Pvt. LTD.: Chapter 1: Number Systems and Encoding Schemes

Chapter 1: Number Systems and Encoding Schemes
Interest/Overview
The chapter will discuss about different types of number systems and encoding
schemes.
Purpose
The purpose of this chapter is to tell the students about the different types of
.
number systems, conversion of one number system into another as well as
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encoding scheme.
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Lesson Objectives
The students will be able to learn about:
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• Types of Number Systems
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• Conversion between Number Systems
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• Encoding Scheme
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Number of Periods Required
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2 periods (35 minutes each)

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Methodology
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Explanation, Demonstration, Animation, Video, Chapter Audio, Reading of the

Chapter
a
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Materials Required
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Black/Whiteboard, Chalk, Duster/Marker, Computers and Smart Board

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Flow of the Lesson

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• Start the session by asking students the following questions:

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o The measurement of the weight the student.

o The length of the desk.
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o How many 2-rupee coins can you get in exchange of a 10-rupee

note?
• Tell them that about the kind of number system they have used in solving
these questions.
• Tell the students that a computer understands only two states−on
(represented by 1) and off (represented by 0).
• Tell them that 0 and 1 are known as binary digits or bits.
• Discuss the use of binary digits (0 and 1) in the binary number system.
• Demonstrate them the way to convert the decimal numbers into binary
numbers and vice versa.
• Discuss the different ‘Types of Number Systems’ given on page 2 to 4 in the
textbook.
• After explanation, divide the students in different groups and ask them to
describe the following number systems in their words:
o Hexadecimal Number System
.
o Octal Number System
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• You make some chits on which the above explained terms are written.
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• Put these chits on the table keeping the face down.
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• Ask students to come one by one and pick a chit from the table.
• Ask them to describe the number system written on his/her chit to the
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remaining students of the class.
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• Listen to their responses carefully and help them wherever required.
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• Ask students to do ‘SnapCheck’ section given on page 4 in the textbook at
their home. Se
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• Discuss the conversion of one number system into another by sung suitable
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examples.
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• Ask them do attempt ‘SnapCheck’ section given on page 8 in the textbook.

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• Then, introduce students to the section ‘Encoding Scheme’ given on page 8

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in the textbook.
• Tell them that every character on the keyboard has a code associated with
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it which is known as the ASCII code.

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• Ask them to go through the Table 1.2 given on page in the textbook.
• Next, explain to them about Unicode. Explain to them about the commonly
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used Unicode.
• Influencer and IRL sections help the students learn about the personalities
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involved in the development of technology.

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Assessment Time
Instant analysis of the group/individual performance in terms of:
1. MCQs, Fill in the Blanks and Short Answers Type Questions are there in the
‘#Let Us Tweet’ section to test knowledge of concepts learnt.
2. ‘#DiY’ section contains Lab Activities and Projects to make learning more
enjoyable and fun.
3. ‘#Screenshot’ section contains image-based questions to give a mental drill.
4. ‘#Open Forum’ section is there to discuss important topics explained in the
chapter.
5. ‘#Hyperlink’ section is there to create a link of the computer subject with
other subjects/topics.
Range
The topic offers learning opportunities wherein the students can learn about the
different types of number systems, conversion of one number system into
.
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another as well as encoding scheme.
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es
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Chapter 2: Charts in Excel 2016
Interest/Overview
The chapter will discuss how to represent the data in the form of a chart in MS
Excel 2016.
Purpose
The purpose of this chapter is to tell the students about the elements, type and
steps to create a chart in an Excel worksheet.
.
Lesson Objectives
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The students will be able learn about:
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• Defining Charts
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• Elements of a Chart
• Types of Charts
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• Creating a Chart
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• Adding Chart Elements
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• Changing the Chart Title
• Adding Sparklines Se
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Methodology
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Chapter
Materials Required
a
Black/Whiteboard, Chalk, Computers and Smart Board

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Flow of the Lesson

In

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o What are operators? List the use of some operators used for
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calculations in Excel.
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o What is the significance of AutoSum feature? Name the tab

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containing this option.

o Define Functions. Discuss its structure.
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• Tell them that today they are going to learn to insert charts in MS Excel
2016.
• Ask them to read the section ‘Elements of a Chart’ given on page 14 in the
textbook.
• Explain to them the elements Data Series, Chart Title, Legend, etc. in detail.
• After explanation, divide the students in groups and ask each group to
write a few sentences about the following terms in their notebook.
o Axes
o Gridlines
o Data Label
o Plot Area
o Chart Title
• Check their working and clarify doubts, if any.
.
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• Discuss the section ‘Types of Chart’ by explaining the students about the
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column chart, bar chart, pie chart, doughnut chart and line chart.
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• You may ask a few students to come and explain these topics to the rest of
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the class.
• Ask them to do ‘SnapCheck’ section given on page 18 in the textbook at
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their home.
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• Demonstrate the basic steps for ‘Creating a Chart’ using a smart board.
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• Ask students to repeat the same in their computers.
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• Explain to them the way to add various elements such as axis titles, chart
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title, data labels, data table and legend to enhance the readability of the
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chart.
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• Explain to them each and every step clearly.

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• You may ask them to create a chart for the given data to check their
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understanding.
• You may ask the students to explain the steps required for adding axis
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titles, chart title, data labels, etc.

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In

• Tell them how to change the visual style of the chart.
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• Discuss the steps to add Sparklines in a worksheet.

• Tell them we usually place the Sparklines near its source data for better
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analysis.
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• Explain to them each and every step clearly.

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Assessment Time
1. MCQs, Fill in the Blanks, True/False and Short Answers Type Questions are
there in the ‘#Let Us Tweet’ section to test knowledge of concepts learnt.
chapter.
enjoyable and fun.
.
td
Range
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The topic offers learning opportunities wherein the students can learn to insert
t.
various types of charts in Excel 2016.
Pv
es
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Chapter 3: Useful Features of Excel 2016
Interest/Overview
The chapter will discuss about the advanced features of Excel 2016.
Purpose
The purpose of this chapter is to tell the students about sorting, filtering and
applying conditional formatting on the given data in MS Excel 2016.
Lesson Objectives
.
td
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• Sorting Data
t.
• Filtering Data
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• Conditional Formatting
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ic
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Methodology
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Chapter
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Materials Required
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Flow of the Lesson

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• Start the session by giving a quick recapitulation of the topics the students
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have learnt in the previous chapter.

• Tell them that today they are going to learn about some advanced features
a
di
of MS Excel 2016.
In
• Ask them to read the section ‘Sorting Data’ given on page 34 in the
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textbook.
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• Explain to them the meaning of the term Sorting.

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• Tell them that they can sort the data in rows on the basis of text, number,
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combination of text and numbers or dates.

• Ask them to go through the sheet given in Fig. 3.1.
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• Tell them the steps to be followed to sort the given data.

• Explain to students the steps to be followed to sort more than one column.
• Discuss the section ‘Filtering Data’ given on page 37 in the textbook.
• Explain to them each and every required step clearly.
• Demonstrate the steps to be used in Column Filtering using a smart board.
• You may ask the students to repeat the same in their computers.
their home.
• Discuss the section ‘Conditional Formatting’ given on page 40 in the
textbook.
• Tell them the steps to be followed to apply conditional formatting in Excel.
• You may divide the students in groups and ask each group to come one by
one and explain the steps to be followed to apply conditional formatting in
MS Excel 2016.
.
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• Check their responses and helps them wherever required.
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t.
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Assessment Time
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Se
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chapter.
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enjoyable and fun.

a
di
In
Range
The topic offers learning opportunities wherein the students can learn about the
n
so
advanced features of Microsoft Excel 2016.

ar
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Chapter 4: Introduction to HTML5
Interest/Overview
The chapter will discuss about the basic features of HTML5.
Purpose
The purpose of this chapter is to tell the students about HTML tags, attributes,
structure of an HTML document and so on.
Lesson Objectives
.
td
• Defining HTML
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• HTML Elements
t.
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• HTML Attributes
• Structure of an HTML Document
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• Creating and Saving HTML Documents
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• Viewing HTML Document
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3 periods (35 minutes each) Se
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Methodology
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Chapter
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Materials Required
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Flow of the Lesson
a
di
• Start the session with a quick recapitulation of the topics the students have
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learnt in the chapter on the Internet in their previous class.

• Tell the students that a web page consist of images, text, videos and links
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are written using a special language called HTML or Hyper Text Markup
Language.
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• Ask the students to read the section ‘Defining HTML’ and ‘HTML Elements’
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given on page 49 and 50 in the textbook.

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• Explain to them about the Start Tag, Content Tag and Empty Tag.
• Tell them that a container tag needs to be closed while the empty tag does
require closing tag.
• You may ask the following questions to check their understanding:
o The full form of HTML is ____________________________.
o A ____________ is a tag that needs to be closed.
o An _____________ is a tag that does not required closing tag.
• Check their answers and clarify doubts, if any.
• Discuss the section ‘HTML Attributes’ given on page 49 in the textbook.
• Explain to them the ‘Basic Structure of an HTML Document’.
• Tell them about the <HTML> Tag, <HEAD> Tag, <Title> Tag and <Body> Tag.
• After explanation, ask the students to define the above explained tags in
their words.
• Discuss the section ‘Creating and Saving HTML Documents’ given on page
.
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51 in the textbook.
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• Explain to them the steps to be followed in creation and saving an HTML
t.
document using a smart board.
Pv
• Demonstrate the steps required to view an HTML document.
• You may ask the students to repeat the same steps in their computers.
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• Check their working and help them, if needed.
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• Ask students to do ‘SnapCheck’ section given on page 53 in the textbook.
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• Discuss the section ‘Line Break <br> Element’ by explaining students that
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we use line break element to explicitly force a line break between two lines
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in the output.
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• Then tell the students about the ‘Paragraph Element’ and ‘Heading
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Elements’ given on page 54 and 55 in the textbook.

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their home.
• Discuss the section ‘Horizontal Rule <hr> Element’ given on page 57 in the
a
textbook.
di
In
• Explain to the students about the HTML Formatting Elements given in Table
4.1.
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so
• Tell them that HTML comments are explanatory statements inserted in the
code that are not displayed in the browser.
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• Explain to them about Nesting of Elements given on page 60 in the

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textbook.
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Assessment Time
1. MCQs, Fill in the Blanks, True/False, Writing HTML Code Statements and
Short Answers Type Questions are there in the ‘#Let Us Tweet’ section to
test knowledge of concepts learnt.
chapter.
enjoyable and fun.
.
td
L
t.
Pv
Range
The topic offers learning opportunities wherein the students can learn about basic
es
features of HTML5.
ic
rv
Se
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a
di
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so
ar
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©
Chapter 5: Introduction to CSS
Interest/Overview
The topic will discuss the use of basic tools of CSS.
Purpose
To understand the advantages of CSS, explain the syntax of CSS, ways to include
CSS in HTML document and explain the use of color, background color, font, text,
border and background-image properties.
.
Lesson Objectives
td
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• CSS
t.
Pv
• Advantages of CSS
• CSS Syntax
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• Ways to Include CSS in an HTML Document
ic
• CSS Properties
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• Background-Image Properties
Number of Periods Required Se
n
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Methodology
at
Class discussion, giving reading of the chapter and explaining the topic in detail,
uc
demonstration on the computer

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Materials Required
a
di
Flow of the Lesson

In
• Start the chapter by giving a quick recapitulation of the concepts the

students have learnt in the chapter on HTML5.
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• Tell them that we use CSS to make the consistency like the same color
scheme, layout and design in development of a website.
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• Tell them that we define the structure of a web page using HTML and make
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it presentable using CSS software along with HTML.

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• Explain to them the ‘Advantages of CSS’ given on page 68 in the textbook.

• After explanation, you may ask the students to describe these advantages
in their words.
• Check their working and help them wherever required.
• Discuss the CSS syntax.
• Divide the students in groups and ask them to explain the following terms:
o Selector
o Property
o Value
• Listen to their responses carefully and clarify doubts, if any.
• Discuss the ways through which CSS style can be included in an HTML
document.
their home.
• Demonstrate the CSS Properties using a smart board.
.
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• You may conduct a quiz session on the topic CSS Properties.
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• Resolve queries that the students might have.
t.
Pv
their home.
• Explain to the students about the ‘Background-image Properties’ given on
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page 79 in the textbook.
ic
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Assessment Time Se
n
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1. MCQs, Fill in the Blanks, True/False, Finding the Error and Short Answers
at
Type Questions are there in the ‘#Let Us Tweet’ section to test knowledge
uc
of concepts learnt.
Ed

chapter.
a
di
In
enjoyable and fun.

n
so
ar
Range
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The topic offers learning opportunities wherein the students can learn about basic
©
features of CSS .
Chapter 6: Loops in Python
Interest/Overview
The chapter will discuss the use of for and while loops in Python.
Purpose
The purpose of this chapter is to tell the students about the use of sequence type
in Python, use of range() function, use of for and while loops and create programs
to illustrate the use of loops.
.
Lesson Objectives
td
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• Sequence Type
t.
Pv
• range() Function
• for Loop
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• while Loop
ic
rv
Methodology Se
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Chapter
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Materials Required
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Flow of the Lesson

a
o Fill in the blanks.

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In
i. The interactive mode is useful for running a _______________.

ii. The script mode lets us work with more than _____________.
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iii. The script can be executed by selecting the ______________.

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iv. The elements of Python are ___________, _____________ and

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______________.
v. An identifier name can start with an _____________.
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• You may ask the students to attempt the questions given in the set-up
activity given on page 89 in the textbook.
• Tell the students that today they are going to learn about for and while
loops in Python programming software.
• Tell them that a block of code executed multiple times is called a loop.
• Ask them to read the text given under the heading ‘Sequence Type’ given
on page 90 in the textbook.
• Explain to them about the List and Tuple sequence types.
• Discuss the ‘range() Function’ given on page 91 in the textbook.
• Tell them that in Python, range() Function is used to generate a sequence
of numbers.
• To understand the range() function better, ask students to go through the
.
examples given on page 91 in the textbook.
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• Ask them to do ‘SnapCheck’ section given on page 92 in the textbook.
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• Next introduce students to the section ‘for Loop’.
t.
Pv
• Tell them that ‘for Loop’ is used to iterate over a range of values or a
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sequence.
• Explain it with a few examples to understand the use of for statement to
ic
rv
create loops.
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their home.
n
• Discuss the section ‘while Loop’ given on page 97 in the textbook.
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at
• Tell them that while loop statement in Python executes a block of code
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repeatedly as long as the test condition is true.

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• You may conduct a quiz session on the above said statements.

• Check the working of each student carefully and help them wherever
a
required.
di
In
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so
Assessment Time
ar

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1. MCQs, Find the Error, Give the Output and Short Answers Type Questions
©
are there in the ‘#Let Us Tweet’ section to test knowledge of concepts

learnt.
chapter.
enjoyable and fun.
Range
The topic offers learning opportunities wherein the students can learn to use for
and while loops in Python programming software.
.
L td
t.
Pv
es
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Se
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Chapter 7: Strings in Python
Interest/Overview
The chapter will discuss how to create programs using strings in Python.
Purpose
The purpose of this chapter is to tell the students about the use of string data
type, explain string operations: concatenation, repetition, membership and
slicing, use of built-in functions and string methods and create programs using
.
strings.
td
Lesson Objectives
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t.
Pv
• Accessing Characters in a String
• String Operations
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• Built-in Functions and String Methods
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• Traversing a String
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• Programs using Strings
Number of Periods Required Se
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Methodology
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Chapter
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Materials Required
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Flow of the Lesson

di
In
• Start the session by asking students to answer the questions asked in the
set-up activity given on page 105 in the textbook.
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• Tell the students that today they are going to learn to create programs
using strings in Python programming software.
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• Tell them that strings in Python are a sequence of one or more characters
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and can be created by enclosing one or more characters in single, double

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and triple quotes.

• Ask them to consider the variable declarations given on page 106 in the
textbook.
• Discuss the section ‘Accessing Characters in a String’ given on page 106 in
the textbook.
• Explain to them about the index number using suitable examples.
• Ask students to do ‘SnapCheck’ section given on page 107 in the textbook
at their home.
• Tell the students about basic operations that can be performed on Strings
in Python.
• After explanation, ask the students to explain the following operations in
their words:
o Concatenation
o Repetition
.
o Membership
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o Slicing
t.
• Check their responses carefully and help them wherever required.
Pv
• Tell them about the built-in functions that make the working with strings
easier.
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• Ask them to do the ‘SnapCheck’ section given on page 111 in the textbook
ic
at their home.
rv
• Explain to them about use of for and while loops in Python.
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• Ask the students to attempt ‘SnapCheck’ section given on page 112 in the
n
textbook at their home.
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• Discuss the Programs using Strings given on page 113 to 116 in the
at
textbook.
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Ed

Assessment Time
a

di
In
1. MCQs, Writing Python Statements, Finding Error, Finding Output and Short
Answers Type Questions are there in the ‘#Let Us Tweet’ section to test
n
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knowledge of concepts learnt.

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chapter.
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©
enjoyable and fun.

Range
The topic offers learning opportunities wherein the students can learn to create
programs using strings in Python.
Chapter 8: Creating Animations in Animate 2020
Interest/Overview
The chapter will discuss the steps to create frame-by-frame animations in
Animate 2020.
Purpose
The purpose of this chapter is to tell the students about the significance of
timeline, use of layers and frames, creating frame-by-frame animations, creating
.
tweened animations, motion presets and masking features in Animate 2020.
td
Lesson Objectives
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t.
Pv
• Understanding Timeline
• Frame
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• Creating Symbols and Instances
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• Creating Animations
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• Applying Motion Presets
• Applying Masking Se
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at

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Methodology
Ed

Chapter
a
di
Materials Required
In

Flow of the Lesson
n
so
• Start the session by asking students answer the questions given in the set-
up activity.
ar
• Tell them that Animate 2020 is one of the software that can be used to
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create animated movies and games.

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• Tell them that it a part of Adobe Creative Cloud Series.

• Explain to the steps to start Animate 2020.
• Discuss the elements of the animate interface.
• You may display the interface using a smart board and ask students to
come and describe one of the elements in their words.
• Tell them that today they are going to learn about Timeline in Animate
2020 that decide the sequencing and timings of the various graphics and
other elements of a movie.
• Tell them about the features available on the timeline.
• After explanation, you may ask the students to describe the following terms
in their words:
o Layers
o Frame
.
o Playhead
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o Timeline Header
t.
• Check their working and help them wherever required.
Pv
• Explain to them the steps to add, delete, rename, hide/show a layer in
Animate 2020.
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• Discuss the steps to Lock, Unlock and Changing the Order of Layers in
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Animate 2020 software.
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their home. Se
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• Discuss the section ‘Frame’ by explaining students that frames when played
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together in a sequence create an animation effect.

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• Tell them that an animation consists of multiple frames.

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• Explain to them about the timeline header that provides a controls to view
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and edit contents in frames easily.

• Ask students to go through the section ‘Creating Symbols and Instances’
a
given on page 127 in the textbook.

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In
• Explain to them the steps to ‘Create Symbols’ and ‘Creating and Modifying
Instances’ in Animate 2020.
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• Discuss the section ‘Creating Animations’ given on page 131 in the

textbook.
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• Explain to them the steps to create Frame-by-Frame animation clearly.

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• You may ask the students to repeat the same steps using their computers.
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• Tell them about the ‘Motion Tweening’ and ‘Shape tweening’ given on page
133 to 140 in the textbook.
at their home.
• Discuss ‘Applying Motion Presets’ section.
• Tell the students that pre-built motion presets are available in Animate
2020 and enable us to add animations with a minimal number of steps.
• Explain to them the steps to be followed to Apply Masking given on page
142 in the textbook.
Assessment Time
1. MCQs, Fill in the Blanks,True/False and Short Answers Type Questions are
.
td
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chapter.
t.
Pv
enjoyable and fun.
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ic
rv
Range
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The topic offers learning opportunities wherein the students can learn to create
n
animation in Animate 2020.
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at
uc
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a
di
In
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so
ar
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Chapter 9: Emerging Trends
Interest/Overview
The chapter will discuss about the concept of Artificial Intelligence and some of its
domain areas.
Purpose
The purpose of this chapter is to tell the students about AI, its domain areas, use
of AR and VR and the significance of cloud computing and cloud storage.
.
Lesson Objectives
td
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• Artificial Intelligence
t.
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• Domains of Artificial Intelligence
• Internet of Things
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• Big Data
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• Virtual Reality
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• Augmented Reality
• Cloud Computing Se
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Methodology
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Chapter
Materials Required
a
di

In
Flow of the Lesson

• Start the session by asking students answer the questions given in the set-
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up activity.
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• Tell them that today they are going to learn about some emerging trends
and technologies.
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• Discuss the section ‘Artificial Intelligence’ given on page 152 in the

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textbook.
• Tell the students that some machines work like a human being because of
AI feature.
• Tell them the application areas of AI like Smartphones, Social Networking
Sites, E-Commerce, etc.
• After explanation, ask students about the areas where they have seen the
usage of AI feature.
• Discuss the ‘Domains of Artificial Intelligence’ section given on page 153 in
the textbook.
• Tell them that AI encompasses a number of domain areas that are needed
to build smart machines capable of executing tasks which are believed to
require human intelligence.
• Explain to them the capabilities required for a computer program to be
based on AI.
• Discuss the sections Machine Learning, Natural Language Processing,
.
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Computer Vision and Robotics.
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• After explanation, ask some related questions randomly to check the
t.
understanding of the topics.
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• Ask students to read the section ‘Internet of Things’ given on page 156 in
the textbook.
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• Tell the students that IoT refers to the physical devices that are connected
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to the Internet to collect and share data.
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• Explain to them the examples of IoT using a smart board.
Se
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at their home.
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• Discuss the section ‘Big Data’ given on page 157 in the textbook.
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• Tell the students that with continuous evolution of the IoT, the data being
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generated is increasing very high and is referred to as Big Data.

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• Discuss the AR and VR sections given on page 158 in the textbook.

• Tell them that VR is used generate visuals that simulate a real-life
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environment while AR is used for developing applications in areas like

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In
entertainment gaming, medicine, etc.

• You may conduct a quiz session and ask students about the application
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areas of AR and VR features.

• Explain to them the section ‘Cloud Computing’ given on page 159 in the
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textbook.
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• Tell the students that cloud computing makes use of a network of remote
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servers available on the Internet to store, manage and process data.

• Tell the students about the advantages of cloud computing and the name
of cloud-storage providers given on page 160 in the textbook.
Assessment Time
chapter.
enjoyable and fun.
.
td
L
t.
Pv
Range
The topic offers learning opportunities wherein the students can learn about AI,
es
its domain areas, use of AR and VR and the significance of cloud computing and
ic
cloud storage.
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Se
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a
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so
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©

Pvt. LTD.: Chapter 1: Number Systems and Encoding Schemes

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Pvt. LTD.: Chapter 1: Number Systems and Encoding Schemes

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Chapter 1: Number Systems and Encoding Schemes

2 periods (35 minutes each)

Explanation, Demonstration, Animation, Video, Chapter Audio, Reading of the

Black/Whiteboard, Chalk, Duster/Marker, Computers and Smart Board

Flow of the Lesson

• Start the session by asking students the following questions:

o The measurement of the weight the student.

o How many 2-rupee coins can you get in exchange of a 10-rupee

• Ask them do attempt ‘SnapCheck’ section given on page 8 in the textbook.

• Then, introduce students to the section ‘Encoding Scheme’ given on page 8

it which is known as the ASCII code.

involved in the development of technology.

3 periods (35 minutes each)

Explanation, Demonstration, Animation, Video, Chapter Audio, Reading of the

Black/Whiteboard, Chalk, Computers and Smart Board

Flow of the Lesson

• Start the session by asking students the following questions:

o What is the significance of AutoSum feature? Name the tab

containing this option.

• Listen to their responses carefully and help them wherever required.

• Explain to them each and every step clearly.

titles, chart title, data labels, etc.

• Listen to their responses carefully and help them wherever required.

• Discuss the steps to add Sparklines in a worksheet.

• Explain to them each and every step clearly.

Black/Whiteboard, Chalk, Computers and Smart Board

Flow of the Lesson

have learnt in the previous chapter.

• Explain to them the meaning of the term Sorting.

combination of text and numbers or dates.

• Tell them the steps to be followed to sort the given data.

3. ‘#Hyperlink’ section is there to create a link of the computer subject with

enjoyable and fun.

advanced features of Microsoft Excel 2016.

Explanation, Demonstration, Animation, Video, Chapter Audio, Reading of the

Black/Whiteboard, Chalk, Computers and Smart Board

learnt in the chapter on the Internet in their previous class.

given on page 49 and 50 in the textbook.

Elements’ given on page 54 and 55 in the textbook.

• Ask students to do ‘SnapCheck’ section given on page 57 in the textbook at

• Explain to them about Nesting of Elements given on page 60 in the

demonstration on the computer

Flow of the Lesson

• Start the chapter by giving a quick recapitulation of the concepts the

it presentable using CSS software along with HTML.

• Explain to them the ‘Advantages of CSS’ given on page 68 in the textbook.

2. ‘#Open Forum’ section is there to discuss important topics explained in the

enjoyable and fun.

Black/Whiteboard, Chalk, Computers and Smart Board

Flow of the Lesson

o Fill in the blanks.

i. The interactive mode is useful for running a _______________.

iii. The script can be executed by selecting the ______________.

iv. The elements of Python are ___________, _____________ and

repeatedly as long as the test condition is true.

• You may conduct a quiz session on the above said statements.

Instant analysis of the group/individual performance in terms of:

are there in the ‘#Let Us Tweet’ section to test knowledge of concepts

Explanation, Demonstration, Animation, Video, Chapter Audio, Reading of the

Flow of the Lesson

and can be created by enclosing one or more characters in single, double

and triple quotes.

involved in the development of technology.

iv. The elements of Python are _, ___ and