.

Ans (d) Deep Learning (DL) is a specific approach within machine learning that involves training
artificial neural networks with vast amounts of data. DL algorithms can automatically learn
to identify patterns and features directly from raw data, without the need for manual
feature extraction.

Ans (e)

a. Machine Learning:

i. Works better with small to medium-sized datasets.

ii. Algorithms are trained by developers who manually identify data features.

iii. Usually requires less training time and involves a lower number of layers, making it
relatively less costly.

b. Deep Learning:

i. Performs well with large datasets.

ii. Automatically extracts data features without manual identification.

iii. Typically requires more training time due to a higher number of layers, making it
relatively more costly.

Ans (f) Supervised Learning: It involves training a model on labelled data where both input
and output are provided, enabling the model to predict outputs based on inputs.

Unsupervised Learning: This type deals with unlabelled data, allowing the algorithm to
discover patterns or structures within the data without specific output labels.

Reinforcement Learning: It operates on the concept of trial and error. The algorithm learns
by receiving feedback (rewards/punishments) based on its actions in an environment to
achieve specific goals.

*****

30
 Lesson Plan

6 Understanding Robotics
Learning Objectives
At the end of the chapter, students will be able to-
 Understanding Robotics and Its Significance in Everyday
Activities
 Formulation and Development of Robotic Systems
 The Progression and Advancements in Robotics
 Categorization and Varieties of Robotic Systems
 Exploration of the Three Fundamental Laws Guiding
Robotics
 Essential Elements Comprising Robotic Structures
 Utilizations of Robotics Across Various Industries and
Disciplines
 Benefits Offered by Robots
 Limitations Associated with Robotic Systems
 Envisioning the Future of Humanoid Robots

Resource Requirements
Number of Period(s)
 Computers or laptops with internet access Theory Practical
 Projector or screen for presentations
3 2
 Handouts with summarised information and exercises

Lesson Plan
● Begin the lesson by discussing the term “Robotics” and asking students about their understanding
of robots.
● Ask students about movies where they have seen robots and encourage them to discuss what
they think about them.
● Explain the significance of robotics in daily life and provide real-life examples where robots
are used.
● Present a brief history of robotics, starting from early mechanical devices to modern-day
sophisticated robots.
● Show visual aids or videos depicting the development and evolution of robots over time.
Explain the importance of understanding the history of robotics.
● Present the Antikythera Mechanism as an ancient analog computer that resembled a robot.

31
● Discuss Leonardo da Vinci’s robotic knight as one of the earliest human-like robots.
● Discuss the unique features and functions of each type, showcasing images or videos of
representative examples.
● Discuss the role of robots in literature and culture. Mention the story of Pinocchio, Rossum’s
Universal Robots, and the film Metropolis.
● Explain how these literary works contributed to shaping the perception of robots in society.
● Explain the historical significance of Sputnik1 in space exploration and its relation to robotics.
● Introduce the five types of robots: Pre-programmed, Autonomous, Teleoperated, Augmenting,
and Humanoids. Show images and brief descriptions of each robot type.
● Explain Isaac Asimov’s Three Laws of Robotics and their importance in programming ethical
behaviour in robots.
● Break down the essential elements of a robot: Actuators, Sensors, and Processors/Controllers.
Use visual aids and diagrams to illustrate these components.
● Explore various fields where robots are utilised, such as manufacturing, healthcare, space
exploration, agriculture, and more. Discuss specific examples of robots used in each field.
● Discuss the advantages of using robots: cost-effectiveness, improved quality assurance, increased
productivity, and working in hazardous environments.
● Use real-life examples or case studies to illustrate each advantage.
● Encourage students to share their thoughts on how these advantages can benefit different
industries.
● Highlight the limitations and drawbacks associated with robotics, like high costs and potential
job displacement.
● Use examples or scenarios to explain the impact of these disadvantages on industries and
the workforce.
● Discuss potential solutions or ways to mitigate these disadvantages.
● Introduce humanoids as robots emulating human form and behaviour.
● Show images or videos of humanoid robots such as Atlas, Sophia, and Rashmi.
● Explain the role of humanoids in medicine, education, and social interactions.
● Conclude the lesson by introducing the concept of humanoid robots and their potential roles
in society in the future.

Test Your Knowledge

1. What is your understanding of the term “Robotics”? How would you define it?
2. Provide examples of how robots are used in everyday life. How do these examples impact
daily routines or industries?
3. Describe the Antikythera Mechanism and its relation to early robotics. How does it resemble
a robot?

32
 4. What were the capabilities of Leonardo da Vinci’s robotic knight? Why is it considered an
early human-like robot?
5. Name the five types of robots. What are the unique features of each type?
6. What was the significance of Sputnik1 in the context of space exploration and its relation to
robotics?
7. Discuss Isaac Asimov’s Three Laws of Robotics. How do they influence the ethical programming
of robots?
8. Name the essential components of a robot? How do these parts work together in a robot?
9. Can you name specific fields where robots are utilised? Provide examples of robots used in
various industries and their functions.
10. What advantages do robots offer in industries?
11. Give some of the limitations and drawbacks associated with robotics.
12. Discuss the role of humanoids in society. How are humanoids like Atlas, Sophia, and Rashmi
impacting fields like medicine, education, and social interactions?

Evaluation
● Following the chapter explanation, assign the students the exercises A to C of the main course
book as their practice.
● Discuss exercise D in the class and let students write answers in their notebooks.

Answers (Main Course Book)

A. Tick the correct answer
1. Doctors
2. Pinocchio
3. Vacuum Cleaner
4. Humanoids
5. Sophia
6. Drone
B. Fill in the blanks.
1. Antikythera mechanism,
2. Rossum’s universal Robots
3. Sputnik1
4. Teleoperated
5. Sputnik1

33
C. State whether the following statements are True or False.
1. False
2. True
3. True
4. False
5. True
6. True
D. Answer the following questions.

Ans (a) Robotics can be defined as a branch of technology that involves the design, construction,
operation, and use of robots. It encompasses the mechanical, electrical, and computer
science engineering fields to create machines that can perform tasks autonomously or
under human control.

Ans (b) Various applications of robots in daily life include:

● Industrial assembly lines: Robots assist in manufacturing processes by assembling products
in factories.
● Household chores: Robots like robotic vacuum cleaners (e.g., Roomba) clean floors, and
robotic arms might assist in kitchen tasks.
● Healthcare: Surgical robots aid surgeons in performing precise and minimally invasive
surgeries.
● Entertainment: Robots are used in the entertainment industry, such as animatronics in
theme parks or movies.
● Transportation: Automated vehicles and drones are examples of robots used in transportation.

Ans (c) Humanoids are robots designed to resemble human form and behaviour. They mimic
human movements and may possess human-like physical features. An example of a
humanoid robot is Sophia, developed by Hanson Robotics, known for its human-like
appearance and the ability to hold conversations.

Ans (d) The Three Laws of Robotics were formulated by Isaac Asimov:
● First Law: A robot may not injure a human being or, through inaction, allow a human
being to come to harm.
● Second Law: A robot must obey orders given to it by human beings unless such orders
conflict with the First Law.
● Third Law: A robot must protect its own existence as long as such protection does not
34
 conflict with the First or Second Law.

Ans (e) The key components of a robot are:

● Actuators: These are motors or mechanisms responsible for the movement of a robot’s
physical parts, mimicking human muscle actions.
● Sensors: Devices that provide robots with feedback about their environment, allowing
them to perceive and react to stimuli.
● Processors/Controllers: The brains of the robot, consisting of CPUs or microcontrollers
that interpret sensory data, make decisions, and control robot movements and functions.

Ans (f) Different types of robots include:

● Pre-programmed robots: Perform specific tasks repeatedly based on pre-set instructions.
● Autonomous robots: Operate independently, responding to external stimuli without human
intervention.
● Teleoperated robots: Controlled remotely by humans, often used in extreme or hazardous
environments.
● Augmenting robots: Designed to enhance or replace human capabilities, such as prosthetic
limbs.
● Humanoids: Robots designed to resemble humans in appearance and behaviour, like
Sophia, Atlas, etc.

*****

35
 Lesson Plan

7 MYSQL
Learning Objectives
At the end of the chapter, students will be able to-
 Grasp the concepts of Database, Data, and Information.
 Acquire knowledge about Database Management Systems
(DBMS).
 Familiarise oneself with Relational Database Management
Systems (RDBMS).
 Comprehend the functionalities of MySQL.
 Gain proficiency in executing MySQL commands.
 Develop an understanding of MySQL queries and their
usage.

Resource Requirements
Number of Period(s)
 Computers or laptops with MySQL and internet access Theory Practical
 Projector or screen for presentations
2 4
 Handouts or access to online tutorials for practice

Lesson Plan
● Begin the class by talking about the difference between data and information.
● Encourage students to express their understanding of data volume and velocity in today’s
digital world and how data is being generated by every individual.
● Define databases and their significance in organising and managing information.
● Explain the concept of a database using analogies like a digital filing cabinet.
● Discuss examples of databases in everyday life such as library catalogues, school records,
customer information and online games.
● Ask students to identify other instances of databases they encounter in daily life.
● Explain the structure of databases using terms such as tables, rows, records and columns.
● Discuss data entry, retrieval, updating, and deletion processes within a database.
● Define Database Management System (DBMS) as software used to manage databases.
● Explain Relational Database Management System (RDBMS) as a type of DBMS that stores and
retrieves data in a structured format using tables and relationships.
● Introduce MySQL as one of the most popular relational database management systems
developed by Oracle which is widely used for managing databases.
36
● Explain the importance of learning MySQL in the realm of database management.
● In a lab session demonstrate how to download and install MySQL on a computer.
● Explain the purpose of data query commands using an analogy of asking questions to a
database.
● Explain the role of (CREATE TABLE, ALTER TABLE, and DROP TABLE) commands in organising
and structuring data in a database.
● Use examples to demonstrate creating new tables, modifying existing ones, and dropping
tables.
● Describe how (GRANT, REVOKE) commands manage access and modification rights to database
data.
● Discuss the importance of data security and how GRANT and REVOKE commands control
access.
● Provide students with practice exercises involving each type of SQL command.
● Assign tasks or scenarios where students have to write SQL queries using different command
types.
● Briefly introduce the concept of data types in SQL and discuss the various data types such
as integers, float, Char, Varchar, Date, Time, Time stamp.
● Ask students to match real-life examples like age, name, event date, etc. to the respective
data types.
● Introduce SQL commands related to databases and explain CREATE DATABASE, SHOW DATABASES,
USE, and DROP DATABASE commands.
● Use simple, relatable analogies to explain these commands like creating a new library database
and adding new records for a book.
● Introduce students to MySQL queries and the SELECT statement for retrieving and manipulating
data in databases.
● Briefly discuss the importance of queries for retrieving, modifying, and transforming data.
● Break down the various operations a query can perform: Data Retrieval, Modification,
Transformation, Filtering, Sorting, Aggregation, and Joining.
● Introduce and explain common SQL query types: SELECT, INSERT, UPDATE, DELETE, JOIN,
GROUP BY, WHERE, ORDER BY, LIMIT.
● Illustrate how SELECT commands retrieve specific information from a database.
● Discuss how these commands (INSERT, UPDATE, and DELETE) help change or update data
within the database.
● Provide brief examples for each query type to illustrate their functionalities.
● Assign scenarios such as managing a school database with student records and ask students
to come up with specific SQL queries (SELECT, INSERT, UPDATE, DELETE) based on the given
scenario.

37
Test Your Knowledge
1. What distinguishes data from information? Provide examples to illustrate the difference.
2. How does the aggregation and organisation of data lead to the generation of information?
3. Discuss instances where data is constantly being generated by individuals.
4. Define a database and explain its role in managing information.
5. Explain the components of a database (tables, rows, columns). How do they work together
to store information?
6. Name some of the data types used in SQL.
7. Define DBMS and its significance in managing databases.
8. Why is MySQL significant in the realm of database management?
9. Explain CREATE TABLE, ALTER TABLE, and DROP TABLE commands with relatable examples.
10. Describe the role of GRANT and REVOKE commands in managing access to database data.
Give example
11. Explain what these commands are used for CREATE DATABASE, SHOW DATABASES, USE, and
DROP DATABASE.
12. Describe common SQL query types (SELECT, INSERT, UPDATE, DELETE, etc.) and their
functionalities. Give example for each

Evaluation
● Following the chapter explanation, assign the students the exercises A to D of the main course
book as their practice.
● Discuss exercise E in the class and let students write answers in their notebooks.

Answers (Main Course Book)

A. Tick the correct answer
1. Update
2. Date and Time
3. Records
4. List of all tables
5. Alter table
B. Fill in the blanks.
1. Structured Query Language
2. whole
3. vary

38
 4. data
5. Add, Drop, Modify
6. Record
C. State whether the following statements are True or False.
1. False
2. False
3. False
4. True
5. True
6. True
D. Match the following columns.
1. (c)
2. (d)
3. (b)
4. (a)
5. (d)
E. Answer the following questions.

Ans (a) Relational Database Management System (RDBMS): An RDBMS is a type of Database
Management System (DBMS) that organises data into tables with a predefined structure.
It establishes relationships between these tables using keys, ensuring data integrity and
facilitating efficient data retrieval. RDBMS is important in managing data because it provides
a structured framework for storing, accessing, and managing large volumes of data while
ensuring consistency, accuracy, and security. It supports complex queries, helps maintain
data integrity through normalisation, and enables scalability for growing data needs.

Ans (b) Role of SQL Commands: SQL (Structured Query Language) commands play a crucial
role in working with databases. They are used to interact with databases to perform
various operations such as retrieving data with SELECT, adding new records with INSERT,
modifying existing data with UPDATE, and deleting records with DELETE. SQL commands
help manage the structure of databases with commands like CREATE TABLE, ALTER TABLE,
and DROP TABLE. Additionally, SQL commands facilitate data control and security using
commands like GRANT and REVOKE.

39
Ans (c) Differences between Char and Varchar Data Types:

▪ Char: Char is a fixed-length data type in SQL, meaning it requires a specified length when
defined. It pads spaces to fill the entire length, even if the stored data is shorter. For
instance, Char(10) will always occupy 10 characters, even if the stored data is less than
10 characters.

▪ Varchar: Varchar, on the other hand, is a variable-length data type in SQL. It can hold
variable lengths of characters up to the specified maximum length. For example, Varchar(10)
can store between 1 and 10 characters based on the data entered, using only the required
storage space.

Ans (d) A primary key is a column or a set of columns in a database table that uniquely
identifies each record within that table. It ensures the uniqueness of each row and prevents
duplicate or null entries within the specified column(s). For instance, in a “Students” table,
the “StudentID” column can be set as the primary key, ensuring each student has a unique
identifier. It is crucial because it allows quick data retrieval, maintains data integrity, and
serves as a reference for establishing relationships between tables in a relational database.

Ans (e) To retrieve specific data from a MySQL database using the SELECT statement, you
would construct a query:

SELECT column1, column2, ...

FROM table_name

WHERE condition;

Replace column1, column2, ... with the columns you want to retrieve data from, table_name
with the name of the table, and condition with any filtering criteria (optional) based on
which data is retrieved.

Ans (f) The DELETE statement in SQL is used to remove records from a table. It is crucial to
be cautious while using DELETE as it permanently removes data from the table. Without
specifying a WHERE clause, it deletes all records in the table. Hence, executing a DELETE
statement without proper filtering criteria or accidentally omitting the WHERE clause can
lead to unintended data loss. It’s essential to ensure the conditions are accurate before
executing a DELETE statement to avoid irretrievable data loss.

*****

40
 Lesson Plan

8 Learning Canva
Learning Objectives
At the end of the chapter, students will be able to-
 Grasping the Concept of Canva
 Create a Free Account and Initiate using Canva
 Producing Videos
 Employ Canva’s toolkit

Resource Requirements
Number of Period(s)
 Computers or laptops with internet access Theory Practical
 Projector or screen for presentations
2 4
 Handouts or access to online tutorials for practice

Lesson Plan
● Discuss the importance of visual content in modern communication.
● Introduce Canva as an online tool for designing graphics, presentations, and videos for a
variety of uses, including flyers, presentations, social media posts, invitations and more.
● Guide students through the process of creating a free Canva account or logging into a shared
account.
● Demonstrate what templates are in Canva and explore the different templates available.
● Explain the different functionalities and navigation within Canva’s video creation section and
identify the options available to modify the templates.
● Demonstrate how to:
○ Select a video template or start from scratch.
○ Add text, images, animations, and music to the video.
○ Customise transitions, backgrounds, and colours.
○ Preview and adjust timing and sequence of elements.
● Provide a simple video creation task for students (e.g., create a short promotional video for
a fictional product or an educational video about a chosen topic).
● Next explore the diverse tools and elements within Canva such as.
● Uploading files: Demonstrate how to upload audio, video, and image files.
● Text: Adding and editing text elements using the Text tab.
41
 ● Elements: Accessing graphics, icons, and shapes from the Elements tab.
● Draw: Using the drawing tool located under Elements for freehand drawing.
● Apps: Integrating external apps like Chart for adding data charts.
● Audio: Adding audio to designs from uploads or Canva’s library.
● Backgrounds and images: Changing backgrounds and incorporating photos.
● Effects: Enhancing designs with filters and other effects.
● Canva Assistant: Explaining text style suggestions and font combinations.
● Walk through each tool briefly, showing its interface and basic functionality.
● Assign a creative task to students: Create a multimedia design for a poster, video, or presentation
using specific tools and elements introduced.
● Encourage students to experiment with different tools, upload their files, and explore Canva’s
features while working on their design.
● Provide guidance and support as students work on their projects.
● Ask students to present their creations to the class, explaining the tools and elements used.

Test Your Knowledge

1. Why visual content is considered crucial in modern communication strategies, especially in
the digital era?
2. Describe how Canva is a versatile online tool for designing various types of visual content?
Provide examples of the different uses of Canva.
3. Explain how to create a video in Canva?
4. In the context of video creation in Canva, explain the functionalities available to modify
templates.
5. How can you add photos and videos into our project in Canva?
6. Describe any five components and tools in Canva.
7. Explain how to add a background in Canva?
8. What are effects used for? Name some effects available in Canva.
9. How can you make your design stand out?
10. Using Canva, create a poster for a weekend book fair.

Evaluation
● Following the chapter explanation, assign the students the exercises A to D of the main course
book as their practice.
● Discuss exercise E in the class and let students write answers in their notebooks.

Answers (Main Course Book)

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A. Tick the correct answer
1. Effects (This is not given in options)
2. Create
3. Elements
4. Apps
5. JPG, PNG, PDF
B. Fill in the blanks.
1. Templates
2. Elements
3. Message
4. Effects
5. Design
C. State whether the following statements are True or False.
1. True
2. False
3. True
4. True
5. False
D. Match the following columns.
1. (e)
2. (c)
3. (d)
4. (b)
5. (a)
E. Answer the following questions.

Ans (a) Canva Assistant is a feature within Canva that suggests text styles and font combinations
to assist users in their design process. When a user selects a text element, Canva Assistant
provides recommendations for text styles on the right side of the screen. Users can choose
from these suggestions to enhance their design quickly.

Ans (b) To add filters and transitions to video clips in Canva:

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a. Select the video clip on the Canva editor timeline.

b. Click on the “Effects” button located in the top toolbar.

c. Here, you can apply various filters and effects to enhance the appearance of your video
clips. Transitions can be adjusted by dragging and dropping between clips on the timeline.

Ans (c) Canva is an online platform and application used for graphic design, offering a wide
range of tools and templates for creating various visual content such as presentations,
social media graphics, posters, flyers, videos, and more. It provides a user-friendly interface
and diverse design options suitable for both professionals and beginners.

Ans (d) Three tools and elements from the left sidebar in Canva.

a. Text: This tool allows users to add and edit text elements to their designs. Users can
choose from various font styles, sizes, and colours to customise text.

b. Elements: Under this tab, users can access a wide array of graphics, icons, shapes, and
other visual elements to enhance their designs. It offers a diverse collection of elements
suitable for different design needs.

c. Uploads: The “Uploads” tab enables users to upload their own audio, video, or image
files into Canva. It provides a space to manage and utilise personal files in designs.

Ans (e) In Canva, select “Create a design” from the homepage.

● Click on the “Custom dimensions” option.

● Enter the specific dimensions appropriate for the social media platform you intend to create
the post for (e.g., for Instagram, use 1080x1080 pixels for a square post or 1080x1920
pixels for a story).

● Start designing using the custom-sized canvas to create your social media post.

*****

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 Lesson Plan

Functions and
9 Strings in Python
Learning Objectives
At the end of the chapter, students will be able to-
 Understanding Functions in Python
 String Manipulation in Python
 Python libraries for String Operations

Resource Requirements
Number of Period(s)
 Computers or laptops with Python installation
Theory Practical
 Code editor (e.g., VSCode, PyCharm)
 Presentation slides or whiteboard for explanations 2 4
 Handouts or resources on Python functions and common errors

Lesson Plan
● Introducing the Concept of Functions in Programming
● Explain the importance of defining functions in Python with regards to modularity, reusability,
readability, and abstraction.
● Discuss how functions aid in testing and debugging code by isolating specific parts for analysis
and correction.
● Show the basic syntax and structure of a function in Python: function name, parameters (if
any), and the function body.
● Illustrate creating simple user-defined functions using arithmetic operations or string
manipulations.
● Engage students in a hands-on activity where they create basic functions and share their
functions with the class.
● Introduce and explain common errors associated with functions in Python: SyntaxError,
TypeError, NameError, IndentationError, and ZeroDivisionError.
● Use code examples and visual aids to showcase each error and its causes.
● Discuss methods to identify and rectify these errors through proper coding practices and
debugging techniques.
● Define strings as sequences of characters enclosed within single, double, or triple quotes in
Python.

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 ● Explain the significance of strings as fundamental data types in Python and their immutability.
● Demonstrate creating strings using different types of quotes.
● Explain indexing and accessing individual characters within a string.
● Discuss string slicing to extract substrings by specifying start and end positions.
● Pose a question to the students: “Is it possible to change the string value?” Discuss the
concept of immutability in strings.
● Illustrate string concatenation using the “+” operator.
● Show how to determine the length of a string using the len() function.
● Explain and demonstrate various string methods such as lower(), upper(), strip(), replace(),
and split() with sample programs.
● Highlight the importance of each method and its usage in string manipulation.
● Introduce different string formatting methods: f-strings (formatted string literals), .format(),
and % formatting.
● Show examples of string formatting techniques and their applications.
● Provide exercises to students involving creating strings, accessing characters, and applying
string manipulation methods.
● Encourage students to experiment with various string operations using Python on their
computers. Summarize the key points covered during the lesson.

Test Your Knowledge

1. What distinguishes data from information? Provide examples to illustrate the difference.
1. Explain how defining functions in Python contributes to code modularity and reusability.
Provide examples to illustrate your explanation.
2. Discuss the importance of functions in enhancing code readability and abstraction.
3. How do functions assist in testing and debugging code? Explain how isolating specific parts
of code within functions aids in debugging.
4. Describe the basic syntax and structure of a function in Python. Explain the components of
a function.
5. Create a simple user-defined function in Python that performs arithmetic operations.
6. Name the common errors in functions.
7. What is NameError? Provide examples that illustrate what causes this error in Python functions.
8. How would you identify and rectify a SyntaxError in a Python function?
9. Explain the concept of indexing in strings. How can you access individual characters within a
string using indexing?
10. Discuss string slicing in Python. Explain how to extract substrings from a string by specifying
start and end positions.
11. Create a string and demonstrate slicing to extract the first five and last five characters.

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12. Develop a function that takes a sentence as input and returns the number of words in the
sentence. Test it with different sentences containing various word counts.
13. Write a Python function that accepts a string and counts the occurrences of a specific character
within that string. Test it with various characters.
14. Develop a function that takes a list of numbers as an argument and returns the average value
of the numbers. Test the function with different lists of numbers.

Evaluation
●Following the chapter explanation, assign the students the exercises A to C of the main course
book as their practice.
●Discuss exercise D in the class and let students write answers in their notebooks.

Answers (Main Course Book)

A. Tick the correct answer
1. 0
2. def
3. return
4. str1+str2
5. lower()
B. Fill in the blanks.
1. lower()
2. reusable
3. triple
4. modularity
5. +
C. State whether the following statements are True or False.
1. False
2. True
3. True
4. True
5. True

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D. Answer the following questions.

Ans (a) A function in Python is a block of code that performs a specific task and can be
reused multiple times. It helps in organising code, improving readability, and promoting
reusability. For instance:

def greet(name):

print(f”Hello, {name}!”)

greet(“Alice”)

greet(“Bob”)

In this example, the greet function takes a name parameter and prints a personalised
greeting message. It’s called twice with different names, demonstrating its reusability.

Ans (b) The primary purpose of defining a function in Python is to encapsulate a set of
instructions into a reusable block of code. Functions promote code reuse, enhance
readability, and enable efficient code organisation by breaking down complex tasks into
smaller, manageable parts.

Ans (c) String slicing in Python allows you to extract substrings by specifying start and end
positions within a string. Here are some examples:

message = “Hello, World!”

# Extracting substrings using slicing

print(message[0:5]) # Output: ‘Hello’

print(message[7:]) # Output: ‘World!’

print(message[:5]) # Output: ‘Hello’

print(message[-6:-1]) # Output: ‘World’

In these examples, slicing is used to extract specific parts of the message string by
specifying the start and end positions. The slice includes characters from the start index
to the end index (exclusive).

Ans (d) String immutability in Python refers to the property of strings where their values
cannot be changed after creation. Once a string is created, any attempt to modify its
characters results in creating a new string. For example:

message = “Python”

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 # Trying to change a character in the string results in an error

message[0] = ‘J’ # This operation will raise a TypeError

This immutability means that strings are immutable sequences, and any manipulation
involving modifications will create a new string object rather than modifying the existing
one.

Ans (e) Parameters are variables listed inside the parentheses in a function definition, and
arguments are the actual values passed to a function. For instance:

def add_numbers(x, y): # x and y are parameters

return x + y

result = add_numbers(3, 5) # 3 and 5 are arguments

print(result) # Output: 8

Here, x and y are parameters, and 3 and 5 are arguments passed to the add_numbers
function. Parameters act as placeholders for arguments passed to a function during its
invocation.

*****

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