Professional Documents
Culture Documents
Government of Kerala
Education Department
2005
PREFACE
Dear Teachers,
Computer Science is concerned with the gathering, manipulation,
classification, storage and retrival of knowledge. Understanding Computer
Science, is necessary because of its power and influence in modern society.
Learning of Computer Science should be activity based, process oriented,
student-centred, environmental based and life oriented. The approach to
learning is based on five domains of science: Knowledge domain, process
domain, application and connection domain, domain of attitudes and values
and creativity domain. But we know that most of the present vocational
higher secondary teachers are not familiar with this paradigm. Hence for
the first time we are introducing sourcebooks for all the subjects in the
vocational higher secondary curriculum.
This source book for computer science aims to provide guidelines to
the teachers of our state to change their pedagogy from the conventional
content-based approach to the process oriented approach.
The source book has three parts: Part I gives you the general
approach to the teaching - learning process of computer science.
Part II of the book details the activities that can be carried out to attain the
curriculum objectives. Part III contains the sample questions of each unit.
We welcome suggestions for improvement as well as constructive
criticism from practising teachers on the content and approach of this source
book.
With regards,
Thiruvananthapuram Dr. E. Valsala Kumar
Director
SCERT, Kerala
25.11.2005
Part I
I General Approach................................................................... 06
II. Subject Approach.................................................................... 20
II Strategies of Teaching and Learning........................................ 28
III Curriculum Objectives ............................................................ 34
IV Syllabus and Contents ............................................................. 38
V Planning................................................................................... 50
VI Evaluation............................................................................... 56
Part II
1 Principles of Data processing.................................................. 73
2 Data Representation................................................................ 78
3 Computer system organisation................................................. 84
4 Principles of programming..................................................... 100
5 Programming in C++............................................................ 104
6 Computer Networks.............................................................. 130
7 Digital Electronics................................................................. 136
8 Linux ..................................................................................... 140
Part III
Sample Questions.................................................................. 147
CONTENTS
PART I
6
Teachers Sourcebook VHSE
Introduction
The ultimate aim of education is human refinement. Education should enable the
learner to formulate a positive outlook towards life and to accept a stand which
suits the well being of the society and the individual as well.
The attitude and potential to to work has determined the destiny, progress and
cultural development of the human race. As we all are aware, the objective of
education to form a society and individuals having a positive work culture. The
educational process expected in and outside our formal schools should concentrate
upon inculcating concepts, abilities, attitudes and values in tune with these work
culture. Hence vocationalised education cannot be isolated from the main stream
of education. In anthor sence, every educational process should be vocationalised.
However, due to our inability to utilise the resources wisely, scarcity of job
oppurtunities is a severe issue of the present society. For overcoming this deep
crisis, emergent techinques have to be sorted out and appropriate researches have
tobe seriously carried out. It is in the sence that the content and methodology of
vocational Higher Secondary Education have to be approached.
The Vocational Higher Secondary course was envisaged as a part of the National
Policy on Education with the noble idea of securing a job along with education. The
relevance of Vocational education is very great in this age of un employment. This
education system, which ensures a job along with higher education, stands aloof
from other systems of education.
A learning enviornment which ensures vocational aptitude, vocational training, basic
life skills, competencies related to different subjects, appropriate values and attitudes
and existential readiness has to be provided here.
The curriculum should be one which recognises the specific personality of the learner
and should develop it in a desirable way. It should provide opportunity to imbibe
novel ideas to follow a ctritical approach and for learning through experiences.
The competency to transform ones own resources for the betterment of the society
and the individual is to be ensured in each individual. Training in the sense of
equality, democratic sense, enviornmental consiousness and devotion to the
constitution is an inseparable factor of the curriculum.
The need of a systematic curriculum is prevailing in vocational subjects. A
scientifically structured curriculum incorperating the unique features peculiarity
of Kerala ensuring the possibility of higher education and utilising the national and
international possibilities of employment is required.
GENERAL APPROACH
666
Computer Science
The new curriculum should be capable of assimilating the life skills, scientific temper,
attitude of co-existence, leadership qualities and mental health to face the challenges
of life. It should be capable of strengthening the competencies imbibed by the learners
up to the tenth class.
A curriculum for selecting vocational areas according to the aptitude of the students,
learning it in depth, acquire general awareness in the basic areas and to secure jobs
has become the social need of the day. A learner centred, process oriented, need
based vocational curriculum is envisaged.
What is learning?
l Learning is construction of knowledge and so it is a live and continuous mental
process.
l Learning is a process of advancement through adding and correcting in the
light of comparing the new issue with the previously learned concepts.
l Learning takes place as a part of the effort to solve problems.
l Learning takes place by assimilating bits of knowledge into ones own cognitive
structure.
l Learning is not a linear process. It is a spiral process growing deeper and wider.
l Learning is an intellectual process rather than the mere memorisation of facts.
Learning is a conglomeration of a variety activities like problem analysis,
elucidation, critical thinking, rational thinking, finding out co-relations,
prediction, arriving at conclusions, applications, grouping for other possibilities
and extracting the crux. When opportunities are proviced for intellectual
processes learning will become effective and intellectual ability will get
strengthend.
The o r e t i c a l f o u nda t i o ns o f l e a r ni ng
Education is the best device that can be adopted for creation of a new society. It
should be democratic in content and process and should acknowledge the rights of
the learner. It should also provide opportunity for better citizenship training. The
concept of equality at all areas should get recognition in theory and practice.
There should be consious programme of action to develop nationality, humaness
and love and against the enchroachment of the sectarianism of caste and religion.
The learner should be able to take firm steps and deferred against the social crisis
like privatisation, liberalisation, globalisation etc and against all kinds of
dominations.
They should develop a discrimination to use the acquired learning as a
liberative weapon.
They should be able to view education and life with the perspective of social well
being.
8
Teachers Sourcebook VHSE
They should get opportunity to recognise that co-operation is better than competition
and that co-operation is the key to social life and culture.
A basic awareness of all the subjects needed for life essential for all students.
The remnants of perspectives formed in us during the colonial period still influence
our educational philosophy. The solution to the present day perplexities of the
society which approaches education on the basis of competitions and marketisation
is only a comprehensive view of life.
It is high time that education was recognised on the basis of the philosophy of human
education. The human approach to education has to reflect in its content, learning
process and outlook. The perspective of learning to be and learning to live together
as expressed by the UNESCO and the concepts of existentialist intelligence
intrapersonal and interpersonal intelligence.
The basis of new approaches on curriculum, teaching- learning process are derived
from the developments place in the east and west of the world.
When we begin to see the learner at the centre of the learning process, the teaching
process has to be changed timely. It is the result of the rapid growth and development
of Science and Technology and Pedagogy. If we want to undergo the changing
process, we have to imbibe the modern hypothesis regarding learner, they have;
Great curiosity
Good imagination
Numerous other qualities and interests
Independent individuality
Interest in free thinking and working in a fearless atmosphere.
Have interest in enquiring and questioning.
Ability to reach conclusions after logical thinking.
ability for manifest and establish freely the conclusions arrived at.
Interest for recognition in the society.
Determination to face the interference of society and make components which
is a part of social life.
1
h
r
1
T
o
i
d
e
n
t
i
f
y
d
a
t
a
,
p
r
o
c
e
s
s
i
n
g
a
n
d
i
n
f
o
r
m
a
t
i
o
n
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
p
r
e
p
a
r
e
n
o
t
e
s
D
i
s
c
u
s
s
i
o
n
p
r
e
p
a
r
e
R
e
f
e
r
e
n
c
e
m
a
n
n
u
a
l
C
o
m
p
u
t
e
r
,
2
T
o
i
d
e
n
t
i
f
y
t
h
e
c
o
m
p
o
n
e
n
t
s
o
f
d
a
t
a
p
r
o
c
e
s
s
i
n
g
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
3
T
o
u
n
d
e
r
s
t
a
n
d
t
y
p
e
s
o
f
d
a
t
a
p
r
o
c
e
s
s
i
n
g
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
l
i
s
t
i
n
g
t
h
e
m
e
r
i
t
s
o
f
e
l
e
c
t
r
o
n
i
c
d
a
t
a
p
r
o
c
e
s
s
i
n
g
4
T
o
i
d
e
n
t
i
f
y
t
h
e
r
o
l
e
o
f
c
o
m
p
u
t
e
r
i
n
d
a
t
a
p
r
o
c
e
s
s
i
n
g
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
n
o
t
e
D
i
s
c
u
s
s
i
o
n
D
i
s
c
u
s
s
i
o
n
O
b
s
e
r
v
a
t
i
o
n
L
i
s
t
i
n
g
D
i
s
c
u
s
s
i
o
n
c
h
a
r
t
s
D
o
D
o
T
e
x
t
b
o
o
k
1
h
r
1
h
r
1
h
r
56
Teachers Sourcebook VHSE
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
T
o
u
n
d
e
r
s
t
a
n
d
v
a
r
i
o
u
s
p
h
a
s
e
s
o
f
p
r
o
g
r
a
m
m
i
n
g
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
,
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
l
i
s
t
i
n
g
T
o
g
e
t
a
n
a
w
a
r
e
n
e
s
s
a
b
o
u
t
t
h
e
l
e
g
a
l
i
m
p
l
i
c
a
t
i
o
n
s
i
n
u
s
i
n
g
s
o
f
t
w
a
r
e
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
s
e
m
i
n
a
r
L
e
a
r
n
i
n
g
M
a
t
e
r
i
a
l
s
R
e
f
e
r
e
n
c
e
M
a
n
u
a
l
,
c
h
a
r
t
s
,
i
n
t
e
r
n
e
t
,
t
e
x
t
b
o
o
k
L
e
a
r
n
i
n
g
a
c
t
i
v
i
t
y
S
t
u
d
e
n
t
s
a
r
e
a
s
k
e
d
t
o
d
i
s
c
u
s
s
t
h
e
c
o
n
c
e
p
t
o
f
p
r
o
g
r
a
m
m
i
n
g
t
h
r
o
u
g
h
a
r
e
a
l
l
i
f
e
p
r
o
b
l
e
m
S
t
u
d
e
n
t
s
a
r
e
a
k
e
d
t
o
d
i
s
c
u
s
s
t
h
e
t
e
r
m
a
l
g
o
r
i
t
h
m
S
t
u
d
e
n
t
s
a
r
e
a
s
k
e
d
t
o
d
i
s
c
u
s
s
f
l
o
w
c
h
a
r
t
s
y
m
b
o
l
s
a
n
d
i
t
s
f
u
n
c
t
i
o
n
s
A
c
t
i
v
i
t
y
I
S
t
u
d
e
n
t
s
a
r
e
a
s
k
e
d
t
o
p
r
e
p
a
r
e
a
r
e
c
i
p
e
f
o
r
m
a
k
i
n
g
a
n
o
m
l
e
t
i
n
o
r
d
e
r
t
o
u
n
d
e
r
s
t
a
n
d
i
n
g
t
h
e
c
o
n
c
e
p
t
o
f
p
r
o
g
r
a
m
m
i
n
g
A
c
t
i
v
i
t
y
2
S
t
u
d
e
n
r
s
a
r
e
a
s
k
e
d
t
o
l
i
s
t
t
h
e
s
t
e
p
s
,
f
o
r
m
a
k
i
n
g
a
n
o
m
l
e
t
t
o
i
n
t
r
o
d
u
c
e
a
l
g
o
r
i
t
h
m
A
c
t
i
v
i
t
y
3
S
t
u
d
e
n
t
s
a
r
e
a
s
k
e
d
t
o
r
e
p
r
e
s
e
n
t
t
h
e
p
i
c
t
o
r
i
a
l
f
o
r
m
o
f
a
l
g
o
r
i
t
h
a
m
u
s
i
n
g
f
l
o
w
c
h
a
r
t
s
y
m
b
o
l
s
S
u
p
p
o
r
t
i
n
g
a
c
t
i
v
i
t
y
D
e
b
a
t
e
o
n
f
r
e
e
s
o
f
t
w
a
r
e
V
/
s
l
i
c
e
n
s
e
d
s
o
f
t
w
a
r
e
.
R
e
c
o
r
d
o
f
D
a
i
l
y
P
l
a
n
(
M
o
d
e
l
)
U
n
i
t
I
V
P
r
i
n
c
i
p
l
e
s
o
f
p
r
o
g
r
a
m
m
i
n
g
56 56 56
Computer Science
EVALUATION
Evaluation helps to assess the rate of progress of the students in scholastic and non
scholoastic area and to recognise to what extent each student has achieved the specific
capabilities. These evaluation results are the basis on which the student, teachers, parents
and society can access the educational progress.
Written examination based on the textbook alone is not of much use. An evaluation
that comprehensively assess the abilities envisaged in the curriculum is what is required.
Therefore continous evaluation (CE), practical evaluation (PE), vocational competency
evaluation (VCE), Internship evaluation (IE) and Terminal evaluation (TE) are required in
computer science
The teachers have to make learning in computer science activity based, product based,
student centered and society bound.
Part II Vocational Subject - Computer Science
Evaluation of First year
CE TE PE IE Total Minimum
VT 20 80 - - 100 30%
VP - - 150 - 150 40%
VCE - - - 50 50 30%
No minimum for CE
Continuous and Comprehensive Evaluation
It is through continous evaluation that the knowledge related fields and products are
evaluated. Through this every learning activity that takes place with an year can be subjected
to continous evaluation. Evaluation should be done not by the teachers alone. Students
can evaluate themselves. Classmates can evaluate one another. Activities in the classroom
like discussion, quiz, seminar, presentation, symposium, debate, data collection, preparation
of observation notes and preparation of reading notes should be evaluated by children
also, along with the teacher.
Evalutation activities for CE
Discussion
Presentation of ideas that are new, different and original (that gives clarity to the
topic of discussion)
Presenting ones own opinions in clear language
Waiting for ones turn and making use of it
58
Teachers Sourcebook VHSE
Listening carefully to what others say
Speaking with mutual respect in respectable and moderate language.
Quiz
Preparation of questions in the workbook ensuring quality and comprehensive
of the questions
Giving correct answers
Obeying rules
Notes
Comprehensiveness (inclusion of all important materials)
Clarity (clear language, clear writing)
Doing correctly according to instructions
Debate
Speaking relevantly without deviating from the topics
Presenting opinion with clarity in ideas
Presenting logical arguments in friendly language
Accepting agreeeable parts of opposite view points
Seminar
Seminar is a very effective self learning activity which helps to go deeper into the
different asepcts of a particular topic in the syllabus. The information collected from various
sources with the guidance of teacher are systematically organised and presented in the class
so that the information is shared among the student. The students from the audiance side can
raise doubts. A seminar paper or notes is prepared and submitted to the teacher for verification
and authentication.
Assignment
Assignment is an activity to achieve the curriculum objectives undertaken by the
students. It is a self learning cum evaluation activity and it should ensure that the work is
completed with in stipulated time according to the teachers direction. If same topic is give
to all the students, the involvement of the student should be assured using viva voce. If
different tasks are assigned the level of tasks should be uniform and evaluation indicators
should be specified in advance. If a student delivers more than one seminar the best is
taken for CE reporting
Class Test
The unit tests or quarterly examination are considered and the average marks obtained
by the students are converted into 20 scores. Those who are absent in a test may be given
a chance on his/her request, if it is found genuine.
Objectives for Class Test
test the concept of curriculum objective.
how far students achieving the fixed CO.
58 58 58
Computer Science
assess the participation of students in the class room activities.
to provide scafolding in areas of weakness
method of conducting classtest should be a learning activity.
use written text along with other teachniques
not for ranking but for identifying lackness
provide sufficient time and suitable method
record the scores in teaching manual
Project
A properly planned and systematically conducted activity can be in generally called a project.
Project is an activity of scientific inquiry, carried out as part of the learning process by students.
In computer science,a software development is regarded as a project and it is a process
oriented activity. It is a group activity through which a software for an application is
developed using a language or any other development tool.
The project begins with identifying the application area and the associated
problems.The data involved in the processing and the information to be attained are
recoginsed and procedure or steps are derived.
Once the group is formed, it is intimated to the teacher and initial planning is done in
consultation with the teacher. A project diary is to be maintained by each group.
After designing and testing the software, it should be verified by the teacher and preparation of
project report is begun. Each of the group member should have a copy of the report. While setting the
CE, the teacher may conduct a vivavoce to ensure the involvment of the student in this activity.
Structure of Project Report
1 Cover page (Project title, name of students, course and duration)
2 Certificate
3 Preface /abstract
4 Content
Introduction
Aims (objectives
Problem study/analysis
Development tools and facilities used
source code/procedure/steps
outputs
conclusion
4 Annexure (sample data, data sheet etc)
5 Bibliography
Project presentation
To get the project assessed and recognised it may be presented before an audience (class)
60
Teachers Sourcebook VHSE
Evaluating the project
After the project has been presented in the class, teachers or students themselves
may evaluate the project. The norms for evaluating the project may be communicated to
the students in advance
Teachers role as a guide
The teacher should be ready to extend help and guidelines to conduct the project. At
least some teachers may have the limitation that they themseleves have no experience of
self learning methods like projects and semianrs. The teacher should make a sincere effort
to overcome this limitation. More reading and self reflection is needed in this regard.
The items to be considered for recording in continuous evluation (CE) are class test
(compulsory) and any other two activities given above.
When this CE is to be submitted for publishing the result, there are 3 CE items for
computer science, the total score is calculated out of 60, the total score is divided by 3 and
is fixed as CE score.
The table showing the CE items, their indicators, weightage and score is given below:
CE Items Evaluation Indicators Weightage Score
Data Collection 1 Content 4/3/2/1
2 Diversity 4/3/2/1
3 Uniqueness 4/3/2/1
4 Presentation and neatness 4/3/2/1 20
5 Time bound 4/3/2/1
Seminar 1 Ability to plan and organise 4/3/2/1
2 Skill in the collection of data 4/3/2/1
3 Awareness of the context 4/3/2/1
(Presentation of the paper, participation in discussion, 4/3/2/1
ability to substantiate the ideas and views
4 Ability to prepare the report 4/3/2/1
(sequence in the presentation of the concepts,
authenticity and clarity of ideas/views/concepts)
5 Quality of seminar document 4/3/2/1 20
Assignment 1 Awareness of the content 4/3/2/1
2 Comprehensiveness of the content 4/3/2/1
3 Systematic and sequential arrangement 4/3/2/1
4 Observation/suggestion/../judgement evaluation 4/3/2/1
5 Timely submission 4/3/2/1 20
Class test Average marks of all tests including Iterm and 20
II term (minimum three) converted into 20 score
60 60 60
Computer Science
CE Items Evaluation Indicators Weightage Score
Project 1 Ability to plan
(selection of the method for solution of the 4/3/2/1
problem. identifying suitable tools, planning the
various activities to be carried out in each stage.)
2 Ability to collect data
(Sufficiency and relevance of data, classification 4/3/2/1
and arrangements of data for analysis relaibility
and authenticity of the collected data)
3 Ability to analyse the data and procedure
( structuring of data and developing logic, 4/3/2/1
efficiency in using the langauge/tool, error detection
and correction of data).
4 Ability to prepare the project report (Reflection 4/3/2/1
of the process skills communicability and
authenticity of the report)
5 Viva Voce 4/3/2/1
(Knowledge of the content and processes) 20
Debate/ 1. Attitude & Planning 4/3/2/1
Group 2. Awareness of the content 4/3/2/1
discussion 3. Concept & justification 4/3/2/1
4. Clarity and appraisal 4/3/2/1
5. Presentation 4/3/2/1 20
Terminal Evaluation (TE)
Terminal evaluation is conducted through written test. The written examination will
be conducted at the end of the academic year. The question paper will be uniform for all
vocational higher secondary schools in kerala. The syllabus is given in this source book.
Sample question are given in part III of this book. The following guidelines are to be kept
in mind while setting the questions for terminal evaluation
Guidelines for developing TE Question
1. Selection of the curriculum Objectives (COs) for assessment
The question should aim at a specific learning outcome/CO should be selected
from the list of COs which have been included in this source book.
The possibility of integrating multiple outcomes/ clustering of COs shall be
explored so as to give an adequate representation to the lists of COs. This
would also make the questions more relevant, meaning ful and challenging to
the students.
The questions should focus on assessing students higher order learning and
higher order thinking capabilities. They shouldnt focus on memorization of
isolated and discrete of knowledge elements.
Select the COs for which sufficient learning opportunities are provided with
through the text books, class room learning process and CE learning strategies.
62
Teachers Sourcebook VHSE
So scan the entire set of materials before finalizing the selection of the outcome
to be assessed.
2. Developing the text of the assessment
The question should be in consonance with the approach of each subject
The question shouldnt violate the basic beliefs, assumptions and premises of
the curriculum. These are foundation stones on which the curriculum has been
built.
The question should provide scope for the application of innate thinking
capabilities of all learners (The list of the innate thinking capabilities has been
given the box given below). These are the elements to be assessed against each
question.
Both the process and product have to be assessed in each questions. Otherwise
assessing the real learning of learners will not be materialized.
According to the new curricular assumption and approaches, there can be definitely
more than one answer to some questions, This possibility shall be explored while
developing questions.
While selecting open ended type of questions, a balance shall be maintained
between the number of open ended question and other type of questions
The text should provide sufficient information for students to apply their thinking
capabilities
The questions should be realistic and natural to the students. Great care shall
be taken for not making the items contrived, unnatural and ambiguous for the
learners. But efforts shall be made to place the questions in challenging and
real life situation.
Analyse each questions in terms of scope for application of mental process/
thinking capabilities (before finalizing the questions). The questions shall be
designed in such a manner that the learner is challenged to apply majority of
thinking skills in the task so that acquisition of rich and well structured
knowledge taken place.
The language of questions shall be simple and clear an in consonance with the
reading/ comprehension level of students
The time required by learners for reading, thinking and writing responses shall
be taken into consideration while each questions is developed. The question
text should have the quality of permitting the learner to take more time for
communicating his/her knowledge and the process than spending more time on
reading and deliberation.
Each questions paper should include different types of questions/ variety of
assessment procedure so as to provide variety of assessment experiences to the
learners. But selection of the type of questions shall be done according to the
nature of the mental processes involved in the task. Then the test maker will
get enough flexibility to choose a particular text item.
62 62 62
Computer Science
For avoid guessing, mixing of selection and supply text items and careful
designing of distracters shall be done.
Even if multiple choice questions are individual they should be used to test
higher order thinking than testing discrete and irrelevant information as for as
possible
The question shall not be based as possible isolated text. Sufficient text/ context/
information shall be included in the question text for encouraging the learner to
apply his/her thinking capabilities for constructing knowledge
Repeated use of textbook material shall be avoided while developing questions.
Even if the test used to elicit a higher order thinking processes and hot the same
questions given along with each lesson
When selecting out of textbook material for developing questions, the selection
has to be made on the basis of difficulty level and thematic similarity.
Great care shall be taken to avoid any amount of bias in questions and question
papers - political, social, gender, culture, occupational etc.
There should be close agreement between the COs, the nature and type of
learning experience provided in classrooms and assessment procedure used in
evaluation.
3 Scoring key
The scoring key should specific to each question in terms of content, mental
process involved and the elements for assessing and scoring the process and
the products.
The scoring shall be written in such a manner that it is concise, simple and
unambiguous.
It should provide clarity about the elements to be assessed in the context of the
particular question. The relationship between variables in a specific questions
shall be elaborates in the scoring key precisely.
Since the question address the issue of multilevel learning situation, the scoring
also should be developed in such a manner to assess the different levels of
responses
For assessing open ended questions, the scoring should provide enough direction
with regard to the number, type and nature of expected responses
While fixing scores each one of the elements of a question, the scores shall be
distributed in such a manner that it maintains balance between the task element
and the score.
Innate thinking capabilities
Detection of similarities and dissimilarities
Detection of cause effect relationships
Formulation of initial ideas / concepts
Categorization using concepts
64
Teachers Sourcebook VHSE
Reasoning and drawing inferences from experience/text/speech
Applying knowledge and understanding in new situations
Storming and /or retrieving information into/from memory
Communication of knowledge/understanding through different media
Imagination, fantasy, translation and transformation of knowledge/
understanding
Evaluation of concepts, situations, products procedures etc based on norms
and reasoning.
Practical Evaluation
In practical evaluation, the ability of the students to use PageMaker, Photoshop and
to develop programs using C++ languages are to be examined
In practical evaluation of PageMaker and Photoshop, the ability of the learners to use
software PageMaker and Photoshop in various application areas is to be examined. Questions
are to be framed in such a way that it should evaluate the learners skills in using the tools/
facilities of the package to solve the problems in a given application area. The teacher/
examiner should prepare a bunch of question covering the syllabus and each students
should be given a question randomly to write steps/ procedure in using the software for
solving the problem contained in the questions. The steps and tools/facilities used are to be
verified and allow the students to do it in the computer, if these are found correct. Once the
student is completed the work, the teacher checks for its correctness and clarity of the
output and scores are awarded.
Sample questions
1 Preparation of neatly formatted timetable
2 Preparation of neatly formatted notice
3 Preparation of a content page of a textbooks
4 Give an image and perform the following
(i) rotate ii) resize (iii) crop (trim) (iv) add
border
5 Select a part of an image using
Marquee tools
Lasso tools
Magic wand tools
Add to an existing selection
Fill a selection with colour
6 Select an image file and perform painting strokes using
Air brush
Pain brush
Pencil tool
64 64 64
Computer Science
7 Create different layers and perform the following
Show layers
Hide a layer
Deleting layers
Merging layers
Moving layers between images
In practical evaluation of C++ the ability of the students to develop programs using
C++ language is to be examined. Questions are to be framed in such a way that it should
evaluate the learners problem solving skills and the competency in using C++ language to
express his/her logic to solve the problem. The teacher/ examiner should prepare a bunch
of questions covering the syllabus and each students should be given a question randomly
to write program for solving the problem contained in the question. The written algorithm/
procedure and source code are to be examined and allow the students to do it in the computer,
if the source code depicts the correct logic. Once student is completed the program entry
and execution, the teacher/examiner checks for its correctness and scores are awarded.
Sample questions
1 Write a program to input a number and check whether it is prime or not
2 Write a program to find the roots of a quadratic equation
3 Write a program to find the factorial of a number
4 Write a program to display the Fibonacci series upto N terms
5 Write a program to input a line of text and count the number of vowels in it
6 Write a program to sort a set of N numbers in ascending /descending order
7 Write a program to search a given number in a set of number
8 Write a program to swap two numbers using functions
Call by value method
Call by reference method
9 Write a program to find the factorial of a number using recursive function
10 Write a program to add two matrix of given order.
66
Teachers Sourcebook VHSE
Item Evaluation Indicators Weightage Score
1.PageMaker 1. Use of proper tools / facilities 7
2. Correctness of procedure 7
3. Accuracy of output 10
4. Viva voce 6 30
2. Photoshop 1. Use of proper tools facilities 7
2. Correctness of procedure 7
3. Accuracy of output 10
4. Viva voce 6 30
3. C++ 1. Preparation for the work 10
(Understanding the steps/procedure/
statements/algorithm)
2. Skills in using proper variables / 15
functions/ control statements
3. Accuracy in using syntax 15
4. Analysis of data and accuracy of output 20
5. Viva voce 15 75
4. Observation 1. Neatness/clarity 5
book 2. Timely submission 5
3. Completeness 5 15
General instruction to teachers about practical evaluation
1 The practical classes should be started in first year itself
2 A proper record of the programs done in the lab should be maintained in the
observation books
3 Separate observation book should be used for recording the first year and second
year works
4 Valuation of the observation book will be done continuously at the time of PE
Vocational Competency Evaluation (VCE)
Being a vocational course a system to judiciously evaluate required value addition
and consequent capacity building in computer science is highly essential. As the other
evaluation components like CE, PE and TE cannot assess the vocational competencies and
professional skills acquired by the students, an Internship Evaluation (IE) component has
been introduced to meet this requirement.
Internship Evaluation should be done based on the following components.
I. Reqularity and Punctuality
A regular presence and habit of time bound completion of task is a must for attaining
maximum efficiency.
66 66 66
Computer Science
II. Value addition
Value addition can be evaluated through Field Visit. The experiences gained through
field visits increase the level of intrinsic motivation and positive attitude towards the
computer field and thereby increase his/her value as a skilled semi-professional.
III. Capacity building
Capacity building can be evaluated through Mini Project/OJT/Production cum Training
Centre (PTC). These components enable the students to practice the acquired skills in the
real situation and thereby increasing self confidence and promoting self reliance.
1. Regularity and Punctuality can be evaluated by 5 point grading system.
Rating Scale
1 2 3 4 5
1. Regularity Never Often Usually Most of the Always
regular regular regular time regular regular
2. punctuality Never Often Usually Most of the Always
punctual punctual punctual time punctual punctual
Regularity and Puntuality can be assessed by using attendance of the student and
time bound completion of tasks.
2. Indicators for field visit [4/3/2/1]
Attitude & readiness towards the task
Capacity for observation
Data collection
Application of ideas
Documentation/Recording [20 score]
3. Mini project [4/3/2/1]
Ability for planning
Ability for data collection
Ability to analyse the data and procedure
Presentation
Documentation [20 score]
4. OJT [4/3/2/1]
Involvment/participation
Skills in doing work/communication skills
Time bound action
Capacity for observation, analysis & innovation
Documentation, recording & display [20 score]
68
Teachers Sourcebook VHSE
5. Production cum Training Centre (PTC) [4/3/2/1]
Mastery of vocational skills
Managerial capacity
Promoting self confidence
Innovative approach
Promoting self-reliance [20 score]
Internship Evaluation (IE)
No. Item Score
1 Regularity & Punctuality 10
2 Field visti 20
3 Mini project 20
OJT
PTC
Total 50
A minimum of 80% attendance is required for promotion to the second year. Those
who have storage of attendance should repeat first year. Those who have more than 80%
attendance but failed to achieve 30% of Internship Evaluation will be promoted to the
second year. He/She has to improve the component in which he/she performed poor.
Then he/she has to attain the minimum by improving the particular component to get eligible
for appearing second year public examination.
}
(any one)
68 68 68
Computer Science
S
l
n
o
:
N
a
m
e
C
C
E
1
(
2
0
)
C
l
a
s
s
T
e
s
t
2
(
2
0
)
A
s
-
s
i
g
n
-
m
e
n
t
3
(
2
0
)
S
e
m
i
-
n
a
r
/
P
r
o
j
e
c
t
T
o
t
a
l
(
6
0
)
T
o
t
a
l
o
u
t
o
f
2
0
T
E
(
8
0
)
T
o
t
a
l
(
1
0
0
)
G
r
a
d
e
P
E
1
2
3
4
5
6
T
o
t
a
l
G
r
a
d
e
V
o
c
a
t
i
o
n
a
l
C
o
m
p
e
t
e
n
c
y
E
v
a
l
u
a
t
i
o
n
R
e
g
u
l
a
r
i
t
y
a
n
d
P
u
n
c
t
u
a
l
i
t
y
(
1
0
)
V
a
l
u
e
A
d
d
i
t
i
o
n
(
2
0
)
C
a
p
a
c
i
t
y
b
u
i
l
d
i
n
g
(
2
0
)
F
o
r
m
a
t
f
o
r
S
u
b
j
e
c
t
W
i
s
e
E
v
a
l
u
a
t
i
o
n
T
o
t
a
l
(
5
0
)
G
r
a
d
e
70
Teachers Sourcebook VHSE
F
o
r
m
a
t
f
o
r
S
c
h
o
o
l
w
i
s
e
S
c
o
r
e
S
h
e
e
t
P E
C E
T E
T o t a l
G r a d e
C
h
e
m
i
s
t
r
y
T o t a l
G r a d e
M
a
t
h
e
m
a
t
i
c
s
C E
T E
P E
E
n
g
l
i
s
h
C E
T E
T o t a l
G r a d e
G
e
n
e
r
a
l
F
o
u
n
d
a
t
i
o
n
C
o
u
r
s
e
C E
T E
T o t a l
G r a d e
V
o
c
a
t
i
o
n
a
l
S
u
b
j
e
c
t
s
C E
T E
T o t a l
G r a d e
T o t a l
G r a d e
T o t a l
G r a d e
C E
T E
V C E
P E
C E
T E
T o t a l
G r a d e
P
h
y
s
i
c
s
N
a
m
e
S
l
n
o
:
70 70 70
Computer Science
Part- III Optional Subjects
20 60 20
Physics
Chemistry
20 80
Mathematics
English
General Foundation Course
Part- II Vocational Subjects
Vocational Theory
Vocational Practical
Vocational Competency
Subject
Part- I
Score Obtained Positional
Grade
Grade in words
CE 20 TE
80
PE
150
IE
50
Total
CE- Continuous Evaluation, TE- Term End Evaluation, PE- Practical
Evaluation, IE- Internship Evaluation.
Grades A+ 90% and Above Outstanding A 80- 89% Excellent.
B+ 70 - 79% Very Good B 60- 69% Good
C+ 50 - 59% Above Average C 40- 49% Average
D+ 30 - 39% Marginal D 20- 29% Need improvement
E Below 20% Need improvement
SECRETARY
Marks Entered by
Marks checked by
Supdt/ T. O
Go v e r nme nt o f Ke r a l a
Bo a r d o f Vo c a t i o na l Hi ghe r Se c o nda r y Exa mi na t i o ns
Reg: No.
Thiruvananthapuram
Dated :
Sri./ Smt. is awarded
Scores/ grade as detailed below in the First Year Vocational Higher Secondary
Examination held in
Name of School : Admission No :
Name of Vocational Course :
Evaluation Sheet
72 72
Teachers Sourcebook VHSE
PART II
73 73 73
Computer Science
Introduction
Computers are significantly influencing our lives at a speed which we never expected.
There is no field where it has not entered today. In our day to day life we use the terms data
and information. We deal with different types of data and data are considered as the building
block of information. This unit gives an idea about data, information and data processing.
Although this is the first unit, special care must be given to explore the benefits of activity
oriented learning to construct knowledge and enhance the skills to face challenging situations
confidently. After learning this unit the students will be able to recognize computer as a tool
used in data processing.
Curriculum Objectives
To identify data, processing and information through discussion and prepare notes.
To identify the components of data processing through discussion and assignment
To understand electronic data processing and manual data processing through discussion,
demonstration and listing the advantages of electronic data processing over manual data
processing.
To identify the role of computer in data processing through discussion
To identify the characteristics of computer through discussion and listing
Syllabus
Definition of data , processing and information - need of information, qualities of information
- components of data processing- input, process , output - types of data processing - manual
data processing v/s electronic data processing - definition of computer - characteristics of
computer.
Pre- requisites
General idea about data and information
Basic concept of computer
Activities
1.2 Identify/check pre - requisites (30minutes)
Group discussion
List the terms related to computer
Students are divided in to 4 or 5 groups
PRINCIPLES OF DATA
PROCESSING
1
74 74
Teachers Sourcebook VHSE
Each groups is asked to present their findings and is noted on the board.
Teacher consolidate the terms based on characteristics and each category is given a name.
Hardware
Software
IT
Data processing
Students prepare a chart of terms related to computer
1.2 Identifying the terms data, information, processing (30minutes)
Group discussion
After group discussion , each group presents the idea about these terms
Teachers consolidates the points and shapes the definition of these terms (Refer text book)
Students are asked to write their name, age, sex., grade obtained in some subjects (without
giving any label or column heading) on the board.
The difficulties in getting information from these are discussed in groups and different
points are listed.
Invite solutions for the problem and introduce the concept of processing and then data
processing and shapes the definition with the help of students contribution
Assignment (Class) Prepare a table showing the details of 25 students such as Name, age,
date of birth, sex and grade obtained in some subjects in SSLC exam.
1.3 Need of information (15min)
Group Discussion
Students discuss in groups and distinct points are presented (Discussion based on the table
prepared by assignment in activity 1.2)
Teacher consolidates the various points
Use of information to others
Students should make notes individually.
1.4 Quality of information (15min)
Teacher makes some mistakes purposely in some of the entries in the table (for eg:-Instead
of M or F, write A in sex column, 31.02.2005 as DOB, H+ in grade column etc)
Quality of information is discussed in groups and presents the factors that affected the
quality.
Teacher consolidates the points in a chart
Reliable
Unambiguous
Timely
Recalling the relevance of quality of information
Students should make notes individually
75 75 75
Computer Science
1.5 Values of information (30min)
Discussion related to form utility as a value factor of information
List out the in intricacies when a consolidated grade list is given to each student to know the
individual performance . Also list the complexities when the class teacher is provided with
the individual progress reports of all students of a class.
The difficulties are discussed in groups and distinct points are listed. Hence the relevance
of form inconveying the information is illustrated.
Discussion related to Time utility as a value factor of information.
List out the difficulties when you submit an application for job through public service
commission with all relevant records after the last date.
Discuss the various responses and introduce time as a factor that determines the value of
information.
Discussion related to Place utility as a value factor of information
List out the relevant responses when your class teacher takes the attendance with the
attendance register of another class?
Teacher introduce place as a factor that determines the value of information.
Discussion related to Usage utility as a value factor of information.
List out the responses if the rank list prepared for first year VHSE admission is not used in
the admission procedure
Introduce usage as a factor that determines the value of information.
Teacher consolidate the points
Form utility
Time utility
Place utility
Usage utility
and prepare short notes on the values of information
1.6 Types of Data processing (1hr)
Group Discussion, observation.
Prepare a table of 25 students showing the details name, age, sex, date of birth and grade
obtained in some subjects. Obtain a list of students according to correct age (ascending
order of DOB) and another list of male students having B+ grade in IT.
Discuss in groups the difficulties and limitations in the process and list the distinct points.
Listout Solutions (A tool such as calculator or computer or a method such as electronic data
processing is expected)
Conduct a comparative study on manual data processing and electronic data processing;
and prepare a chart to makes distinguish them.
7 Components of Data Processing (1hrs)
Discussion
Discussion in groups about processing and list out the components of data processing.
76 76
Teachers Sourcebook VHSE
Introduce the terms input, storage, process and output as the components of data processing
Students makes note on
input
storage
process
output
8 Discussion on computer and its characteristics (1hr)
Students discuss in groups, defines computer and its characteristics.
Different points are noted from each group
Teacher shapes the definition and list the characteristics
as
speed
accuracy
storage capacity
efficiency
reliability
diligence
No.IQ
Students can prepare notes and teacher verifies and evaluates
Reference
1 Computer fundamental - O level module -1, VK Jain, BPB publications
2 Computer fundamental - Raja Raman, Tata Mc grill publications
77 77 77
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
1
.
P
r
i
n
c
i
p
l
e
s
o
f
D
a
t
a
P
r
o
c
e
s
s
i
n
g
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
1
.
T
o
i
d
e
n
t
i
f
y
d
a
t
a
,
p
r
o
c
e
s
s
i
n
g
a
n
d
i
n
f
o
r
m
a
t
i
o
n
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
p
r
e
p
a
r
a
t
i
o
n
o
f
n
o
t
e
s
D
a
t
a
p
r
o
c
e
s
s
i
n
g
i
n
f
o
r
m
a
t
i
o
n
C
o
m
m
u
n
i
c
a
t
i
n
g
R
e
f
e
r
e
n
c
e
m
a
n
n
u
a
l
c
o
m
p
u
t
e
r
,
c
h
a
r
t
s
D
i
s
c
u
s
s
i
o
n
P
r
e
p
a
r
a
t
i
o
n
o
f
n
o
t
e
D
i
s
c
u
s
s
i
o
n
n
o
t
e
s
2
T
o
i
d
e
n
t
i
f
y
t
h
e
c
o
m
p
o
n
e
n
t
s
o
f
d
a
t
a
p
r
o
c
e
s
s
i
n
g
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
p
r
e
p
a
r
e
a
n
a
s
s
i
g
n
m
e
n
t
3
T
o
u
n
d
e
r
s
t
a
n
d
e
l
e
c
t
r
o
n
i
c
d
a
t
a
p
r
o
c
e
s
s
i
n
g
a
n
d
m
a
n
u
a
l
d
a
t
a
p
r
o
c
e
s
s
i
n
g
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
l
i
s
t
i
n
g
t
h
e
a
d
v
a
n
t
a
g
e
s
o
f
e
l
e
c
t
r
o
n
i
c
d
a
t
a
p
r
o
c
e
s
s
i
n
g
o
v
e
r
m
a
n
u
a
l
d
a
t
a
p
r
o
c
e
s
s
i
n
g
i
n
p
u
t
,
p
r
o
c
e
s
s
,
o
u
t
p
u
t
e
l
e
c
t
r
o
n
i
c
v
/
s
m
a
n
u
a
l
d
a
t
a
p
r
o
c
e
s
s
i
n
g
A
n
a
l
y
s
i
n
g
O
b
s
e
r
v
i
n
g
C
l
a
s
s
i
f
y
i
n
g
O
b
s
e
r
v
i
n
g
D
i
s
c
u
s
s
i
o
n
,
A
s
s
i
g
n
m
e
n
t
D
i
s
c
u
s
s
i
o
n
,
d
e
m
o
n
s
t
r
a
t
i
o
n
l
i
s
t
i
n
g
D
i
s
c
u
s
s
i
o
n
R
e
f
e
r
e
n
c
e
m
a
n
n
u
a
l
c
o
m
p
u
t
e
r
,
c
h
a
r
t
s
R
e
f
e
r
e
n
c
e
m
a
n
n
u
a
l
c
o
m
p
u
t
e
r
,
c
h
a
r
t
s
A
s
s
i
g
n
m
e
n
t
w
o
r
k
C
o
m
p
a
r
i
s
o
n
c
h
a
r
t
4
T
o
i
d
e
n
t
i
f
y
t
h
e
r
o
l
e
o
f
c
o
m
p
u
t
e
r
i
n
d
a
t
a
p
r
o
c
e
s
s
i
n
g
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
.
5
T
o
i
d
e
n
t
i
f
y
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
c
o
m
p
u
t
e
r
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
l
i
s
t
i
n
g
D
e
f
i
n
i
t
i
o
n
o
f
c
o
m
p
u
t
e
r
S
p
e
e
d
A
c
c
u
r
a
c
y
s
t
o
r
a
g
e
c
a
p
a
c
i
t
y
,
v
e
r
s
a
t
i
l
i
t
y
,
r
e
l
i
a
b
i
l
i
t
y
,
d
e
l
i
g
a
n
c
e
,
N
o
I
Q
M
a
k
i
n
g
o
p
e
r
a
t
i
o
n
a
l
d
e
f
i
n
i
t
i
o
n
s
e
l
f
,
a
t
t
e
m
p
t
C
l
a
s
s
i
f
y
i
n
g
c
o
m
m
u
n
i
c
a
t
i
n
g
,
O
b
s
e
r
v
i
n
g
D
i
s
c
u
s
s
i
o
n
,
P
r
e
p
a
r
a
t
i
o
n
o
f
c
h
a
r
t
s
T
e
x
t
b
o
o
k
s
R
e
f
e
r
e
n
c
e
m
a
n
n
u
a
l
,
C
o
m
p
u
t
e
r
D
i
s
c
u
s
s
i
o
n
c
h
a
r
t
D
i
s
c
u
s
s
i
o
n
n
o
t
e
s
,
C
h
a
r
t
U
n
d
e
r
s
t
a
n
d
i
n
g
o
f
f
a
c
t
s
N
o
t
e
s
A
s
s
i
g
n
m
e
n
t
P
e
e
r
e
v
a
l
u
a
t
i
o
n
A
c
t
i
v
e
p
a
r
t
i
c
i
p
a
t
i
o
n
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
1
h
r
s
1
h
r
s
1
h
r
s
1
h
r
s
1
h
r
s
78 78
Teachers Sourcebook VHSE
DATA REPRESENTATION
Introduction
As in the case of human life computer also deals with qualities. This chapter describes how
different number system are used in computers to represent data in various forms. Here learners
have to study various operations over these number system to know how data can be represented.
physically in a computer. Learners are able to acquire problem solving skills in this chapter.
The assignment work, which is the part of continuous evaluation comes under this chapter.
Curriculum Objectives
To understand different number systems through discussions, illustrations.
To Acquire the ability to perform various operations in number system through discussions
and to understand conversion number from one system to another assignments.
To acquire the ability to perform binary operations using 1s complement and 2s complement
To understand MSB and LSB of decimal numbers and representation of signed number
through assignments.
To understand various character representation codes being used in computers through
discussion and list the character representation.
Syllabus
Various number system - Decimal, binary, octal and hexadecimal, number conversion-
Decimal to binary and vice versa, decimal to octal and vice versa, decimal to hexadecimal and
vice versa. Binary arithmetic - Binary addition and substraction . MSB and LSB of decimal
number representation of signed number , components of a number - 1s complement and 2s
complement, character code. - BCD, ASCII and EBCDIC.
Pre Requisites
Decimal number system, Mathematical Operations on decimal numbers.
Concept of place value and base.
Activities
2.1To understand number system (30mts)
Class is divided into groups
Each group is given a task to list out various number systems, their base, positional value
and symbols used.
Each group prepares the list and presents the entire findings in a chart
2
79 79 79
Computer Science
Decimal
Binary
Octal
Hexadecimal
Conclusion of the discussion is that there are two voltage levels within a Computer and
hence the relevance of 0 and 1 are verified.
Students prepare notes
2.2 To understand place value concept of decimal number system (30mts)
A decimal number is given to the learner
Asked them to write the digits in its unit place, tens place and so on.
List the MSD and LSD
Rewrite the number in terms of the digits and corresponding place value.
(egs:-123=1x10
2
+ 2x10
1
+3x10
0
)
Consolidation : Place value concept of a decimal number is introduced here
Students can make notes.
2.3 To understand Number representation in various systems (15 min)
Discuss various number systems.
Represent the given numbers in the corresponding systems
(egs 1001
2
= 1x2
3
+0x2
2
+0x2
2
+1x2
0
)
Consolidation : Base of a number system is introduced here
Students make notes
2.4 Discussion conversion of binary to decimal (15min)
Discuss and list the rules for conversion
A binary number is given and learner convert it into decimal
Consolidation: Rules for conversion is introduced have
Class assignment can be given
Students prepare notes
2.5 Binary Number (15 min)
Game
A group of 5 members is selected as number representation group. Member from other
group suggest a number and accordingly, this group represent the binary equivalent (Standing
represents 1s place and sitting represent ) 0s place)
Decimal Fraction to binary (15 min)
2.6 Discussion
In case of fractional part of the decimal number, keep on multiplying by 2 and collect the
integer part of the product obtained. Finally read down (top to bottom)
Collect all integer part
80 80
Teachers Sourcebook VHSE
Class assignments can be given
Consolidation: Rules for converting decimal fraction to binary is introduced here.
Students prepare notes
Binary Fraction To Decimal Conversion (15min)
2.7 Discussion
As the activity 2.6 the decimal equivalent of 1001.1001 is 1x 2
3
+ 0 x 2
2
+ 0 x 2
1
+1 x 1
-1
+ 0 x 2
-2
+ 1 x 2
-3
Learners simplify such expressions and they get decimal equivalent of a binary number
Class assignments can be given
Consolidation: Rule for converting binary fraction to decimal is introduced here
Students can prepare note
Decimal to Octal Conversion (15 min)
2.8 Discussion
Same way as decimal to binary conversion
After discussion learner could findout, instead of division by 2, have need to use 8
Class assignments can be given
Consolidation: Rule for converting decimal to octal is introduced here
Students can prepare notes
Octal to Decimal Conversion (15min)
2.9 Discussion
As in the activity 2.4 they easily gets idea through discussion
Work-out questions of this type
Class assignments can be given
Consolidation: Rule for converting octal to decimal is introduced here.
Students prepare notes
Decimal to Hexadecimal conversion (15min)
2.10 Discussion
As in activity 2.8 learner are able to convert a decimal number to hexadecimal number
Difference is that, here base is 16 and letter A to F represent 10 to 15
Class assignments can be given
Consolidation: Rule for decimal to hexadecimal conversion is introduced.
Students prepare notes
Hexadecimal to Decimal conversion (30min)
2.11 Discussion
As a activity 2.4 learners easily gets idea through discussion
81 81 81
Computer Science
Workout questions of this type
Class assignments can be given
Consolidation: Rule for hexadecimal to Decimal conversion is introduced
Students can prepare notes
Binary to Octal & Hexa decimal conversion (30min)
2.12 Discussion
Learner must know that any octal digit can be represented by 3 bits and any hexa decimal
digit can be represented by 4 binary bits.
Learners list the grouping rules eg from right to left take 3 bits at a time to convert that
binary number to its equivalent octal number.
This process has to be continued till they reach the left most bit in the binary.
In the same way take the group of 4 bits from right to get the hexadecimal equivalent of
binary number.
Class assignments can be given
Consolidation : Rule for conversion from binary to octal and hexadecimal number is
introduced here
Students can prepare notes
Operations on Binary Number (2hrs)
2.13 Discussion
Discuss addition and subtraction of decimal numbers. They recall the case of 9+1 =10,
99+1 =100 etc
In the same way they list out the rules for adding and subtracting two binary bits
(0 +0 = 0,1 + 0 =1, 0 - 0 =0, 1-0=1 etc)
They extend this idea for binary addition with more than 1bit.
Class assignments can be given
Consolidation : Rules for binary operation is introduced.
Students prepare notes.
Sign And Magnitude Representation of Numbers (30min)
2.14 Discussion
Discuss MSB and LSB of decimal numbers
Discuss on how signed numbers can be represented in number
MSB is used to represent the sign of binary number (0 for positive numbers and 1for negative
numbers)
Class assignments can be given
Consolidation: Sign and magnitude representation of numbers is introduced.
Students can prepare notes.
82 82
Teachers Sourcebook VHSE
1s Compliment And 2s Compliment (30min)
2.15 Discussion
Through Discussion learners realise that addition is possible in the computer not substraction.
Substraction is possible with the concept of compliment
To substract a number from another number, find the 2s compliment of the substract (The
number to be substracted) and add it with the first number
Class assignments can be given.
Consolidation : 1s and 2s compliment is introduced.
Students can prepare notes
Binary representation of real number and character in memory (30min)
2.16 Discussion
Learners recall real numbers in number system.
After proper discussions they list Mantissa, exponent and their properties.
They also identify the need for representing character in computer
Consolidation : Binary representation of real number and character in memory is introduced.
Students prepare notes
BCD, ASCII, and EBCDIC CODES (30min)
2.17 Discussion
Identify the problem in representing characters within computer
Obtain the limitations in converting characters into binary number
Identify the number systems from which equivalent binary number can be formed.
Consolidation: Introduce the possibility of designing numeric codes for characters and BCD
codes is introduced.
Introduce the possibility of designing numeric codes for characters and ASCII code is
introduced.
Introduce the possibility of designing numeric codes for characters and EBCDIC is introduced.
Students prepare note
Reference Book
1 O level module , Computer fundamentals VK jain BPB publications
2 Textbook of XI
83 83 83
Computer Science
2
.
D
a
t
a
R
e
p
r
e
s
e
n
t
a
t
i
o
n
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
1
.
T
o
u
n
d
e
r
s
t
a
n
d
d
i
f
f
e
r
e
n
t
n
u
m
b
e
r
s
y
s
t
e
m
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
s
a
n
d
i
l
l
u
s
t
r
a
t
i
o
n
s
D
e
c
i
m
a
l
,
B
i
n
a
r
y
,
O
c
t
a
l
,
H
e
x
a
d
e
c
i
m
a
l
C
l
a
s
s
i
f
y
i
n
g
,
A
n
a
l
y
s
i
n
g
T
e
x
t
b
o
o
k
,
r
e
f
e
r
e
n
c
e
b
o
o
k
,
c
h
a
r
t
D
i
s
c
u
s
s
i
o
n
,
I
l
l
u
s
t
r
a
t
i
o
n
,
P
r
o
b
l
e
m
s
o
l
v
i
n
g
T
a
b
l
e
o
f
f
e
a
t
u
r
e
s
n
o
t
e
s
2
T
o
a
c
q
u
i
r
e
t
h
e
a
b
i
l
i
t
y
t
o
p
e
r
f
o
r
m
v
a
r
i
o
u
s
o
p
e
r
a
t
i
o
n
s
i
n
n
u
m
b
e
r
s
y
s
t
e
m
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
a
s
s
i
g
n
m
e
n
t
s
3
T
o
a
c
q
u
i
r
e
t
h
e
a
b
i
l
i
t
y
t
o
p
e
r
f
o
r
m
b
i
n
a
r
y
o
p
e
r
a
t
i
o
n
s
u
s
i
n
g
1
s
c
o
m
p
l
i
m
e
n
t
a
n
d
2
s
c
o
m
p
l
i
m
e
n
t
t
h
r
o
u
g
h
p
r
o
b
l
e
m
s
o
l
v
i
n
g
A
d
d
i
t
i
o
n
,
s
u
b
s
t
r
a
c
t
i
o
n
,
C
o
n
v
e
r
s
i
o
n
f
r
o
m
o
n
e
s
y
s
t
e
m
t
o
a
n
o
t
h
e
r
S
u
b
s
r
t
r
a
c
t
i
o
n
O
b
s
e
r
v
i
n
g
,
a
n
a
l
y
s
i
n
g
,
C
l
a
s
s
i
f
y
i
n
g
O
b
s
e
r
v
i
n
g
A
n
a
l
y
s
i
n
g
D
i
s
c
u
s
s
i
o
n
,
A
n
a
l
y
s
i
n
g
,
C
l
a
s
s
i
f
y
i
n
g
D
i
s
c
u
s
s
i
o
n
,
P
r
o
b
l
e
m
s
o
l
v
i
n
g
T
e
x
t
b
o
o
k
,
r
e
f
e
r
e
n
c
e
b
o
o
k
,
c
h
a
r
t
,
R
e
f
e
r
e
n
c
e
T
e
x
t
b
o
o
k
,
r
e
f
e
r
e
n
c
e
m
a
n
u
a
l
D
i
s
c
u
s
s
i
o
n
n
o
t
e
s
A
s
s
i
g
n
m
e
n
t
w
o
r
k
D
i
s
c
u
s
s
i
o
n
n
o
t
e
s
4
T
o
u
n
d
e
r
s
t
a
n
d
M
S
B
a
n
d
L
S
B
o
f
d
e
c
i
m
a
l
n
u
m
b
e
r
a
n
d
r
e
p
r
e
s
e
n
t
a
t
i
o
n
o
f
s
i
g
n
e
d
n
u
m
b
e
r
s
t
h
r
o
u
g
h
a
s
s
i
g
n
m
e
n
t
s
M
S
B
a
n
d
L
S
B
o
f
d
e
c
i
m
a
l
n
u
m
b
e
r
s
R
e
p
r
e
s
n
t
a
t
i
o
n
o
f
s
i
g
n
e
d
n
u
m
b
e
r
s
B
C
D
,
E
B
C
D
I
C
,
A
S
C
I
I
O
b
s
e
r
v
i
n
g
A
n
a
l
y
s
i
n
g
T
e
x
t
b
o
o
k
,
r
e
f
e
r
e
n
c
e
m
a
n
u
a
l
T
e
x
t
b
o
o
k
,
r
e
f
e
r
e
n
c
e
m
a
n
u
a
l
A
s
s
i
g
n
m
e
n
t
w
o
r
k
D
i
s
c
u
s
s
i
o
n
n
o
t
e
s
L
i
s
t
i
n
g
o
f
c
h
a
r
a
c
t
e
r
r
e
p
r
e
s
e
n
t
a
t
i
o
n
C
o
m
p
l
e
t
e
n
e
s
s
c
l
a
r
i
t
y
o
f
i
d
e
a
s
T
e
a
c
h
e
r
s
e
v
a
l
u
a
t
i
o
n
S
e
l
f
e
v
a
l
u
a
t
i
o
n
p
e
e
r
e
v
a
l
u
a
t
i
o
n
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
1
h
r
3
h
r
s
2
h
r
s
1
h
r
1
h
r
5
T
o
u
n
d
e
r
s
t
a
n
d
v
a
r
i
o
u
s
c
h
a
r
a
c
t
e
r
r
e
p
r
e
s
e
n
t
a
t
i
o
n
c
o
d
e
a
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
l
i
s
t
i
n
g
C
l
a
s
s
i
f
y
i
n
g
A
n
a
l
y
s
i
n
g
P
r
o
b
l
e
m
s
o
l
v
i
n
g
L
i
s
t
i
n
g
D
i
s
c
u
s
s
i
o
n
P
e
e
r
,
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
U
n
d
e
r
s
t
a
n
d
i
n
g
t
h
e
f
a
c
t
s
,
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
84 84
Teachers Sourcebook VHSE
COMPUTER SYSTEM
ORGANISATION
Introduction
In this chapter various types of computers are introduced (Digital, Analog, Hybrid) Different
types of computer are presented through discussion and observations. The input/output and
memory devices are presented through observation and demonstrations. The learner is also
introduced to the different classification of software. The learner gets an awareness of multimedia
and related field. A general hands-on-practice on PageMaker and Photoshop is provided
Curriculum Objectives
To identify various types of computers through discussion and observation.
To understand computer as a system through discussion, observation and demonstration
and prepare notes.
To identify and familiarise various input/output devices through discussion and
demonstration.
To understand various types of memory used in computer through discussion and
observation.
To understand hardware, software and firmware through discussion.
To classify the types of software through discussion and prepare a list.
To get a awareness of multimedia and related field through discussions and demonstration.
To understand digital page setting using pagemaker through discussion, demonstration
and practising
To understand graphics, animation using Photoshop through discussion, demonstration
and practising.
Syllabus
Types of computer - Analog, hybrid, digital -mini, micro, mainframe super computer,
block organisation of a computer system, functional unit of a computer - Input unit, Output
unit, CPU, memory unit (Brief description of each unit) , Input devices- keyboard, mouse,
light pen, OCR, MICR, OMR, touch screen, joy stick, scanner, digital camera, microphone,
output devices- VDU, CRT, LCD, plasma, printer - Impact printer (Line printer, dot matrix),Non
-impact(laser printer, inkjet printer, flexi printer, plotters) I/O devices floppy disk hard disk-
optical disk - CD, VCD, DVD, primary memory and secondary memory RAM, DRAM, SDRAM,
ROM, PROM, EPROM, EEPROM,floppy, harddisk, CD DVD, Zip drive, harware and firmware,
software - Types of software -system software -operating system, language processors -
Assembler, interpreter, complier, Application software - packages -GUI , word processor,
3
85 85 85
Computer Science
electronic spread sheet, presentation and graphics, data base packages,DTP packages, utilities
-text editor, back up utility compression utility, DBQ, defragmentation, virus scanner, Multimedia
- DTP package, page layout, margin , header, footer, font, graphics and option menu, preparation
of table contentss indexs generation of style sheets, usage of width table add/remove fonts.
Photoshop - getting strated with photoshop, working with images and coloues, making
selections, painting and editing tools, layers, type, filters
Pre Requisites
Classification of computers
Functions of input/output, CPU and memory unit
Basic knowledge of the terms hardware, firmware and software.
General idea about common packages and utilities
Idea about DTP and its uses.
Activities
Types of Computers (1hr)
3.1 Discussion
Problems : Prepare a list of computers known to you
Learner prepare a list individually in their book according to their previous knowledge
Two or three learners present their list on the black board, which is supplemented by other
students and the teacher (as listed in the textbook)
Teacher guides the learners to broadly classify the list into Analog, hybrid and digital
Consolidation: The features of Analog, hybrid , digital Mini, micro, mainframes, super
computers are introduced.
Students can prepare notes
Computer As a System (2hrs)
3.4 Discussion
Problem: Prepare a list of real life systems and mention their elements
Students list the systems and its elements individually in their books in five minutes (human
system, solar system, school system)
Problem: What are the general features of all the systems mentioned
Guide the students through the functions of a system, requirements for a system to work,
who use the system etc.
Students write the features of the systems that they have listed in the book
Two or three students presents their systems in the class, other students add to the list if any.
Consolidation: The computer system is then introduced in comparison with the real life
system listed. The elements of the computer system (hardware, software and users) are
listed using a diagram
Learners prepare notes on their features.
86 86
Teachers Sourcebook VHSE
Various Input/ Output Devices (2hrs)
3.3 Observation
Different types of input devices should be displayed before the learners at this stage.
Consolidation: Various input/output devices are introduced
Learners prepare notes based on the observations
Types of Memory (30min)
3.4 Discussion
Problems: What is the need for different types of memory
Guide the discussion through the variations in speed of processor and memory cost etc
After a group work one or two groups present their answers and other groups supplement
to it
Consolidation: Primary and secondary memory is introduced
Students prepare notes on types of memory, their features and purpose.
Primary Memory (30min)
3.5 Discussion
In comparison with real life objects, teachers introduces the features and purpose of different
categories of primary memory (RAM, ROM, and CPU register) using explanatory diagrams.
Students prepare notes on the different classification of RAM, ROM and CPU registers.
Problems: Prepare a list of difference between RAM and ROM based on above discussions
Learners list them out individually in their books
Consolidation: RAM, ROM and CPU registers are introduced
Students can prepare notes
Secondary Memory (30min)
3.6 Discussion
Problem: Prepare a list of permanent storage devices that is known to you mention their
advantages (features) and limitations also.
Students list out the features of the secondary storage devices like magnetic disks ( harddisks,
floppy disk etc) and optical disks (CD, DVD etc) from their previous knowledge
Two or three students present their list in the class
Consolidation: Teacher consolidates it according to the textbook
Students read the relevant pages of the textbook in groups of five
Notes are prepared on the workings of these storage devices based on discussions
A number from each group explains the working of one device in the class. Other groups
present other devices.
Consolidation: Working of secondary memory is introduced
Learner prepare notes in their working
87 87 87
Computer Science
Secondary Memory (30min)
3.7 Observation
Damaged hard disk, floppy disk, CDs, DVDs etc should be displayed so that learners can
observe their structure and if possible , working
Consolidation: Structure of secondary memory is introduced
Learner can prepare notes based on observation
Types of Software (30min)
3.8 Discussion
Problem: Prepare a list of software known to you
Learner prepare a list individually in their book
Two or three learners present their list on the blackboard, which is supplemented by other
students and the teacher (as the list in textbook)
Teacher guides the learners to broadly classify the list into software and software that are
used to solve certain problems (application software) and two separate lists are prepared.
Consolidation: System software and application software are introduced.
Students prepare notes
Different types of system software (30min)
3.9 Group Discussion
Problems Using the list prepared in the above activity, classify the system based in their
use.
Students discuss in groups and distinct points are presented.
Consolidation: Operating system and language process are introduced.
Students prepare notes
Operating System (30min)
3.10 Discussion
Problem: List the features and limitations of the operating systems listed in the above activity.
One or two learner present their notes -other students suppliment it.
Consolidation: Features and functions of the operating system is introduced here
Students prepare notes
Language Processors (30min)
3.11 Brain storming
Problems: How does the basic language coding (commands like print, input etc) work,
(Basic commands are covered in the IT textbooks of high schools classes)
They also discuss chapter where they have learned that the internal representation of data
in binary form
88 88
Teachers Sourcebook VHSE
Invite solutions for the problems. The situation is compared with real life situations where
translators translate English language to chinese.So that a person knowing only that language
understands it. Introduce the concept of translation.
Learners are introduced to the terms computer language, High level language (commands
in BASIC) and low level language (Assembly and Machine language) and examples
provided.
The need for the conversion of HTML and Assembly language to machine language is
discussed language processors, the type of software that is used to do this conversion is
familiarised here.
Problem: List out the sequence of correcting errors and running a BASIC program in the
high school classes.
Through their previous knowledge in Basic language, learner recollect that the errors in the
lines of a Basic program were listed one line at a time. After correcting this only the next
line would be checked and so on. Only after correcting all errors the program could be run.
The learner have familiarises the working of interpreter and its features. Facilitator introduces
compiler, assembler and its working through discussion in comparison with interpreter.
Students prepare notes on interpreter, compilers and assemblers.
Problems: Difference between the working of compiler and interpreter.
Learners are divided into groups of five each and they discuss and list the differences
A group is selected at random and a presentation is made other groups suppliment their
ideas and the list is consolidated according to textbook
Consolidation : Compiler, interpreter and assembler is introduced
Learner can prepare notes
Categories of Application Software (30min)
3.12 Discussion
Problem: Classify the application software listed in activity 3.8 according to its purpose.
Guide the discussion into 3 categories ( Packages, utilities and customized software) and let
learners list out their features
Consolidation : Learner gets an awareness of packages utilities and customised software
Package, Utilities and Customised Software (30min)
3.13 Seminar
Various packages, utilities and customised
Software are given as seminar topics to different learners and following guidelines issued.
Software listed in the textbook should be presented based on its use, features working and
examples
General guidelines for seminar is prescribed in
Data packages and DTP packages are new to learners. Such topics should be discussed in
detail with the person taking seminar and before presentation teacher should supplement it if
necessary.
89 89 89
Computer Science
3.7 Multimedia - DTP Package (1hr)
Introduction to DTP, uses of DTP
Discussion and Demonstration
Students are divided into groups
They discuss the desk top publishing, use of DTP with previous experiences, from any
kinds of resources.
Each group presents their findings
Teacher consolidates the points with
DTP produced professional looking documents integrating text and graphics.
The end product is a photo ready master to be used for printing
Major DTP programs Aldus pagemaker, corel ventura, qurak express
Uses of DTP
Creating business letter and documents
Leaflets and brochures
Courseware, tutorials, seminar, literature
Poster, badges, newsletter, catalogues
Books magazines , advertising material and anything that requires attractive print out
Students should individually prepare notes
3.8 Pagemaker 7.0 (1hr)
Getting started with pagemaker 7.0
Demonstration and practical experience
Teacher demonstrate the pagemaker window in the lab
Students are asked to observe and prepare a list of components what they seen in the window
Finally the teacher consolidates and should contain the following points
Title bar
Control button (minimize, maximize, /restore, close)
Menubar
Control palette
Toolbox
Style/colour palette
Discuss the above components and identify the functions of each components
Students prepare notes on them
3.9 Components of a sample document (1hr)
Discussion
Each group discuss the components of a document and presents their listings
Teacher consolidates their findings and should contain the following points.
90 90
Teachers Sourcebook VHSE
Header Graphic Indentation
Pagenumber Bullet list Paragraph Specification
Drop cap Subheading Paragraph spacing
Students should prepare notes on them
3.10 Working with text (30min)
Discussion and practising
The following points are discussed
Entering the text
Moving text blocks
Removing text blocks
Importing text
Deleting text
Importing graphics
On the basis of the discussion students make note on them, and practice in lab
3.11 Formatting Text (30min)
Through discussion and practising
Following points are to be discussed
Changing the font size
Making text bold , Italiazing
Underlining, Aligning the text
Style sheets
Creating and Applying
Importing styles
Bullets and numbering
Teacher practising the above items in lab and instructed the students to prepare notes
3.12 Working with graphics and objects (1hr)
Through discussion and practice
Following points are to be discussed
Adding text to graphic
Placing the graphic
Wrapping text around a graphic
Importing, moving, resizing a graphic
Adding caption to graphic
Cropping a graphic
On the basis of discussion, students express their observation and teacher consolidates the
discussion and learners are asked to practice the above points in lab.
91 91 91
Computer Science
3.13 Managing and Printing a Publication (30min)
Through discussion and practice
Following points are to be covered
Page numbering
Page size
Margins
Table of contents
Managing books
Printing a publication
Teacher encourage and give necessary help to learners in discussion
Group presents their findings
Teacher consolidate the points considering the above facts
Students should practice the topics in lab and prepare notes.
3.14 Poster creation (sample) (30min)
Observation of a model poster
Teacher shows a model poster and a discussion conducts on the following points.
Page layout
Formatting
Communicating
Appearance
Students identify the features involved in the poster and prepare a list of common features
of any poster.
Students design a poster individually with the help of the following points
What are the content of poster?
How it can be arranged?
What alignments to be included?
How graphic is imported?
What colours can be used?
How bullets and numbering can be used.
3.15 Self Evaluation and peer evaluation (30min)
Work done by each student is observed by others.
3.16 Assignment (lab) (30min)
Following steps to take for a DTP assignment
Define clearly the final output required
Design the layout
Define pages, margin, text and graphics frames
Import text and place it in the defined page
92 92
Teachers Sourcebook VHSE
3.8 Photoshop
Introduction
Photoshop is an important tool for graphic designers who have to work with images. This
module depicts the basis of photoshop
Curriculum Objectives
To understand photoshop file and photoshop screen through demonstration and practices
To familiarise various methods available in photoshop for working on images through
demonstration and practice.
To understand selection tools and commands through demonstration and practice.
To understand painting and editing tools through demonstration and practices
To understand type through demonstration and practice
To understand the special effects on images through demonstration and practice.
Syllabus
Geting started with photoshop - opening an existing file, The photoshop program window,
creating a new file, saving files, reverting files, closing files. Working with images and colours
- Bitmap and vector images, Opening recently used files, image size, editing photographs,
editing images, colour modes, file formats, for ground and back ground colours , colour picker
palette, the eye - dropper tool, Swatches palette.
Making Selection - The selection tools, Grow and similar commands, moving a selection,
Editing selection Filling selection , Transforming selection, inverting selection.
Painting and Editing Tools - Painting tools, Drawing tools, editing tools toning tools,
eraser tools.
Layers - Layers Palette, creating a new layer, selecting layer, hiding/showing layers, deleting
layer, sorting layer, merging layers, linking layers adjustment layers, layer effects, transforming
layers.
Type - Creating type, changing the type settings, Point type, paragraph type, wrapping
type, styles, types layers, The type selection
Filters - The filters menu, artistic filters, blur filters, brush stroke, filters, Distort filters,
Noise filters, Pixelatte filters, render filters, sharpen filters sharpen filters, other filters
PHOTOSHOP
3.8
93 93 93
Computer Science
Activities
3.8.1 Getting with photoshop (1hr)
Teacher demonstrates the photoshop program and file and ask the students to write down
the tools in the tool box and file observation
Teacher should check the following points are noted down
Opening an existing file
creating a new file
Saving files
Reverting files
closing file
The components of the program window such as title bar, menu bar, image window
image title bar
Each student should practice the above points
3.8.2 Working with images and colours (2hrs)
Teacher demonstrates the various methods for working on images and ask the students to
write down the points of each methods.
Teacher should check the students noted down the following points
Bitmap
Vector images
opening recently used files
Image size
Editing photographs
Editing images
colour models
File formats
Foreground and back ground colour
Each student should practice the points
3.8.3 Making selection (2hrs)
Teacher demonstrates the selection tools and commands and ask the students to write down
tools
Teacher should consolidates the following points.
Marquee selection tools.
Lasso tools
Magic wand tools
Grow and similar commands
Moving a selection
Editing selection
94 94
Teachers Sourcebook VHSE
Filling selection
Transforming selection
Inverting selection
Each student should practice the above tools
3.8.4 Painting and editing (2hrs)
Teacher demonstrates painting and editing tools and ask the students to write down the
procedure of each tools.
Teacher should consolidates the following points
Paint brush tool
air brush tool
paint bucket tool
pencil tool
history brush tool
art history brush tool
Blur, sharpen, smudge, clone, stamp, and pattern stamp, Eraser.
Each student should practice the above tools
3.8.5 Layer (1hr)
Teacher demonstrates layer and layer palette and ask the students to write the points
Teacher should consolidates the following points
Creates a new layer
Show a layer
Hide a layer
sort layer
reposition layer
Merge two or more layer
Flatten all the layers in an image into one
Each student should practice the above image
3.8.6 Type (1hr)
Teacher demonstrates. Type and its tools and ask the students to write down the points.
Teacher should check the following points/tools are noted down by the students
Creating type - point type and paragraph type
Changing the type settings
Wrapping type
Styles
Type layers
Type selection
Each students should practice the above tools
95 95 95
Computer Science
3.8.7 Filter (1hr)
Teacher demonstrate how filters are used to add special effects to image and ask the students
to write down the procedure.
Teacher should check the following points/ tools are noted down by students
Filter menu
Artistic filters
Brush stroke filters
Distort filters
Noise filters
Pixelatte filters
Render filters
Sharpen filters
Other filters
Each student should practice the above tools
Reference
1 Comdex - Desktop Publishing Course Kit by Vikas Gupta dream tech press
2 Photoshop by Collin smith dramtech press.
96 96
Teachers Sourcebook VHSE
3
.
C
o
m
p
u
t
e
r
S
y
s
t
e
m
O
r
g
a
n
i
s
a
t
i
o
n
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
1
.
T
o
i
d
e
n
t
i
f
y
v
a
r
i
o
u
s
t
y
p
e
s
o
f
c
o
m
p
u
t
e
r
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
o
b
s
e
r
v
a
t
i
o
n
A
n
a
l
o
g
,
h
y
b
r
i
d
,
d
i
g
i
t
a
l
-
M
i
n
i
,
M
i
c
r
o
,
m
a
i
n
f
r
a
m
e
s
u
p
e
r
c
o
m
p
u
t
e
r
O
b
s
e
r
v
i
n
g
A
n
a
l
y
s
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
R
e
f
e
r
e
n
c
e
b
o
o
k
c
o
m
p
u
t
e
r
D
i
s
c
u
s
s
i
o
n
O
b
s
e
r
v
a
t
i
o
n
N
o
t
e
s
2
T
o
u
n
d
e
r
s
t
a
n
d
c
o
m
p
u
t
e
r
a
s
a
s
y
s
t
e
m
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
o
b
s
e
r
v
a
t
i
o
n
a
n
d
d
e
m
o
s
t
r
a
t
i
o
n
3
T
o
i
d
e
n
t
i
f
y
a
n
d
u
n
d
e
r
s
t
a
n
d
v
a
r
i
o
u
s
i
n
p
u
t
/
o
u
t
p
u
t
d
e
v
i
c
e
s
t
h
r
o
u
g
h
o
b
s
e
r
v
a
t
i
o
n
a
n
d
d
e
m
o
n
s
t
r
a
t
i
o
n
C
o
m
p
u
t
e
r
s
y
s
t
e
m
K
e
y
b
o
a
r
d
,
m
o
u
s
e
,
l
i
g
h
t
p
e
n
,
O
C
R
,
M
I
C
R
,
O
M
R
,
t
o
u
c
h
s
c
r
e
e
n
,
j
o
y
s
t
i
c
k
,
s
c
a
n
n
e
r
,
d
i
g
i
t
a
l
c
a
m
e
r
a
,
m
i
c
r
o
p
h
o
n
e
,
V
D
U
,
C
R
T
,
L
C
D
,
P
l
a
s
m
a
,
L
i
n
e
p
r
i
n
t
e
r
,
d
o
t
m
a
t
r
i
x
p
r
i
n
t
e
r
,
l
a
s
e
r
,
i
n
k
j
e
t
,
f
l
e
x
i
p
r
i
n
t
e
r
s
4
T
o
u
n
d
e
r
s
t
a
n
d
v
a
r
i
o
u
s
t
y
p
e
s
o
f
m
e
m
o
r
y
u
s
e
d
i
n
c
o
m
p
u
t
e
r
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
d
e
m
o
n
s
t
r
a
t
i
o
n
.
R
A
M
,
D
R
A
M
,
S
D
R
A
M
,
R
O
M
,
P
R
O
M
,
E
D
R
O
M
,
E
E
P
R
O
M
,
f
l
o
p
p
y
,
h
a
r
d
d
i
s
k
,
C
D
,
D
V
D
,
z
i
p
d
r
i
v
e
N
o
t
e
s
,
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
D
i
c
u
s
s
i
o
n
1
h
r
2
h
r
s
2
h
r
s
2
h
r
s
O
b
s
e
r
v
i
n
g
A
n
a
l
y
s
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
O
b
s
e
r
v
i
n
g
A
n
a
l
y
s
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
O
b
s
e
r
v
i
n
g
A
n
a
l
y
s
i
n
g
O
b
s
e
r
v
a
t
i
o
n
D
i
s
c
u
s
s
i
o
n
D
e
m
o
n
s
t
r
a
t
i
o
n
O
b
s
e
r
v
a
t
i
o
n
D
e
m
o
n
s
t
r
a
t
i
o
n
D
i
s
c
u
s
s
i
o
n
D
e
m
o
n
s
t
r
a
t
i
o
n
R
e
f
e
r
e
n
c
e
b
o
o
k
I
n
p
u
t
/
o
u
t
p
u
t
d
e
v
i
c
e
s
R
e
f
e
r
e
n
c
e
b
o
o
k
M
e
m
o
r
y
d
e
v
i
c
e
s
R
e
f
e
r
e
n
c
e
b
o
o
k
N
o
t
e
s
C
h
a
r
t
s
,
N
o
t
e
s
N
o
t
e
s
N
o
t
e
s
,
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
D
i
s
c
u
s
s
i
o
n
T
e
a
c
h
e
r
E
v
a
l
u
a
t
i
o
n
N
o
t
e
s
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
D
i
s
c
u
s
s
i
o
n
97 97 97
Computer Science
3
.
C
o
m
p
u
t
e
r
S
y
s
t
e
m
O
r
g
a
n
i
s
a
t
i
o
n
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
5
T
o
i
d
e
n
t
i
f
y
h
a
r
d
w
a
r
e
,
f
i
r
m
w
a
r
e
a
n
d
s
o
f
t
w
a
r
e
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
H
a
r
d
w
a
r
e
,
F
i
r
m
w
a
r
e
,
S
o
f
t
w
a
r
e
C
o
m
m
u
n
i
c
a
t
i
n
g
D
i
s
c
u
s
s
i
o
n
R
e
f
e
r
e
n
c
e
b
o
o
k
N
o
t
e
s
6
T
o
c
l
a
s
s
i
f
y
t
y
p
e
s
o
f
s
o
f
t
w
a
r
e
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
.
7
T
o
g
e
t
a
n
a
w
a
r
n
e
s
s
o
f
m
u
l
t
i
m
e
d
i
a
n
d
r
e
l
a
t
e
d
f
i
e
l
d
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
d
e
m
o
s
t
r
a
t
i
o
n
8
T
o
u
n
d
e
r
s
t
a
n
d
d
i
g
i
t
a
l
p
a
g
e
s
e
t
t
i
n
g
u
s
i
n
g
p
a
g
e
m
a
k
e
r
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
p
r
e
s
e
n
t
a
t
i
o
n
S
y
s
t
e
m
s
o
f
t
w
a
r
e
o
p
e
r
a
t
i
n
g
s
y
s
t
e
m
L
a
n
g
a
u
g
e
p
r
o
c
e
s
s
i
n
g
A
p
p
l
i
c
a
t
i
o
n
s
o
f
t
w
a
r
e
E
d
i
t
o
r
s
T
o
o
l
s
F
e
a
t
u
r
e
s
C
o
m
m
u
n
i
c
a
t
i
n
g
A
n
a
l
y
s
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
A
n
a
l
y
s
i
n
g
,
E
x
p
e
r
i
e
n
c
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
A
n
a
l
y
s
i
n
g
O
b
s
e
r
v
i
n
g
E
x
p
e
r
i
e
n
c
i
n
g
D
i
s
c
u
s
s
i
o
n
C
l
a
s
s
i
f
i
c
a
t
i
o
n
D
i
s
c
u
s
s
i
o
n
D
e
m
o
n
s
t
r
a
t
i
o
n
,
P
r
a
c
t
i
c
e
D
i
s
c
u
s
s
i
o
n
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
e
R
e
f
e
r
e
n
c
e
b
o
o
k
V
a
r
i
o
u
s
s
o
f
t
w
a
r
e
s
R
e
f
e
r
e
n
c
e
b
o
o
k
M
u
l
t
i
m
e
d
i
a
,
D
T
P
p
a
c
k
a
g
e
c
o
m
p
u
t
e
r
R
e
f
e
r
e
n
c
e
b
o
o
k
P
a
g
e
m
a
k
e
r
S
/
w
N
o
t
e
s
N
o
t
e
s
N
o
t
e
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
D
i
s
c
u
s
s
i
o
n
N
o
t
e
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
D
i
s
c
u
s
s
i
o
n
N
o
t
e
s
,
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
d
i
s
c
u
s
s
i
o
n
T
e
a
c
h
e
r
E
v
a
l
u
a
t
i
o
n
C
o
m
p
o
n
e
n
t
s
o
f
s
a
m
p
l
e
d
o
c
u
m
e
n
t
F
o
r
m
a
t
t
i
n
g
t
e
x
t
G
r
a
p
h
i
c
s
P
r
i
n
t
i
n
g
a
d
o
c
u
m
e
n
t
W
o
r
k
d
i
a
r
y
1
h
r
2
h
r
s
1
h
r
6
h
r
s
98 98
Teachers Sourcebook VHSE
3
.
8
.
P
h
o
t
o
s
h
o
p
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
O
b
s
e
r
v
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
I
n
t
e
r
p
r
e
t
i
n
g
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
e
C
o
m
p
u
t
e
r
l
e
a
r
n
i
n
g
C
D
l
i
s
t
s
o
f
t
o
o
l
s
N
o
t
e
s
,
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
O
b
s
e
r
v
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
I
n
t
e
r
p
r
e
t
i
n
g
O
b
s
e
r
v
i
n
g
I
n
t
e
r
p
r
e
t
i
n
g
O
b
s
e
r
v
i
n
g
I
n
t
e
r
p
r
e
t
i
n
g
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
e
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
e
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
e
C
o
m
p
u
t
e
r
l
e
a
r
n
i
n
g
C
D
C
o
m
p
u
t
e
r
l
e
a
r
n
i
n
g
C
D
C
o
m
p
u
t
e
r
l
e
a
r
n
i
n
g
C
D
N
o
t
e
s
N
o
t
e
s
N
o
t
e
s
N
o
t
e
s
,
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
N
o
t
e
s
,
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
N
o
t
e
s
,
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
1
h
r
s
1
h
r
s
2
h
r
s
1
T
o
u
n
d
e
r
s
t
a
n
d
p
h
o
t
o
s
h
o
p
f
i
l
e
a
n
d
p
h
o
t
o
s
h
o
p
s
c
r
e
e
n
t
h
r
o
u
g
h
d
e
m
o
s
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
T
o
o
l
b
o
x
P
h
o
t
o
s
h
o
p
s
c
r
e
e
n
2
T
o
f
a
m
i
l
i
a
r
i
s
e
v
a
r
i
o
u
s
m
e
t
h
o
d
s
a
v
a
i
l
a
b
l
e
i
n
p
h
o
t
o
s
h
o
p
f
o
r
w
o
r
k
i
n
g
o
n
i
m
a
g
e
s
t
h
r
o
u
g
h
d
e
m
o
s
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
s
.
3
T
o
u
n
d
e
r
s
t
a
n
d
s
e
l
e
c
t
i
o
n
t
o
o
l
s
a
d
n
c
o
m
m
a
n
d
s
t
h
r
o
u
g
h
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
s
4
T
o
u
n
d
e
r
s
t
a
n
d
p
a
i
n
t
i
n
g
a
n
d
e
d
i
t
i
n
g
t
o
o
l
s
t
h
r
o
u
g
h
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
s
B
i
t
m
a
p
V
e
c
t
o
r
i
m
a
g
e
s
I
m
a
g
e
m
o
d
e
s
M
a
r
q
u
e
e
t
o
o
l
s
L
a
s
s
o
t
o
o
l
s
M
a
g
i
c
w
a
n
d
t
o
o
l
s
F
i
l
e
c
o
m
m
a
n
d
G
r
o
w
c
o
m
m
a
n
d
A
i
r
b
r
u
s
h
P
a
i
n
t
b
r
u
c
h
p
e
n
c
i
l
t
o
o
l
b
l
u
r
,
s
h
a
r
p
e
n
,
s
m
u
d
g
e
P
a
t
t
e
r
n
s
t
a
m
p
S
p
o
n
g
e
,
E
r
a
s
e
r
2
h
r
s
99 99 99
Computer Science
3
.
8
.
P
h
o
t
o
s
h
o
p
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
O
b
s
e
r
v
i
n
g
I
n
t
e
r
p
r
e
t
i
n
g
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
e
C
o
m
p
u
t
e
r
l
e
a
r
n
i
n
g
C
D
5
T
o
g
e
t
a
n
a
w
a
r
e
n
e
s
s
o
f
l
a
y
e
r
s
t
h
r
o
u
g
h
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
s
l
a
y
e
r
6
T
o
u
n
d
e
r
s
t
a
n
d
t
y
p
e
t
h
r
o
u
g
h
d
e
m
o
s
n
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
.
7
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
s
p
e
c
i
a
l
e
f
f
e
c
t
s
o
n
i
m
a
g
e
s
t
h
r
o
u
g
h
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
T
y
p
e
T
y
p
e
s
e
t
t
i
n
g
s
T
y
p
e
s
t
y
l
e
F
i
l
t
e
r
m
e
n
u
O
b
s
e
r
v
i
n
g
I
n
t
e
r
p
r
e
t
i
n
g
O
b
s
e
r
v
i
n
g
I
n
t
e
r
p
r
e
t
i
n
g
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
e
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
e
C
o
m
p
u
t
e
r
l
e
a
r
n
i
n
g
C
DC
o
m
p
u
t
e
r
l
e
a
r
n
i
n
g
C
D
N
o
t
e
s
N
o
t
e
s
,
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
1
h
r
N
o
t
e
s
N
o
t
e
s
N
o
t
e
s
,
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
N
o
t
e
s
,
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
2
h
r
s
1
h
r
100 100
Teachers Sourcebook VHSE
PRICNCIPLES OF PROGRAMMING
Introduction
Computer are useful in entertainment as well as find solutions for various problems. As we
know, computers are machines, having no IQ, proper instructions are given for solving a
problem. This unit deals with different phases in programming. Also students get an awareness
about the legal implications in using software. Assignments and debate for continuous evaluation
included in this unit.
Curriculum Objectives
To understand various phases of programming through discussion, demonstration and listing
To get an awareness about the legal implication in using software through seminars and
discussion
Syllabus
Principles of programming - Phases in programming, problem identification - Algorithm -
flowcharts - implementation of algorithm through a language - translation - debugging -
execution - documentation, testing, -certification. Legal implication in use of software -Licensing
and copyright, piracy, free software.
Pre Requisite
Knowledge about algorithm and flowchart
Activities
4.1Concept of programming (1hr)
Prepare a recipe for making an Omlet
Students are divided into groups and give guidelines for the discussions to get the recipe
(Ingredients, processing steps, product)
After discussion group leader presents the findings
Teacher consolidates the findings and also introduce the terms data, input, process, output
Students can make notes with the help of teacher.
4.2 Concept of Algorithm (1hr)
Discuss the term algorithm among the groups and also prepare an algorithm for the activity
mention in 4.1
Teacher consolidates the discussion
4
101 101 101
Computer Science
Teacher evaluation is conducted
Assignment on numerical problems
4.3 Flow chart symbol and their function (1hr)
Through discussion list the flowchart symbols and their uses that the students studied in
high school classes.
Teacher consolidates the listing
Assignment ( class) students are asked to draw the flowchart for the algorithm prepared in
activity 4.1
Teacher evaluates the assignment
4.4Coding, translation, debugging, execution, documentation, testing and certification (1hr)
Students discuss how an algorithm can be implemented in a computer
The facilitator can guide the students and give necessary steps to implement an algorithm,
The discussion should cover the point like coding, translation, debugging, execution,
documentation, testing and certification
After discussion the teacher consolidates the points as
the role of HLL for coding
translate it into machine language - compiler/interpreter
Debugging for error correction and detection
Execution and documentation is for readability and maintainability
Testing for accuracy
Students should make notes individually
4.5 Licensing copyrights, free software and software piracy (1 hr)
Through discussion list the idea about the terms licensing, copyright, free software and
software piracy
Teacher should give necessary help in the discussion
After discussion, the teacher consolidates the points and share additional information if
any.
Students should prepare notes individually
4.6 Supporting Activity (debate) (1 hr)
Free software v/s Licenced software
Teacher is the moderator
Students are grouped in two
Each group can express their idea
Active participation is to be encouraged
Moderator consolidates
Students are asked to prepare notes
102 102
Teachers Sourcebook VHSE
Reference
1 Textbook of XI
2 Computer Science +1 Sumita Arora
103 103 103
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
4
.
P
r
i
n
c
i
p
l
e
s
o
f
P
r
o
g
r
a
m
m
i
n
g
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
C
o
m
m
u
n
i
c
a
t
i
n
g
D
i
s
c
u
s
s
i
n
g
l
i
s
t
i
n
g
P
r
o
b
l
e
m
s
o
l
v
i
n
g
R
e
f
e
r
e
n
c
e
m
a
n
u
a
l
c
h
a
r
t
s
1
T
o
u
n
d
e
r
s
t
a
n
d
v
a
r
i
o
u
s
p
h
a
s
e
s
o
f
p
r
o
g
r
a
m
m
i
n
g
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
,
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
l
i
s
t
i
n
g
P
r
o
b
l
e
m
i
d
e
n
t
i
f
i
c
a
t
i
o
n
P
r
o
b
l
e
m
A
n
a
l
y
s
i
s
A
l
g
o
r
i
t
h
m
F
l
o
w
c
h
a
r
t
C
o
d
i
n
g
T
r
a
n
s
l
a
t
i
o
n
D
e
b
u
g
g
i
n
g
E
x
e
c
u
t
i
o
n
D
o
c
u
m
e
n
t
a
t
i
o
n
T
e
s
t
i
n
g
C
e
r
t
i
f
i
c
a
t
i
o
n
N
o
t
e
s
F
l
o
w
c
h
a
r
t
s
U
n
d
e
r
s
t
a
n
d
i
n
g
t
h
e
f
a
c
t
s
4
h
r
s
R
e
p
o
r
t
s
N
o
t
e
s
P
e
e
r
e
v
a
l
u
a
t
i
o
n
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
2
h
r
s
2
T
o
g
e
t
a
n
a
w
a
r
e
n
e
s
s
a
b
o
u
t
t
h
e
l
e
g
a
l
i
m
p
l
i
c
a
t
i
o
n
i
n
u
s
i
n
g
s
o
f
t
w
a
r
e
t
h
r
o
u
g
h
s
e
m
i
n
a
r
a
n
d
d
i
s
c
u
s
s
i
o
n
L
i
c
e
n
c
e
d
s
/
w
C
o
p
y
r
i
g
h
t
p
i
r
a
c
y
F
r
e
e
s
o
f
t
w
a
r
e
o
b
s
e
r
v
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
C
l
a
s
s
i
f
y
i
n
g
D
i
s
c
u
s
s
i
o
n
S
e
m
i
n
a
r
D
e
b
a
t
e
R
e
f
e
r
e
n
c
e
M
a
n
u
a
l
J
o
u
r
n
a
l
N
e
t
b
r
o
w
s
i
n
g
104 104
Teachers Sourcebook VHSE
PROGRAMMING IN C++
Introduction
In the last unit we discussed about phases in programming and students have the idea in
programming through algorithms and flow charts. Here we are introducing C++, an object
oriented language (OOP) which is a powerful language for software development. This module
begins with the character set of C++ language then to the structure of C++ program. Towards
the end of the module learners should be familiarised to the program, development environment
and related activities prior to running a program. This can be done through discussions and
live demonstrations.
Curriculum Objectives
To understand the basis of C++ language through discussion and illustration, observation
distinguish and list the steps involved in creating and running a simple program
To understand different datatypes in C++ by collecting and classifying data from real life
situation, Prepare a detailed list showing C++ data types and their features.
Syllabus
Character set, Basic data types, Tokens, structure of C++ program, use of I/O operators,
Use of IDE compiler to demonstrate basic commands of editing compilation, linking and
execution.
Pre - Requisites
A general idea about formal languages
Different stages in programming
Basic skills for developing program logic through algorithm and flowchart.
Precise idea about different types of literals
Activities
Fundamentals of C++ Language (3hrs)
5.1.1 Discussion
Problem : List the preliminary steps in learning and programming on formal language like
Malayalam and English etc.
Discussion can be conducted and responses are noted
( alphabets, words, phrases, sentences, grammar etc)
5
105 105 105
Computer Science
Consolidation: Consolidates the points given above and terminology like character set,token
etc are introduced through the analogy.
Alphabet is a language to the character set in C++
Words formed by alphabets to the tokens in C++
Phrases and sentences to the expressions and statements
Grammer rules to the syntaxes in C++ language
students can prepare notes
Classification of Character set and Tokens
5.1.2 Discussion
How are alphabets in Malayalam or English classified
(Vowels and consonants are expected)
In the statement Arun is actively participating in discussion, identify the category to which
each word belongs
(Parts of speech are expected)
Teacher consolidates the points and classification of characters and tokens are explained
through analogies.
Consolidation: classification of character set and tokens are introduced here
Students prepare a list of characters and write notes on different tokens of C++
Data Types
5.1.3 Discussion
Problem: Prepare a biodata containing the details such as name,sex,age date of birth, address
( house name, number, place, post, district, pin) for admission
Discuss and classify the data based on some common features like formation, constitituents
etc
Consolidation: Consolidate the classification as integers, words, fractional number, single,
alphabets and data
Discussion is continued to list different types of literals in C++
Responses are noted on the board and the data collected in activity 5.1.3 are categorise
under these literals
Introduce the basic data types of C++ highlighting the facts that strings and data have no
type names and they will be named by the user
Write different types of data on the board and let the students identify the corresponding
type names
Consolidation: different data types in C++
The students prepare notes on basic data type of C++ and their features with examples
106 106
Teachers Sourcebook VHSE
Structure of C++ program
5.1.4 Discussion
Problems : Write a letter to invite your friend for birthday party and lost the part of the letter
Students write the letter individually and parts of the letters are identified in group discussions
and the distinct parts are presented by the groups
Consolidation : Consolidates the parts of the letter as follows
From and To
Situation
Punctuation
Body of the letter
Name and signature of the sender
Teacher demonstrates the structure of a C++ program through illustration and explains the
position and significance of each part through the following analogies
From and to entries to the # include statement
Situation to the main () statement
Punctuation to the semi colomns an braces
Body of the letter to the program statements
Name and signature to the closing statement (return statement)
Students prepare notes on the structure of C++ program
Live Demonstration of IDE
5.1.5 Observation
A gruop of five students are formed and the teacher loads C++ IDE in the computer, and
perform different steps like editing, saving, compiling and running a simple program
Students prepare notes on various steps in developing a simple C++ program in their
observation book
The above five students then demonstrate for another five groups and make sure that all the
students are now able to use the IDE for C++ program development and they have prepared
notes in the observation book
Simple C++ programs
5.1.6 Development
Problem : Write a program to display a message
Using the idea obtained while learning the C++ program structure, student individually
write program in their observation book and some of them are presented.
Consolidation: Teacher consolidates the steps into a program and students make the
corrections if any
The program is entered if any, during compilation and execution are recorded in the
observation book
107 107 107
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
5
.
1
P
r
o
g
r
a
m
m
i
n
g
i
n
C
+
+
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
O
b
s
e
r
v
i
n
g
c
o
m
m
u
n
i
c
a
t
i
n
g
C
l
a
s
s
i
f
y
i
n
g
O
b
s
e
r
v
a
t
i
o
n
I
l
l
s
u
r
a
t
i
o
n
D
i
s
c
u
s
s
i
o
n
C
l
a
s
s
i
f
i
c
a
t
i
o
n
R
e
f
e
r
e
n
c
e
b
o
o
k
I
D
E
s
o
f
t
w
a
r
e
1
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
b
a
s
i
c
s
o
f
C
+
+
l
a
n
g
u
a
g
e
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
i
l
l
u
s
t
r
a
t
i
o
n
,
o
b
s
e
r
v
a
t
i
o
n
,
d
i
s
t
i
n
g
u
s
h
a
n
d
l
i
s
t
t
h
e
s
t
e
p
s
i
n
v
o
l
v
e
d
i
n
c
r
e
a
t
i
n
g
a
n
d
r
u
n
n
i
n
g
a
s
i
m
p
l
e
p
r
o
g
r
a
m
C
+
+
c
h
a
r
a
t
e
r
s
s
e
t
t
o
k
e
n
s
.
U
s
e
o
f
I
D
E
s
o
f
t
w
a
r
e
B
a
s
i
c
d
a
t
a
t
y
p
e
s
N
o
t
e
s
N
o
t
e
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
d
i
s
c
u
s
s
i
o
n
2
h
r
s
N
o
t
e
s
1
h
r
2
T
o
u
n
d
e
r
s
t
a
n
d
d
i
f
f
e
r
e
n
t
d
a
t
a
t
y
p
e
s
i
n
C
+
+
b
y
c
o
l
l
e
c
t
i
n
g
a
n
d
c
l
a
s
s
i
f
y
i
n
g
d
a
t
a
f
r
o
m
r
e
a
l
l
i
f
e
s
i
t
u
a
t
i
o
n
,
p
r
e
p
a
r
e
a
d
e
t
a
i
l
e
d
l
i
s
t
s
h
o
w
i
n
g
C
+
+
d
a
t
a
t
y
p
e
a
n
d
t
h
e
i
r
f
e
a
t
u
r
e
s
R
e
f
e
r
e
n
c
e
b
o
o
k
N
o
t
e
D
a
t
a
t
y
p
e
s
f
i
u
n
d
a
m
e
n
t
a
l
d
a
t
a
t
y
p
e
s
C
l
a
s
s
i
f
y
i
n
g
D
a
t
a
C
o
l
l
e
c
t
i
o
n
C
l
a
s
s
i
f
i
c
a
t
i
o
n
108 108
Teachers Sourcebook VHSE
Introduction
In this module we are introducing some new concept and constructs of the language. Here
learner understand operators, type conversions, shorthand, variables initialisation etc. A variety
of activities like collection classification, list preparation, class assignments, lab assignments
etc can be caused out for better transactions of the topics
Curriculum Objectives
To understand C++ operators through reading and discussion and prepare a categorised list
of operators
Syllabus
Operators - Arithematic (+,-, *,/, %), unary + and increment and decrement, relational (<,>,
<=, >=, ==, !+) Logical (&&, ||,!) Conditional, precedence of operators, expression -Types
conversions, Implicit and explicit methods, C++ shorthand, assignment statement, variable
intialisation and type compatibility
Pre- Requisities
Basic knowledge in arithmetic operators and their priority
Idea about memory cells, memory word, and their size.
Activities
5.2.1 Discussion : constants and variables
Problem: What is meant by variables in mathematics
List the benefits in using variable in solving problems
Group discussion is conducted and findings are presented
Consolidation: Ensure that the following points are evolved in discussion
A quantity which varies is a variable
English letters are used for representation
Useful for representing numbers
Can have any value at any time
Problem: How are books arranged in library? List the advantages in using portioned shelves
for keeping books
Group discussion is conducted and findings are presented
OPERATORS AND EXPRESSIONS
5.1
109 109 109
Computer Science
Consolidation Ensure that the following points are evolved in discussion
Books are arranged in portioned shelves with some names give to them
Name represent the types of books stored
Portion with a name can have different books at any number of times
Books can be easily searched or referenced by specifying the portion name
Problem: List the analogies between the above two consolidations
Discussion is conducted and responses are noted
consolidation: The concept of variables in the context of programming is introduced through
the consolidation and pictorial illustrations
Students are asked to draw a box on their note book and name it as total marks
They write their total marks in SSLC examination
Teacher draws a box with the name total marks the board and records the marks of each
students one by one
Students recognise that memory location can store one value at a time
Teacher consolidates the values as constants and name as variable
Modifiers
5.2.2 Discussion
Teacher draws a box with the name maximum and total marks and records the maximum
marks and total marks of each students
Students recognizes that memory location stores a value which does not change at all
The concept of constant is introduced and illustrates the syntax
Group discussion is conducted to identify the limitation in storing large value with basic
data type
Teacher consolidates by introducing type modifiers through illustrations
C++ Operators
5.2.3 Discussion
Students are asked to write the operators which were studied earlier
Discussion conducted and possible to classify the operator
Teacher consolidate by introducing additional operators in the textbook
Students are asked to write programs
Each group presents the program
If correction needed, possible through general discussion
Consolidating : Different C++ operators are introduced
Students make corrections on observation book and execute them in the lab
110 110
Teachers Sourcebook VHSE
U
N
I
T
A
N
A
L
Y
S
I
S
5
.
2
O
p
e
r
a
t
o
r
s
a
n
d
E
x
p
r
e
s
s
i
n
g
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
C
o
m
m
u
n
i
c
a
t
i
n
g
C
l
a
s
s
i
f
y
i
n
g
D
i
s
c
u
s
s
i
o
n
C
l
a
s
s
i
f
i
c
a
t
i
o
n
P
r
e
p
a
r
a
t
i
o
n
o
f
o
b
s
e
r
v
a
t
i
o
n
b
o
o
k
R
e
f
e
r
e
n
c
e
b
o
o
k
1
T
o
u
n
d
e
r
s
t
a
n
d
C
+
+
o
p
e
r
a
t
o
r
s
t
h
r
o
u
g
h
r
e
a
d
i
n
g
a
n
d
d
i
s
c
u
s
s
i
o
n
a
n
d
p
r
e
p
a
r
e
a
c
a
t
e
g
o
r
i
s
e
d
l
i
s
t
o
f
o
p
e
r
a
t
o
r
s
O
p
e
r
a
t
o
r
s
:
-
A
r
i
t
h
e
m
a
t
i
c
U
n
a
r
y
I
n
c
r
e
m
e
n
t
d
e
c
r
e
m
e
n
t
R
e
l
a
t
i
o
n
a
l
L
o
g
i
c
a
l
C
o
n
d
i
t
i
o
n
a
l
P
r
e
c
e
d
e
n
c
e
o
f
o
p
e
r
a
t
o
r
s
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
N
o
t
e
s
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
D
i
s
c
u
s
s
i
o
n
3
h
r
s
111 111 111
Computer Science
Introduction
The input and /or output may be of different types. This include character and string types.
C++ have built in functions for performing input and output operations on characters and string
type data. This module provides the ability to use such functions so that character and string
data can be effectively used. Group activities, individual activities are possible for effective
transaction of the topics contained in this module.
Curriculum Objectives
Understand I/O functions through discussion, observation etc and develop programs using
them
Syllabus
Header files - iostream.h
Stream functions - get(), getline(), put(), write()
Header file - stdio.h
Console function getchar(), get(), get(), put char(), put(), Puts()
Pre-Requisities
Familiarity in using input and output statements of C++ using extraction (>>) and insertion
(<<) operators. Ability to write simple programs using C++.
Idea about characters and string constants
Knowledge about basic data types of C++ and their use.
Activities
1 Discussion on character input/output functions
Problems: Write a C++ program to enter a character through the keyboard and display it.
General discussion conducted. Ensure that the following points are evolved.
Identification of input and output statements
Recognization of operators and operands
Refresh the concept of Cin and Cout
List use of builtin functions which are known to learner and identify the importance of
header files
Teacher demonstrates the syntax and use of get() and put() functions with the help of
examples and learners prepare notes on them
INPUT AND OUTPUT
FUNCTIONS
5.3
112 112
Teachers Sourcebook VHSE
2.Developing program
Each learner can modify the program developed earlier by applying get() and put() functions
instead of >> and << operators
Refer textbook for more programs and ask the learners to write and execute them in the lab.
Observing the work of console I/O functions for characters
Teacher demonstrates the use of input output functions like getchar(), get(), putchar(). and
put() functions. Importance of stdio.h header file introduced and learner prepare notes on
these function and their features.
Programs which developed earlier can be modified with the console functions in their
observation book
The programs in observation book are entered in the computer and executed.
4 Discussion on string I/O functions
Problem: How will you input your school name and display it on the screen?
General Discussion conduct
Definition of string constant and resemblance with character constant
Listing basic data types and noting down the lack of string data type
Need of variable and syntax of variable declaration
Conclusion
Variable needed to handle string data
Variable is to be declared prior to its use
Syntax for variable declaration needs concerned data type which not belongs to basic data
type
Teacher introduces string type data to a variable with char data type and number of character
in the string.
Teacher asks the students to write program individually to input their name and address
Teacher correct the code which were developed by students after discussion
Teacher introduced syntax and use of getlines and write() functions
Then the syntax and use of gets() and puts() with the help of code are demonstrated by the
teacher
Students prepare notes on strong management and syntax of functions for string I/O
5 Development of programs
Problems are given for utilising character and string functions
General discussion conducted and findings are noted on observation book
Students executed the programs in the lab
Comparison of various I/O functions
Discussion conducted and comparisons of characters and I/O functions are prepared
Comparisons can be presented in chart manner with the name of functions, type, use and
example. The chart is submitted and teacher verifies the chart.
113 113 113
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
5
.
3
I
n
p
u
t
a
n
d
O
u
t
p
u
t
F
u
n
c
t
i
o
n
s
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
O
b
s
e
r
v
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
C
l
a
s
s
i
f
y
i
n
g
D
i
s
c
u
s
s
i
o
n
C
l
a
s
s
i
f
i
c
a
t
i
o
n
O
b
s
e
r
v
a
t
i
o
n
R
e
f
e
r
e
n
c
e
b
o
o
k
1
T
o
u
n
d
e
r
s
t
a
n
d
I
/
O
f
u
n
c
t
i
o
n
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
,
o
b
s
e
r
v
a
t
i
o
n
a
n
d
d
e
v
e
l
o
p
p
r
o
g
r
a
m
s
u
s
i
n
g
t
h
e
m
g
e
t
(
)
,
g
e
t
l
i
n
e
(
)
,
p
u
t
(
)
,
w
r
i
t
e
(
)
,
g
e
t
c
h
a
r
(
)
,
g
e
t
(
)
,
g
e
t
s
(
)
,
p
u
t
c
h
a
r
(
)
,
p
u
t
(
)
,
p
u
t
s
(
)
C
h
a
r
t
N
o
t
e
s
N
o
t
e
s
c
h
a
r
t
4
h
r
s
114 114
Teachers Sourcebook VHSE
Introduction
This module deals with control statements in C++ language. Control statements provide
methods for expressing a logical sequence in a program. These statements have an important
role in the C++ language. In case of decision making, branching and looping statements are
used. So the knowledge of the syntax and usage of the statements are essential. So deep
knowledge in selecting loops and conditions checking statements must be clear. This is done
through programming exercises.
Curriculum Objectives
Identify the logic referencing in problem solving and familiarises various control structures
in C++ using real life problems and their solution, prepare flowcharts for various control
structures, through discussion
Develop C++ program to solve various problems through discussion and practical
Syllabus
Conditional statement - if statement, if else, if else of ladder, switch statement, Nested
switch, default statements, break statement, loop statement - for while, do -while , nested control
structures, Jump statement, go to , break, continue , exit function.
Pre- Requisities
Knowledge about data types, variables, arithmetic operators and relational operators.
Familiarity to the general outline of C++ program
Knowledge of algorithm and flowchart.
Activities
5.4.1 Discussion on Conditional statement
Problem: To find the biggest of two numbers
Discuss he steps involved in the problems
Introduced the syntax and usage of conditional operator
Implement the conditional operators in the program
Introduce the if statement syntax and rewrite the program using if statement
List the difference between conditional operator and if statement
Consolidation: Teacher consolidates the discussion as in textbook
CONTROL STATEMENTS
5.4
115 115 115
Computer Science
5.4.2 Discussion on other various if statements
Problems: To find the biggest of three numbers
Discussion conducted and teacher hints the program logic
Students writes the program in book
Teacher introduces the concept of nested if statements
Problem: To find the grade of a student in SSLC examination
Writes the program using nested if statement
Teacher introduces the if else if ladder
Students rewrite the program using if else if ladder
Programs are executed in the lab
5.4.3 Discussion on switch case statement
Problem: To find the day of the week contain condition checking for multiple cases
Discussion checking for multiple cases
Discussion conducted and program logic obtained
Students write the program using if else if ladder
Teacher introduced the syntax and use of switch case statement
Problem: Compare if else if ladder and switch case statement
Consolidation: The list prepared by students is consolidated as in textbook by teachers.
5.4.4 Assignment on conditional statements
Programs connected with if else if ladder or switch case are given
Students writes the programs individually
Students executes the programs in the lab
5.4.5 Familiarisation of loops
Problems: Program to print first 10 natural numbers
Students develop the program but it will be more difficult to print upto a large number
Teacher introduced loop concepts
Explain the syntax and working of the loop
Students are asked to rewrite the program using for loop
Give more programs using for loop as assignment
5.4.6 Discussion on other loops
Teacher rewrite the syntax and working of while loops
Problems: rewrite the above program using while loops
Give more programs using while loops as assignments
Teacher introduces the syntax and working of do while loop
Problems : Rewrite the above program using do while loop
116 116
Teachers Sourcebook VHSE
Give more programs using do while loop as assignment
Problem : Compare the three loops
Discussion conducted and presents the prints obtained
Consolidation : Teacher consolidates the points obtained
5.4.7 Familiarisation of nested loop
Problem: Program to display multiplication table
Discussion conducted and students develops the programs
Teacher guide students to write the program to display multiplication table for a single
number . Using loop convert into number from 1 to 10
Teacher consolidates the program presented by students
Discuss syntax and use of nested loop
Consolidation : Teacher consolidates the nested loops used.
5.4.8 Assignment on loops
Give programs using nested loops
Students write the program individually
Students execute the program in the lab
5.4.9 Familiarisation of control statements
Prepare a list containing syntax, flowcharts and example of condition checking statements
and loop statements studied in this module.
Test on programming skills
Select set of questions for test
Fix a time limit for the test
Call each one to select question in random order and solve in the time allowed.
117 117 117
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
5
.
4
.
C
o
n
t
r
o
l
S
t
a
t
e
m
e
n
t
s
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
C
o
m
m
u
n
i
c
a
t
i
n
g
A
n
a
l
y
s
i
n
g
D
i
s
c
u
s
s
i
o
n
P
r
e
p
a
r
a
t
i
o
n
o
f
f
l
o
w
c
h
a
r
t
R
e
f
e
r
e
n
c
e
b
o
o
k
1
T
o
i
d
e
n
t
i
f
y
t
h
e
l
o
g
i
c
r
e
q
u
i
r
i
n
g
i
n
p
r
o
b
l
e
m
s
o
l
v
i
n
g
a
n
d
f
a
m
i
l
i
a
r
i
s
e
v
a
r
i
o
u
s
c
o
n
t
r
o
l
s
t
r
u
c
t
u
r
e
s
i
n
C
+
+
b
y
u
s
i
n
g
r
e
a
l
l
i
f
e
p
r
o
b
l
e
m
a
n
d
t
h
e
i
r
s
o
l
u
t
i
o
n
,
p
r
e
p
a
r
e
f
l
o
w
c
h
a
r
t
s
f
o
r
v
a
r
i
o
u
s
c
o
n
t
r
o
l
s
t
r
u
c
t
u
r
e
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
I
f
s
t
a
t
e
m
e
n
t
,
i
f
e
l
s
e
,
i
f
e
l
s
e
i
f
,
s
w
i
t
c
h
,
N
e
s
t
e
d
s
w
i
t
c
h
b
r
e
a
k
,
l
o
o
p
,
f
o
r
.
.
w
h
i
l
e
,
d
o
w
h
i
l
e
,
N
e
s
t
e
d
c
o
n
t
r
o
l
s
t
a
t
e
m
e
n
t
,
J
u
m
p
,
g
o
t
o
,
c
o
n
t
i
n
u
e
,
e
x
i
t
(
)
N
o
t
e
F
l
o
w
c
h
a
r
t
s
N
o
t
e
F
l
o
w
c
h
a
r
t
s
6
h
r
s
4
h
r
s
2
T
o
d
e
v
e
l
o
p
C
+
+
p
r
o
g
r
a
m
t
o
s
o
l
v
e
v
a
r
i
o
u
s
p
r
o
b
l
e
m
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
p
r
a
c
t
i
c
a
l
s
C
o
m
m
u
n
i
c
a
t
i
n
g
E
x
p
e
r
i
e
n
c
i
n
g
P
r
a
c
t
i
c
a
l
D
i
s
c
u
s
s
i
o
n
C
o
m
p
u
t
e
r
R
e
f
e
r
e
n
c
e
b
o
o
k
O
u
t
p
u
t
o
f
p
r
o
g
r
a
m
o
b
s
e
r
v
a
t
i
o
n
b
o
o
k
O
u
t
p
u
t
o
f
p
r
o
g
r
a
m
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
D
i
f
f
e
r
e
n
t
l
o
g
i
c
s
118 118
Teachers Sourcebook VHSE
Introduction
This chapter discusses arrays and their operations. In programming array has an important
role. Lack of knowledge on arrays and its operations is one of the major difficulties of writing
programs. C++ does not have a built in string data type. With the help of arrays and its operators
String manipulations are implemented. Hence a deep knowledge in different kind of operations
on array is essential for developing good programs..
Curriculum Objectives
To understand the concept of arrays and its operations through illustrations and discussion
and develop programs stating the advantage of arrays.
Syllabus
Concepts of Data structure - Basic data structure - Arrays , stack, queues, concepts of one
dimensional and two dimensional arrays (Declaration,intialisation, reading) Matrix arithematic
(Addition, substraction and Multiplication), Implementation of string using array, string
manipulation such as reverse string, counting vowels, consonants special characters from a
string.
Pre- Requisities
Different data types and their declaration
Use of for loop in C++ programs
Activities
5.5.1 Discussion
Problem: Write a C++ program to store marks of all students in the class .
Students list the program individually in their books
List down the difficulties that they face while writing the program
Randomly select two or more of group leaders for presenting the difficulties of writing
programs
Through discussion find the solution to overcome these difficulties in writing lengthy code
for declaring a large number of variables, accepting values for those variables and also for
displaying them
Consolidation: Need of array variables is emphasised.
Learner prepare notes
ARRAYS AND STRUCTURE
5.5
119 119 119
Computer Science
Understanding Arrays
5.5.2 Discussion
Problem: Write a C++ program to read a group of numbers using arrays
Let A,B,C be variables used for storing the given group of numbers. The problem is how to
read a particular element from this groups
Discuss the difficulties of reading a particular element, list them.
Given another group of element say A1,A2,A3,.....,A26. How to read a particular element
say A12 from this group, discuss and list them.
Compare and discuss these two tasks and list the steps
Which one is the easiest method to read a particular elements, what is the reason for it.
Through a group discussion arrive at a consolidation that using a common variable with
indices will give an easy way to read an element
The discussion should cover the following point. The array name, use of index accessing
different elements, intialisation etc.
Randomly select two or more of the group leaders for presenting the collected ideas about
an array
Consolidation: Teacher consolidates the following points from the above discussion - array
declaration, use of index to access each element of the array, memory allocation for array
accessing different elements, using the for........... loop for accessing the individual elements
of the array and learner should prepare notes.
1 The statement in T[5] = { 0,0,0,0,0} will initialise all the array elements
to the value 0
2 The statement int T[5] = {0} also does the same thing.
Students prepare notes
Two Dimensional Arrays
5.5.3 Discussion
Problem: Posing a questions How can they use variables for storing the physics mark of
10 students in a class? Call one students to write the declaration statement on the board as
follows.
int mark [9]
Posing another question How can they use variables (or declare variable) for storing six
subjects marks for 10 students.
Through a group discussion, they will understand the difficulty of using single dimensional
array for this purpose, note difficulties.
Problems: Posing a problem How the students be selected in a classroom if the class room
contains 12 benches and desks and it should be arranged in two groups row wise.
Through a discussion they understood that students be selected in each group as 6 * 5
students in both section. (ie, if total of 60 students in the class)
120 120
Teachers Sourcebook VHSE
Consolidation: Teacher consolidate it and introduced the concept of 2D arrays and explain
the declaration statement of 2D arrays
Teacher can also use examples like the following
Using array variables to store total marks of each student in all the classes. (int mark [11][49],
Here mark[2][30] is the total mark of 30th student in the 2nd standard. Here the first index
denote the class and the second index denote the roll no of the students
Using array elements to store matrix elements
Students can prepare notes
Program for Matrix Addition
5.5.4 Discussion
Problems : Given 12 numbers How to arrange these numbers in two groups , each contains
2 rows and 3 columns each?
Through a group discussion, students understand that these 12 numbers can be arranged in
two 2 x 3 matrix forms, and note the ideas.
One student present their note.
Given two groups of numbers in matrix form and try how to add the corresponding elements
in it.
Through a group discussion, learner got the idea of adding two matrixes of same order;
note the concepts
Consolidation: Teacher consolidates this and demonstrate how for ... loop is used for storing
elements in 2D arrays, How to use for loop to add individual elements in two matrices,
display elements in a matrix etc
Problem: Write a program to add two matrixes of same order
Discussing the features of for .. loop for reading elements in 2 matrix and use the concept of
adding the elements of two matrix, students prepare a program for this
Group leaders present the program
Consolidation: Teacher consolidates the program
Learner can write it their note
Matrix Subtraction
5.5.5 Assignment
Matrix Multiplication
5.5.6 Discussion
Problem: Given 12 numbers How to arrange these numbers in two groups , each contains
2 rows and 3 columns each.
Through a group discussion, students understand that these 12 number can be arranged in
two 2 x 3 matrix forms, and note the ideas.
Give two groups of numbers in matrix form and try how to multiply elements in it.
121 121 121
Computer Science
Through a discussion with the help of facilitator and textbook, learner got the concept of
multiplying two matrix and prepare notes
Present the concept before the students in the class
Problem: Write the program for multiplying two matrix of given order
Discussing the features of for ...... loop for reading elements in two matrix, and use the
concept of multiplying the elements of two matrix, students prepare a program for this
Group leader present program
Consolidation: Teacher gives necessary suggestions and modification to get the final program
Students prepare the note
Implementation of String using Arrays
5.5.7 Discussion
Problem: Pos a question What is the meaning of the following declaration?
Char str[10];
In discussion, facilitator demonstrate the idea that C++ use the character array to store string
values. here str is a variable that can hold string value having maximum 9 characters, C++
uses I/O symbol to denote the end of the string values.
The statement charstr [] = SSMVHSS; will store the characters in the memory in the
following way
S S M V H S S \0
0 1 2 3 4 5 6 7
Here the last symbols stored in Str[7] represent the NULL value, which shows the end of
the string. computer treat this one as a single character and note two.
Consolidation: Implementation of string using array is introduced
Learner prepare notes for concept obtained from above discussion.
Program For Reversing A String
5.5.8 Discussion
Problem : Pos a problem How to store, reverse and display a given string
Through discussion with help of teacher and text book, learner identify the method for
reversing a string. A new variable can be used for storing the reversal string
Problem: Pos a problem to write the complete program for reversing a string
Through group discussion with reference of text book and with the help of teacher students
write the program
Consolidation : Faciliatator consolidates it and writes it on the board as follows
#include <iostream.h>
#include <conio.h>
str
122 122
Teachers Sourcebook VHSE
int main()
{
Char a[10].b[10]
clrscr();
Cout << Enter a string;
Cin >> a;
int pos =0; /* for storing the position of the last characters in the string *?
While ( a [Pos] ! = \0)
{
Pos ++;
}
For (int i=pos -1 , j=0; i>=0;i--,j++)
{
b[j] = a[i];
}
b[i]= /0
Cout << The string before reverse; <<a;
Cout << The string after reverse : <<b;
}
When you copy individual character of a string one by one, the last
character must be made as \0. But when you accept a complete string
using the statement Cin>> str;
C++ will automatically place a NULL symbol at last
Students can write this program in their note and do it in the computer
Program for counting the vowels in a string
5.5.9 Discussion
Problem : Explain the program code for counting the numbers of vowels in a string as
follows
Through a group discussion with the help of teacher and with relevance of text book,
students got the idea for doing the program as follows.
int Count1 = 0, i=0;
while (a[i]!=\0)
if ( a [i] == a || a [i] == e|| a[i] == i || a[i] == o || a[i] == u)
Count 1++;
When the loop will be completed, the count1 variable will contain the number of vowels
present in the string
Consolidation: Teacher consolidates the programs
Learner perpare the notes
123 123 123
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
5
.
5
.
A
r
r
a
y
s
A
n
d
S
t
r
u
c
t
u
r
e
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
C
o
m
m
u
n
i
c
a
t
i
n
g
O
b
s
e
r
v
i
n
g
D
i
s
c
u
s
s
i
o
n
I
l
l
u
s
t
r
a
t
i
o
n
P
r
o
g
r
a
m
m
i
n
g
R
e
f
e
r
e
n
c
e
b
o
o
k
C
o
m
p
u
t
e
r
1
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
c
o
n
c
e
p
t
o
f
a
r
r
a
y
s
,
a
n
d
i
t
s
o
p
e
r
a
t
i
o
n
s
t
h
r
o
u
g
h
i
l
l
u
s
t
r
a
t
i
o
n
a
n
d
d
i
s
c
u
s
s
i
o
n
a
n
d
d
e
v
e
l
o
p
p
r
o
g
r
a
m
s
s
t
a
t
i
n
g
t
h
e
a
d
v
a
n
t
a
g
e
s
o
f
a
r
r
a
y
s
C
o
n
c
e
p
t
s
o
f
D
a
t
a
s
t
r
u
c
t
u
r
e
,
B
a
s
i
c
d
a
t
a
s
t
r
u
c
t
u
r
e
s
,
A
r
r
a
y
s
,
s
t
a
c
k
s
,
q
u
e
u
e
s
,
c
o
n
c
e
p
t
s
o
f
o
n
e
d
i
m
e
n
s
i
o
n
a
l
a
n
d
2
d
i
m
e
n
s
i
o
n
a
l
a
r
r
a
y
s
(
d
e
c
l
a
r
a
t
i
o
n
,
I
n
t
i
a
l
i
s
a
t
i
o
n
,
r
e
a
d
i
n
g
)
m
a
t
r
i
x
a
d
d
i
t
i
o
n
,
m
a
t
r
i
x
s
u
b
t
r
a
c
t
i
o
n
,
m
a
t
r
i
c
m
u
l
t
i
p
l
i
c
a
t
i
o
n
i
m
p
l
e
m
e
n
t
a
t
i
o
n
o
f
s
t
r
i
n
g
u
s
i
n
g
a
r
r
a
y
s
s
t
r
i
n
g
m
a
n
i
p
u
l
a
t
i
o
n
R
e
v
e
r
s
i
n
g
a
s
t
r
i
n
g
c
o
u
n
t
i
n
g
v
o
w
e
l
s
c
o
n
s
o
n
a
n
t
s
s
p
e
c
i
a
l
c
h
a
r
a
c
t
e
r
s
f
r
o
m
a
s
t
r
i
n
g
N
o
t
e
P
r
o
g
r
a
m
o
u
t
p
u
t
N
o
t
e
P
r
o
g
r
a
m
o
u
t
p
u
t
1
0
h
r
s
124 124
Teachers Sourcebook VHSE
FUNCTIONS
Introductions
The students are familiar with functions and they knows main() function and built in
functions. In this module we are introducing the concept of user defined functions. Here
students can create their own function and able to solve problem effectively. This module
introduced some new built-in functions also. Discussions, observations and demonstrations
helps to know about functions and evaluation can be carried out in lab.
Curriculum objectives
To familiarize the significance of functions through discussion and note down the advantages
of using functions and develop programs.
To familiarize different types of functions and prepare a classification table for the predefined
functions.
To understand the significance of user defined function and different methods of functions
calls through illustrations.
Syllabus
Defining a function, Types of functions Predefined functions, character functions
isalnum(), isalpha(), is digit(), islower(), isupper(), tolower(), toupper(), string manipulation
function strcpy(), strcat(), strlen(), strcmp(), mathematical functions abs(). Sqrt(), pow(),
exp(), log(), sin(), cos(), Miscellaneous functions- setw(), getch(), clrscr(), use of endl,Header
file ctype.h, string.h, math.h, conio.h, iomanip.h, user defined functions functions prototype
Invoking a function, Passing arguments to a functions specifying arguments data type, default
arguments, call by value, call by reference, returning values from a function, calling functions
with arrays recursive function.
Pre-Requisites
Structure of C++ program
Various constructs of C++ program
Familiarity in using built in function and header files.
Program compilation knowledge
Knowledge in string handling
5.6
125 125 125
Computer Science
Activities
1. Discussion on concept of functions
Problem: Invitation letter to the guardians of students of a class are to be sent by post.
Printer matter copies, envelops, address list, pen, stamps, and gum are given to a group 5
students sealed , stamped and addressed covers are to be returned
Students discuss how can divide the work to each group.
Consolidation : Students develops a strategy as follows
First group members folds the printout
Second groups inserts the printout to envelops
Third groups writes the address on envelops
Fourth group pastes stamps on the envelops
Fifth group seals the covers and returns for posting
If a listing similar to the one given above not obtained some conditions for the processing
may be suggested as specified below.
Folding should be in a uniform manner
Address should be written legibly with same handwriting
The product should be neat
What we expect from this kind of listing is to convince the learners about the fact that a
task can be simplifies into subtasks each of which can be executed in a shared manner so that
work load will be minimized and the result can be obtained, with minimum time and efforts.
Discussion conducted and benefit of group work over individual work is proved. Also the
factors to be considered in following strategy should be pointed as order of execution,
transfer of items from one person to another etc.
Teacher can introduce the concept of functions with this real life example
Learner prepares short notes on functions and its advantages
Observation on the working of character functions.
Discussion conducted to understand the concepts of predefined functions with the help of
real life examples like key for vehicle, switch for an electronic device etc.
Some built in functions are listed and their features are discussed in terms of their use, way
of usage data to be given, values returned etc. The concepts and relevance of arguments
and return values are illustrated with these examples.
Learner writes program individually, to input a character and display its type as uppercase,
alphabet, lower case alphabet, digit, special character etc
Discussion conducted to understand the process of programming
Character functions are demonstrated with examples and the significance of header file
ctype.h is introduced
Program developed earlier is modified using these functions and source codes are presented
and features are listed.
More problem are given and students write programs using these functions on observation
book
126 126
Teachers Sourcebook VHSE
The program in observation book are verified and implemented in the lab.
As character functions introduced we can also introduce string manipulating functions,
mathematical functions and miscellaneous functions
Learner prepares a categorized list of pre-defined functions along with syntax, use and
examples
4 Discussion on need of user defined function
Problem: Program to find the value of nCr which can be obtained by the formula n!/(n! *
(n-r)!)
Discuss the logic and write the program individually
More programs are presented and repetition of the loop thrice in the program to perform the
same activity but with different data, is identified.
Bring students attention to built in functions like sqrt() in similar situations, Learner thinks
about the need of a functions.
Consolidation: No other functions can be used for this and now introduce the facility user
defined functions.
5Discuss function definition
Problem: Write a simple program; say to find the sum of two numbers
Bring attention to the main() function. Identify its components as functions header and
functions body . Also list some functions covered in activity 2 and 3 and discuss the features
as follows
The names of the functions reflect their task and they follow the rules of identifiers.
Some functions have arguments and the arguments have their own role
Some functions return values, while some others do not.
Introduce the syntax of function definition through discussion
Learner write functions to solve simple problems. Include the problem to find the factorial
of a number as it was discussed in activity 4 and left unsolved.
Discussion on functions prototyping
A real life situation is introduced to list the order of execution of activities in a group
activity1 may be taken into consideration, Some other examples are admission procedure,
banking activities, procedure in an office etc.
Responses are noted on the board and consolidated
Problem : Write a complete C++ program to find the factorial of a number using user
defined functions.
Program code listed and order of execution is demonstrated through participatory approach.
Mean while the significance of main() function stressed. Also the arguments in functions
call and function definition are taken into consideration and introduce the terms actual
arguments and formal arguments.
Compile the program in lab and observe error. Compare this with the error message reported
when a variable is used without declaring it. Invite possible solutions from the students.
127 127 127
Computer Science
The students modify the program to make it an error free program and get it verified.
7. Discussion on different methods of function call
Real life situations is introduced
Case1: Teacher gives a solved program to add two numbers on a sheet of paper. Asks
students to modify the program for subtracting them on the same paper.
Case 2: Teacher gives solved program to multiply two numbers as a sheet of paper. Asks
students to modify the program for dividing them on another paper.
Discussion conducted and finds the difference between two cases.
Consolidation, introduced the concept of referencing variable and the syntax for its
declaration in comparison with ordinary variable declaration
Learners rewrite the program developed earlier with reference variables as formal arguments.
Identify the two methods of function call by value and call by reference and students prepares
notes on them.
8.Observation of function calls using arrays
Discussion conducted and refresh the concept of arrays
Demonstrate the method of calling functions with array.
Give problems to solve with user defined function having arrays as arguments. Programs
are presented, executed in the lab and verified.
9 Discussion on recursive functions
Brain storming session is organized to list the logic of divide and conquer technique in the
context of Tower of Hanoi
The logic is used to find the factorial of a number
Problem: Interpret the above technique and generalize the logic
After discussion, the logic is presented. Consolidation: Teacher consolidates as follows.
A problem with a number, say N, can be solved by solving the problem by another number,
say (N-1) which can be solved by solving the problem with yet another number, say (N-2)
and process is continued until the problem is solved by number 1
To be precise, the technique followed is divide the main problem into smaller and smaller
problem and by conquering the smaller problem attain the main target.
Ask the students to write the program to find the factorial using the above logic and introduce
the function as recursive functions.
The program is presented and features are discussed
10.Discussion on the scope of rules of variables and functions
Introduced real life situation to understand the problems that emerged while accessing ones
own properties by another (Accessibility of principles phone and the public phone installed in
the school office)
Ask the students to list the problems and their reasons.
Introduced the concept of scope rules of variables and functions through illustration by
128 128
Teachers Sourcebook VHSE
writing a program with user defined functions.
Prepare notes on scope rules of variables and functions.
Reference books
1 Programming in C++ E Balaguru Swami
2 Computer Science XI Sumitha Arora (Dhantha.. publications)
3 Programming in C++ - Sham series
129 129 129
Computer Science
5
.
6
F
u
n
c
t
i
o
n
s
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
C
o
m
m
u
n
i
c
a
t
i
n
g
D
i
s
c
u
s
s
i
o
n
R
e
f
e
r
e
n
c
e
b
o
o
k
s
1
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
s
i
g
n
i
f
i
c
a
n
c
e
o
f
f
u
n
c
t
i
o
n
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
s
a
n
d
n
o
t
e
s
d
o
w
n
t
h
e
a
d
v
a
n
t
a
g
e
s
o
f
u
s
i
n
g
f
u
n
c
t
i
o
n
s
a
n
d
d
e
v
e
l
o
p
s
p
r
o
g
r
a
m
s
F
u
n
c
t
i
o
n
N
o
t
e
,
p
r
o
g
r
a
m
N
o
t
e
4
h
r
s
2
T
o
i
d
e
n
t
i
f
y
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
f
u
n
c
t
i
o
n
s
a
n
d
p
r
e
p
a
r
e
a
c
l
a
s
s
i
f
i
c
a
t
i
o
n
t
a
b
l
e
s
f
o
r
t
h
e
p
r
e
d
e
f
i
n
e
d
f
u
n
c
t
i
o
n
s
3
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
s
i
g
n
i
f
a
n
c
e
o
f
u
s
e
r
d
e
f
i
n
e
d
f
u
n
c
t
i
o
n
s
a
n
d
d
i
f
f
e
r
e
n
t
m
e
t
h
o
d
s
o
f
f
u
n
c
t
i
o
n
s
c
a
l
l
s
t
h
r
o
u
g
h
i
l
l
u
s
t
r
a
t
i
o
n
T
y
p
e
s
o
f
f
u
n
c
t
i
o
n
U
s
e
r
d
e
f
i
n
e
d
f
u
n
c
t
i
o
n
F
u
n
c
t
i
o
n
c
a
l
l
s
,
a
r
g
u
m
e
n
t
s
C
l
a
s
s
i
f
y
i
n
g
O
b
s
e
r
v
i
n
g
C
l
a
s
s
i
f
i
c
a
t
i
o
n
I
l
l
u
s
t
r
a
r
i
o
n
R
e
f
e
r
e
n
c
e
b
o
o
k
R
e
f
e
r
e
n
c
e
b
o
o
k
N
o
t
e
,
t
a
b
l
e
N
o
t
e
N
o
t
e
,
T
a
b
l
e
N
o
t
e
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
3
h
r
s
3
h
r
s
130 130
Teachers Sourcebook VHSE
COMPUTER NETWORKS
Introduction
Today, computer network has a great role to play. We have the facilities in Internet such as
video chatting by which people in different corners of the world can have face to face
communication between them, at very low expenses. Now a days computer networks are used
in almost all the sectors like banking, telecommunication, educational institutions railways etc.
This unit includes the basic concepts of network, protocols, topologies, reference models,
internet connectivity. So let us make the learning process in the unit interesting and enjoyable.
Curriculum Objectives
To acquaint the various terminologies used in computer network through discussion and
observation.
To identify various types of computer network through discussion, observation and
demonstration
To know the concept of various network topologies through discussion and demonstration.
To understand the reference model in network through discussion and comparison
To discuss the concept of internet and types of connectivity through practical experiences
Syllabus
Need for network, advantages of network; definition terminologies used - nodes, server,
protocol - types of networks - LAN, WAN MAN, wireless networks topologies - BUS, STAR,
ring, tree, mesh, graph, internet and intranet, reference models - OSI and TCP/IP, Hardware
and software requirements for internet connection.Types of connectivity - ISDN, dial-up,
browsing, e-mail,- use , advantages and disadvantages.
Pre- requisites
Basic knowledge of computer, network in high school classes
Idea about internet
Activities
6.1 Need for Network (30Min)
Discussion
Discuss the need for network in group wise. The discussion should cover the points what is
the need of network, advantages of network and definition from the experience in high
school classes.
6
131 131 131
Computer Science
Teacher gives guidelines to gather the points
Group presents the findings
Teacher consolidates the points and finally shapes the definition of computer networks
Sharing resources
Communications
...........................
..........................
Learners note down the points
6.2 Network components (30Min)
Demonstration and observation
Learners examines different components in a computer network like server, node, LAN
card, cables routers, Hub/switch etc. and their connectivity.
Students prepare a chart showing the components and their uses
Teacher consolidates and shapes the definition of components
Students should make notes individually
6.3 Types of networks (3hrs)
Discussion and observation
Students are divided into groups and discuss the types of network from the experiences in
high school class.
Teacher can help the students to consolidates the findings
LAN
WAN
MAN
Wireless
............
Students should prepare a chart contains the comparative study of network
6.4 Network topologies (3hrs)
Discussion and demonstration
Learners discuss the different types of topologies and they also discuss the merits and
demerits of using different topologies.
The teacher can supply reference materials journals in order to help the learner to reach the
findings
Each group presents the findings
Teacher consolidates the points and introduce the different topologies using diagrams.
Conclusion
Recall the relevance of topologies in computer networks and list the merits and demerits
Bus topology
132 132
Teachers Sourcebook VHSE
Star topology
Ring topology
Tree topology
Mesh topology
Graph topology
Learners should make notes on them individually
6.5 Reference Models ( 5hrs)
Discussion
Students are asked to discuss the different reference models
Teacher guide the discussion by supplying resource materials
Groups presents their findings
Teacher consolidates the points with the functional diagrams of reference models
Students should prepare notes individually
6.6 Internet and Intranet (30min)
Discussion
In the discussion, the learner should cover the points like ownership, geographic area,
accessibility of information etc.
Teacher can help the students in discussion in differentiate internet and intranet, network
owned by an organisation
After presenting the findings of each group teacher can consolidate the points
Differentiate internet and intranet
uses
Examples - Banking network
- Railway network
Students should prepare a chart contain the above points
6.7 Internet Connection and Connectivity (30Min)
Discussion and Observation
Discuss the requirements for an internet connection and better accessing connection.
Discussion cover the points like the hardware and software requirements (modem, telephone
line etc) and different methods of internet connectivity (Dial up and direct connection)
Teacher consolidate the points
Hardware requirements ( PC, modem, telephone, leased lines)
Software requirements
Methods of internet connectivity (dial up , direct connection)
Learners should prepare notes individually
6.8 Domain names and protocol (30Min)
Discussion
133 133 133
Computer Science
Students are asked to prepare a list of websites (may contain, org., .come, .net,.edu etc) and
discuss on protocol ( Teacher explain the protocol by citing an example as principal presided
all school functions)
The learner writer an address like http://www.KeralaVHSE.org.
Teacher classifies the list based on the domain names and introduces the concepts of domain
and uniform resources locator (URL)
Teacher introduces the term protocol and http is the basic protocol of internet
Teacher consolidates the list of commonly used protocol
Students should make notes on domain names and protocol
6.9 Browsing (30Min)
Teacher demonstrates browsing, (creation of e-mail address and sending e-mail (Include,
inbox, outbox, compose message, structure of message, forward, reply)
Learner observes and practices it independently
Discuss the merits and demerits of e-mail
Learner should makes notes on them.
Reference
Computer Network- Andrew S. Tannenn Bamn
134 134
Teachers Sourcebook VHSE
U
N
I
T
A
N
A
L
Y
S
I
S
6
.
C
o
m
p
u
t
e
r
N
e
t
w
o
r
k
s
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
C
o
m
m
u
n
i
c
a
t
i
n
g
O
b
s
e
r
v
i
n
g
C
l
a
s
s
i
f
y
i
n
g
D
i
s
c
u
s
s
i
o
n
P
r
e
p
a
r
a
t
i
o
n
o
f
t
a
b
l
e
s
R
e
f
e
r
e
n
c
e
m
a
n
u
a
l
I
n
t
e
r
n
e
t
,
J
o
u
r
n
a
l
1
T
o
a
c
q
u
i
a
n
t
t
h
e
v
a
r
i
o
u
s
t
e
r
m
i
n
o
l
o
g
i
e
s
u
s
e
d
i
n
c
o
m
p
u
t
e
r
n
e
t
w
o
r
k
t
h
r
o
u
g
h
d
i
c
u
s
s
i
o
n
a
n
d
o
b
s
e
r
v
a
t
i
o
n
N
e
e
d
f
o
r
n
e
t
w
o
r
k
s
A
d
v
a
n
t
a
g
e
s
o
f
n
e
t
w
o
r
k
s
,
D
e
f
i
n
i
t
i
o
n
s
,
N
o
d
e
s
,
S
e
r
v
e
r
,
P
r
o
t
o
c
o
l
,
L
A
N
c
a
r
d
,
c
a
b
l
e
s
,
s
w
i
t
c
h
/
h
u
b
N
o
t
e
s
i
n
w
o
r
k
d
i
a
r
y
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
1
h
r
s
3
h
r
s
3
h
r
s
2
T
o
i
d
e
n
t
i
f
y
v
a
r
i
o
u
s
t
y
p
e
s
o
f
c
o
m
p
u
t
e
r
n
e
t
w
o
r
k
t
h
r
o
u
g
h
d
i
c
u
s
s
i
o
n
,
o
b
s
e
r
v
a
t
t
i
o
n
a
n
d
d
e
m
o
n
s
t
r
a
t
i
o
n
3
T
o
k
n
o
w
t
h
e
c
o
n
c
e
p
t
o
f
v
a
r
i
u
o
s
n
e
t
w
o
r
k
t
o
p
o
l
o
g
i
e
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
d
e
m
o
n
s
t
r
a
t
i
o
n
L
a
n
,
W
a
n
,
M
a
n
,
I
n
t
e
r
n
e
t
B
u
s
,
S
t
a
r
,
R
i
n
g
,
T
r
e
e
,
M
e
s
h
,
G
r
a
p
h
C
o
m
m
u
n
i
c
a
t
i
n
g
o
b
s
e
r
v
i
n
g
C
o
m
p
a
r
i
n
g
C
l
a
s
s
i
f
y
i
n
g
D
i
s
c
u
s
s
i
o
n
C
h
a
r
t
s
D
i
a
g
r
a
m
s
p
r
e
p
a
r
a
t
i
o
n
o
f
c
h
a
r
t
s
R
e
f
e
r
e
n
c
e
m
a
n
u
a
l
,
i
n
t
e
r
n
e
t
,
j
o
u
r
n
a
l
J
o
u
r
n
a
l
,
r
e
f
e
r
e
n
c
e
m
a
n
u
a
l
,
i
n
t
e
r
n
e
t
N
o
t
e
s
i
n
w
o
r
k
d
i
a
r
y
D
i
a
g
r
a
m
s
a
n
d
l
i
t
s
o
f
t
o
p
o
l
o
g
i
e
s
P
e
e
r
e
v
a
l
u
a
t
i
o
n
W
o
r
k
d
i
a
r
y
135 135 135
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
6
.
C
o
m
p
u
t
e
r
N
e
t
w
o
r
k
s
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
4
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
r
e
f
e
r
e
n
c
e
m
o
d
e
l
i
n
n
e
t
w
o
r
k
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
c
o
m
p
a
r
i
s
o
n
5
T
o
d
i
s
c
u
s
s
t
h
e
c
o
n
c
e
p
t
o
f
i
n
t
e
r
n
e
t
a
n
d
t
y
p
e
s
o
f
c
o
n
n
e
c
t
i
v
i
t
y
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
p
r
a
c
t
i
c
a
l
e
x
p
e
r
i
e
n
c
e
s
.
O
S
I
,
T
C
P
/
I
P
C
o
n
c
e
p
t
o
f
i
n
t
e
r
n
e
t
a
n
d
i
n
t
r
a
n
e
t
H
/
w
a
n
d
S
/
w
r
e
q
u
i
r
e
m
e
n
t
f
o
r
i
n
t
e
r
n
e
t
c
o
n
n
e
c
t
i
o
n
T
y
p
e
s
o
f
c
o
n
n
e
c
t
i
v
i
t
y
I
S
D
N
,
D
i
a
l
u
p
B
r
o
w
s
i
n
g
E
-
m
a
i
l
C
o
m
p
a
r
i
n
g
C
l
a
s
s
i
f
y
i
n
g
O
b
s
e
r
v
i
n
g
D
i
s
c
u
s
s
i
o
n
,
p
r
e
p
a
r
a
t
i
o
n
o
f
n
o
t
e
s
D
i
s
c
u
s
s
i
o
n
,
N
e
t
b
r
o
w
s
i
n
g
,
n
o
t
e
s
p
r
e
p
a
r
a
t
i
o
n
I
n
t
e
r
n
e
t
,
r
e
f
e
r
e
n
c
e
m
a
n
u
a
l
,
j
o
u
r
n
a
l
R
e
f
e
r
e
n
c
e
m
a
n
u
a
l
,
J
o
u
r
n
a
l
,
i
n
t
e
r
n
e
t
,
l
a
b
N
o
t
e
s
i
n
w
o
r
k
d
i
a
r
y
N
o
t
e
s
i
n
w
o
r
k
d
i
a
r
y
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
2
h
r
s
5
h
r
s
136 136
Teachers Sourcebook VHSE
Introduction
Today we are living in a world of Electronics where digital electronics find tremedous
application. Digital electronic circuits are used in electronic products such as toys, home
appliances like wasting mache, microwaves ovens, automobile control systems etc. This unit
is intended to given the fundementals of this branch. It is also aimed to create the interest in the
students to construct simple circuits using logic gates. This unit also introduce the
microprocessor. Microprocessor find a tremendous influence in computer. Students get an
awareness of 8085 Microprocessor. The assignments work, which is the part of the Continuous
Evaluation, comes under this unit.
Curriculum Objectives
To understand the various terminology is used in Boolean algebra, Basic postulates, Basic
theorems and Demorgans law, truth tables through discussion and solving problems.
To introduce basic logic gates: OR AND NOT and advance logic gates NAND, NOR and
XOR, XNOR and then truth tables through discussion, demonstration and assignments.
To study the application of logic gates through discussion and demonstration.
To get an awareness of microprocessor and familiarise the 8085 microprocessor block
diagram and description of each block through discussion.
Syllbus
Basic Postulates of Boolean algebra; Basic theorems of Boolean algebra; De Morgans
theorems; Principle of Duality; Evaluation of Boolean expressions (using Truth table and
Algebraic method); Logic Gates - Basic Logic Operations OR, AND, NOT; Truth Tables -
Basic Gates OR, AND, NOT -Advanced Gates NAND, NOR, XOR, XNOR - Implementation
of Basic Logic Gates using NAND and NOR Gates; Application of Logic Gates Half adder,
Full adder, Encoder, Decoder (using Basic Logic Gates) - Microprocessor: Functional Block
Diagram of 8085 - Brief description of each block
Pre- requisites
Idea about binary number system
Concept of mathematical operations on binary number system.
Activities
2.1 Number system (2 hrs)
Class is divided into groups
DIGITAL ELECTRONICS
7
137 137 137
Computer Science
Each group is given a task to list out various number systems.
Group leader presents the list.
Teacher consolidates the entire findings in a chart
Decimal
Binary
Octal
Hexadecimal
Recalling the relevance of binary number system in a digital computer (conclusion of
the discussion is that there are two voltage levels within a computer and hence the
relevance of 0 and 1
Students should prepare notes individually.
2.2. Boolean Algebra (2 hrs)
Discuss the concept of boolean algebra.
Teacher can guide and encourage to bring the idea about postulate and theories of boolean
algebra.
DeMorgans laws and principles of duality.
Teacher can guide to evaluate the boolean expressions using truth table and algebraic method.
Teacher should solve some simple problems to develop a concrete knowledge of Boolean
Algebra.
Some problems can be given as assignments to the students.
2.3 Logic Gates (4 hours)
Discuss the basic logic operations OR, AND, NOT groupwise.
Students can present the logic operations with truth tables.
Finally teacher can consolidates the findings in a comparision chart and students can prepare
notes.
Teacher can demonstrate and explain different logic gates and its working with the help of
diagram. (Logic gates include OR, AND, NOT, NAND, NOR, XOR, XNOR)
Encourage and guide the students to form its truth table and implement the logic gates
using NAND and NOR gate.
2.4 Application of logic gates (1 hr)
After reviewing the binary arithmetic operation, the teacher can explain the halfadder
Encourage and guide the learners to form its truth table and the corresponding boolean
expression.
Divide the students into small groups and instruct the groups to implement the circuit.
Teacher can consolidate the activity by reviewing the implementation of logic function.
2.5 Full adder (1 hr)
Adopting the same strategy of activity 2.4.
138 138
Teachers Sourcebook VHSE
2.6 Encoder (1 hr)
Adopting the same strategy of activity 2.4.
2.7 Decoder (1 hr)
Adopting the same strategy of activity 2.4.
2.8 Microprocessor (8 hrs)
Teaching can demonstrate and explain the use and functions of microprocessor with the
help of a block diagram.
Students should be familiarised with the functioning of microprocessor and also prepare
notes..
Continous Evaluation Item
Assignment (Home) : Design of logic circuits, Implementation of logic gates, problem sovling
using boolean algebra.
Reference
1 Digital Computer Electronics - Malvino, Tata Mc.Graw Hill, N.Delhi.
2 Fundementals of Digital Circuits A.Anandkumar, Prentice Hall of India, N.Delhi (Unit
1, 2, 4 and 5)
3. Principles of Electronics - V.K.Mehta - S.Chand, New Delhi (Chapter 28)
139 139 139
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
7
.
D
i
g
i
t
a
l
E
l
e
c
t
r
o
n
i
c
s
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
1
.
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
v
a
r
i
o
u
s
t
e
r
m
i
n
o
l
o
g
y
i
s
u
s
e
d
i
n
B
o
o
l
e
a
n
a
l
g
e
b
r
a
,
B
a
s
i
c
p
o
s
t
u
l
a
t
e
,
B
a
s
i
c
t
h
e
o
r
i
e
s
a
n
d
D
e
m
o
r
g
a
n
s
l
a
w
,
t
r
u
t
h
t
a
b
l
e
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
s
o
l
v
i
n
g
p
r
o
b
l
e
m
s
.
B
a
s
i
c
a
l
g
e
b
r
a
B
a
s
i
c
P
o
s
t
u
l
a
t
e
s
B
a
s
i
c
t
h
e
o
r
e
m
s
D
e
M
o
r
g
a
n
s
L
a
w
T
r
u
t
h
T
a
b
l
e
s
O
b
s
e
r
v
i
n
g
A
n
a
l
y
s
i
n
g
T
e
x
t
b
o
o
k
R
e
f
e
r
e
n
c
e
m
a
n
n
u
a
l
C
h
a
r
t
s
D
i
s
c
u
s
s
i
o
n
P
r
o
b
l
e
m
s
o
l
v
i
n
g
P
r
e
p
a
r
a
t
i
o
n
o
f
n
o
t
e
P
r
e
p
a
r
e
d
N
o
t
e
s
2
T
o
i
n
t
r
o
d
u
c
e
b
a
s
i
c
l
o
g
i
c
g
a
t
e
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
a
s
s
i
g
n
e
m
t
n
s
O
R
A
N
D
N
O
T
N
A
N
D
N
O
R
X
O
R
T
r
u
t
h
T
a
b
l
e
s
B
l
o
c
k
D
i
a
g
r
a
m
s
C
l
a
s
s
i
f
y
i
n
g
O
b
s
e
r
v
i
n
g
D
i
s
c
u
s
s
i
o
n
,
A
s
s
i
g
n
m
e
n
t
D
i
s
c
u
s
s
i
o
n
,
p
r
a
c
t
i
c
a
l
e
x
p
e
r
i
e
n
c
e
D
e
s
i
g
n
i
n
g
D
i
s
c
u
s
s
i
o
n
C
h
a
r
t
s
R
e
f
e
r
e
n
c
e
m
a
n
n
u
a
l
L
i
s
t
i
n
g
3
T
o
s
t
u
d
y
t
h
e
a
p
p
l
i
c
a
t
i
o
n
o
f
l
o
g
i
c
g
a
t
e
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
d
e
m
o
n
s
t
r
a
t
i
o
n
.
4
T
o
g
e
t
a
n
a
w
a
r
e
n
e
s
s
o
f
m
i
c
r
o
p
r
o
c
e
s
s
o
r
a
n
d
f
a
m
i
l
i
a
r
i
s
e
t
h
e
8
0
8
5
m
i
c
r
o
p
r
o
c
e
s
s
o
r
b
l
o
c
k
d
i
a
g
r
a
m
a
n
d
d
e
s
c
r
i
p
t
i
o
n
o
f
e
a
c
h
b
l
o
c
k
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
.
H
a
l
f
a
d
d
e
r
,
F
u
l
l
a
d
d
e
r
,
e
n
c
o
d
e
r
,
d
e
c
o
d
e
r
8
0
8
5
m
i
c
r
o
p
r
o
c
e
s
s
o
r
,
B
l
o
c
k
d
i
a
g
r
a
m
C
l
a
s
s
i
f
y
i
n
g
A
n
a
l
y
s
i
n
g
O
b
s
e
r
v
i
n
g
A
n
a
l
y
s
i
n
g
c
o
m
p
u
t
e
r
,
R
e
f
e
r
e
n
c
e
m
a
n
n
u
a
l
c
o
m
p
u
t
e
r
,
c
h
a
r
t
s
T
e
x
t
b
o
o
k
s
D
i
s
c
u
s
s
i
o
n
n
o
t
e
s
B
l
o
c
k
d
i
a
g
r
a
m
a
n
d
D
i
s
c
u
s
s
i
o
n
n
o
t
e
s
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
N
o
t
e
s
P
e
e
r
e
v
a
l
u
a
t
i
o
n
P
e
e
r
/
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
4
h
r
s
4
h
r
s
4
h
r
s
8
h
r
s
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
140 140
Teachers Sourcebook VHSE
LINUX
Introduction
Over the years, free software has gained more acceptance than proprietory software. Linux
Operating System is a very popular free software. It is an operating system in lieu of Windows
& Unix Operating System. Being a powerful operating system, it is included in our syllabus.
This unit includes the basis of Linux OS and towards the end of the chapter, the learners are
acquainted with LINUX and more over the learners familiarise a versatile free software.
Curriculum Objectives
To understand various operating system through discussion.
To get an awareness of free software through discussion.
To understand installation procedure of Linux through practice.
To understand the KDE desktop through demonstration.
To surf the web through demonstration.
To understand Linux Office suite through discussion and demonstration.
To understand files through discussion, demonstration and practice.
To understand the extensions of Linux system through demonstration.
To understand shell through demonstration & practice.
Syllabus
Introduction to Linux - what is Linux, Linux Distro, hardware suitability, making space for
Linux. Installing Linux - preparing to install Linux, security level, allocating the disk space,
creating disk partitions, root password, creating a user account, setting automatic login, installing
the boot loader. Exploring the KDE desktop - KDE taskbar, launching applications, virtual
desktops, desktop theme, screen saver, event sounds.
Surfing the web - internet, webbrowser, E-mail, transfering files, composing webpages,
File structure - Directory tree, sub directories, file manager, command line, file system, creating
a new text file, moving file around, deleting files, making shortcuts, changing access permissions,
accessing files in Windows, Compressing and extracting files.
Linux Office Suite - Introducing the open office suite - open office writer - Exporting
documents from open office, Spreadsheet, Presentation, Charts and Graphs, Formulas in open
office
Playing sound and video - Synthesising sounds, playing recorded sounds, Watching videos,
Playing CDs, Burning CDs.
8
141 141 141
Computer Science
Linux Shell - Introduction to shell , Understanding run levels, Editing with Vi, Switching
between virtual consoles, Moving between shell applications, Viewing text files, Searching,
Printing from the shell, Scripting the shell, Using shell commands, Editing text streams,
Substituting varriables, Creating shell scripts, Branching a script, Looping a script, Handling
input values.
Extending Linux System- Installing packages, Removing packages, Downloading packages,
Installing downloads, Installing other desktops, Switching between desktops, Linux resources.
Pre Requistes
Basic knowledge of software & hardware.
Basic knowledge of operating system.
Activities
8.1 To classify various operating system (30min)
Divide the learners into groups and conduct a group discussion based on the following
points.
Types of operating system.
Popular operating system.
Teacher consolidates the following points and the students are asked to write down the
point.
Single user single task OS - DOS
Single user Multiple OS - Windows, Linux
Multiuser Multitask OS - UNIX, LINUX, ZENIX
Origin of Linux
8.2 Discussion on free software(30min)
List the different software on board.
What is free software & proprietory software?
Pick out the free software & proprietory software from the list on the black board.
After discussion the teacher consolidation the following points.
Free software
Examples of free software
Propritory software
Examples of proprietory software.
8.3 Installation of Linux (2hrs)
Demonstration
Teacher demonstrate the installation procedure of Linux.
Students are asked to note down what they are observing.
Teacher checks the following points are observed.
hardware required
142 142
Teachers Sourcebook VHSE
security level
allocation of disk space
creating drive partition
password
creating user account
setting attomatic login
8.4 Exploring the KDE desktop (2hrs)
Demonstration
Teacher demonstrate the KDE desktop on computer such as task bar, launching application,
virtual, desktops, desktop theme screen saver, event sounds.
Students are asked to write down what they are observing.
Teacher checks the following points are observed.
KDE task bar
Lanuching application
virtual desktops
desktop theme
screen saver
event sounds
8.5 Surfing the web (2hrs)
Discussion
Problem : What are the traditional methods of communication.
Students list the methods and its advantages and disadvantages in their
books.
Problem : What is internet?
Students express their knowledge about internet
Problem : How internet helps human being?
Students list the uses of internet.
Demonstration
The teacher demonstrates how the internet connection is established.
Students are asked to observe that following points.
Modem
dial-up connection
leased line
user name
password
Discussion
Problem : What are the applications of internet?
143 143 143
Computer Science
Students list the applications, such as Email, File Transfer, Composing
webpages.
Demonstration
The teacher demonstrates the E-mail address password, sending mail,
receiving mail, .composing, deleting etc.
Students are asked write the procedure for
E-mail address
password
sending male
receiving male
composing
deleting
8.6 File structure (5hrs)
Discussion
Problem : How do you set a text book?
Students are asked to list the elements of a textbook such as characters,
words, sentences, paragraphs, sections, chapters, content page/index.
Teacher helps the students to reach a definition of text files.
Discussion
Problem : Have you seen telephone directory?
What is its structure?
Teacher helps the students to understand directory.
Demonstration
Teacher demonstrates naming of files, directory system creation of files,
and different types of files.
Practice:
Students are asked to create a file and draw the directory tree structure.
8.9 Demonstration and practice on scripting the shell (2hrs)
Teacher demonstrates the shell scripts and its commands.
Each student should practice on shell commands, creating shell script, branching a script,
looping a script and handling input values.
Students are asked to prepare notes on shell commands, creating shell scripts, branching a
script, looping a script and handling input values.
Randomly select two or three students and ask them to present their points and allow others
to supplement it.
8.10 Demonstration on Extending file system (2hrs)
Teacher demonstrates how to install, remove and download packages and ask the students
to note down the procedure.
144 144
Teachers Sourcebook VHSE
Teacher should go through the procedure noted down by each student and correct it if
necessary.
Teacher demonstrates how to install other desktops and how to switch between desktops
and ask the students to note down the procedure.
Teacher should go through the procedure noted down by each student and correct it if
correction is needed.
8.7 Playing sound & video (2hrs)
Demonstration
Teacher demonstrates how to play sound and video and ask the students
to write down the procedure.
Each student should give an opportunity to play sounds and videos.
Teacher checks the procedure noted down by each student and correct it
if correction is needed.
8.8 Demonstration of shell, Vi editors (2hrs)
Teacher demonstrates the use of vi editor and ask the students to note down the procedure
of handling vi editor.
Divide the students into groups consists of two or three students and ask them to practice vi
editor and correct the procedure they have written.
Randomly select two or three groups and ask them to present their procedure and supliment
it by others if needed.
Reference Book
1 Linux in easy steps - Mike Mcgrath (Dreamtech press)
145 145 145
Computer Science
U
N
I
T
A
N
A
L
Y
S
I
S
8
.
L
i
n
u
x
C
u
r
r
i
c
u
l
u
m
O
b
j
e
c
t
i
v
e
s
C
o
n
c
e
p
t
/
i
d
e
a
s
P
r
o
c
e
s
s
s
k
i
l
l
s
A
c
t
i
v
i
t
i
e
s
L
e
a
r
n
i
n
g
P
r
o
d
u
c
t
s
E
v
a
l
u
a
t
i
o
n
T
i
m
e
m
a
t
e
r
i
a
l
s
D
O
S
,
W
I
N
D
O
W
S
L
I
N
U
X
,
U
N
I
X
C
l
a
s
s
i
f
y
i
n
g
C
h
a
r
t
s
,
R
e
f
e
r
e
n
c
e
b
o
o
k
s
,
A
u
d
i
o
V
i
s
u
a
l
a
i
d
s
l
i
k
e
C
D
e
t
c
.
D
i
s
c
u
s
s
i
o
n
N
o
t
e
s
F
r
e
e
s
o
f
t
w
a
r
e
,
P
r
o
p
r
i
e
t
o
r
y
s
o
f
t
w
a
r
e
H
a
r
d
w
a
r
e
s
u
i
t
a
b
i
l
i
t
y
C
o
m
m
u
n
i
c
a
t
i
n
g
O
b
s
e
r
v
i
n
g
D
i
s
c
u
s
s
i
o
n
,
P
r
a
c
t
i
c
a
l
J
o
u
r
n
a
l
s
R
e
f
e
r
e
n
c
e
b
o
o
k
I
n
s
t
a
l
l
a
t
i
o
n
C
D
s
,
C
o
m
p
u
t
e
r
C
h
a
r
t
I
n
s
t
a
l
l
a
t
i
o
n
p
r
o
c
e
d
u
r
e
K
D
E
d
e
s
k
t
o
p
I
n
t
e
r
n
e
t
E
m
a
i
l
W
e
b
p
a
g
e
s
O
b
s
e
r
v
i
n
g
A
s
s
i
g
n
m
e
n
t
s
C
h
a
r
t
N
o
t
e
s
1
h
r
s
1
h
r
s
1
h
r
s
2
h
r
s
2
h
r
s
O
b
s
e
r
v
i
n
g
D
e
m
o
n
s
t
r
a
t
i
o
n
N
o
t
e
s
D
e
m
o
n
s
t
r
a
t
i
o
n
d
i
s
c
u
s
s
i
o
n
C
o
m
p
u
t
e
r
C
o
m
p
u
t
e
r
,
m
o
d
e
m
W
r
i
t
e
u
p
N
o
t
e
s
O
p
e
n
O
f
f
i
c
e
W
o
r
d
p
r
o
c
e
s
s
i
n
g
S
p
r
e
a
d
s
h
e
e
t
s
I
n
t
e
r
p
r
e
t
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
O
b
s
e
r
v
i
n
g
A
s
s
i
g
n
m
e
n
t
s
D
i
s
c
u
s
s
i
o
n
D
e
m
o
n
s
t
r
a
t
i
o
n
C
o
m
p
u
t
e
r
,
R
e
f
e
r
e
n
c
e
b
o
o
k
,
R
e
f
e
r
e
n
c
e
m
a
t
e
r
i
a
l
N
o
t
e
s
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
2
h
r
s
D
i
r
e
c
t
o
r
y
F
i
l
e
M
a
n
a
g
e
r
F
i
l
e
o
p
e
r
a
t
i
o
n
I
n
t
e
r
p
r
e
t
i
n
g
C
o
m
m
u
n
i
c
a
t
i
n
g
O
b
s
e
r
v
i
n
g
N
o
t
e
s
O
b
s
e
r
v
a
t
i
o
n
b
o
o
k
D
i
s
c
u
s
s
i
o
n
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
a
l
s
C
o
m
p
u
t
e
r
,
A
u
d
i
o
v
i
s
u
a
l
a
i
d
C
D
C
h
a
r
t
W
r
i
t
e
u
p
5
h
r
s
P
a
c
k
a
g
e
s
R
e
s
o
u
r
c
e
s
I
n
t
e
r
p
r
e
t
i
n
g
O
b
s
e
r
v
i
n
g
A
s
s
i
g
n
m
e
n
t
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
a
l
s
C
o
m
p
u
t
e
r
N
o
t
e
s
2
h
r
s
S
h
e
l
l
,
S
h
e
l
l
c
o
m
m
a
n
d
s
,
S
c
r
i
p
t
i
n
g
t
h
e
s
h
e
l
l
V
i
E
d
i
t
o
r
I
n
t
e
r
p
r
e
t
i
n
g
O
b
s
e
r
v
i
n
g
A
s
s
i
g
n
m
e
n
t
D
e
m
o
n
s
t
r
a
t
i
o
n
P
r
a
c
t
i
c
a
l
s
C
o
m
p
u
t
e
r
N
o
t
e
s
4
h
r
s
1
.
T
o
u
n
d
e
r
s
t
a
n
d
v
a
r
i
o
u
s
o
p
e
r
a
t
i
n
g
s
y
s
t
e
m
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
.
2
T
o
g
e
t
a
n
a
w
a
r
e
n
e
s
s
o
f
f
r
e
e
s
o
f
t
w
a
r
e
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
.
3
T
o
u
n
d
e
r
s
t
a
n
d
i
n
s
t
a
l
l
a
t
i
o
n
p
r
o
c
e
d
u
r
e
o
f
L
i
n
u
x
t
h
r
o
u
g
h
p
r
a
c
t
i
c
e
.
4
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
K
D
E
d
e
s
k
t
o
p
t
h
r
o
u
g
h
d
e
m
o
n
s
t
r
a
t
i
o
n
.
5
T
o
s
u
r
f
i
n
g
t
h
e
w
e
b
t
h
r
o
u
g
h
d
e
m
o
n
s
t
r
a
t
i
o
n
.
6
T
o
u
n
d
e
r
s
t
a
n
d
L
i
n
u
x
O
f
f
i
c
e
s
u
i
t
e
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
a
n
d
d
e
m
o
n
s
t
r
a
t
i
o
n
.
7
T
o
u
n
d
e
r
s
t
a
n
d
f
i
l
e
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
,
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
.
8
T
o
u
n
d
e
r
s
t
a
n
d
t
h
e
e
x
t
e
n
s
i
o
n
s
o
f
L
i
n
u
x
s
y
s
t
e
m
t
h
r
o
u
g
h
d
e
m
o
n
s
t
r
a
t
i
o
n
.
9
T
o
u
n
d
e
r
s
t
a
n
d
f
i
l
e
s
t
h
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
,
d
e
m
o
n
s
t
r
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
.
146 146
Teachers Sourcebook VHSE
PART III
147 147 147
Computer Science
I - Principles of programming.
1. List the difference between raw data & processed data.
2. The manager of an organization handling huge amount of data decided to
computerise the firm. List and explain the probable reasons for taking such a
decision.
3. How can you improve the quality of information?
4. List the advantages of Electronic data processing over Manual data processing.
5. List new types of I/O devices
II - Data Representation
1. List the types of data that are to be stored in computer.
2. Discuss the different data codes used in computers.
3. How will you represent integers in 1s complement form and 2s complement form.
4. Do you think 1s complement form of binary number is required? Why?
5. Convert your & yours friend roll number to binary.
6. Write down the ages of your family members and compute the total age. Convert
this age into binary, octal and hexadecimal numbers.
7. Complete the following series
0010, 0100, 0110, ............., ...........
8. Fill in the blanks
(........5.........)
16
= (1100........1001)
2
9. Sort the following terms in the order of data heirarchy in ascending order.
Byte, Bit, file, field
10. Find the missing term in the binary expression.
1111+..........=101101
III - Computer System Organisation
1. List out the components of a photoshop program window.
2. You have a large image that does not fit entirely on the screen. How will you scroll
and zoom the image?
3. If the Navigator palette is not on the screen, how will you display the navigator
pallete?
SAMPLE QUESTIONS
148 148
Teachers Sourcebook VHSE
4. List out the important tools in the tool box.
5. You accidently make large number of unrequired changes to your file, what are
the steps you have followed to ignore all the changes you have made?
6. Prepare a table showing the difference between bitmap and vector images.
7. List out the steps you have followed to change the size of an image.
8. You have given a scanner and scanner software (vista scan), list out the steps to
scan an image.
9. An image has many unwanted areas, how will you reduce the size of the file?
10. List out the different file formats in photoshop.
11. You want to select a parts of an image so that you can make desired changes to the
selected parts. What are the steps you have followed to do so using (i) Marque
tools (ii) Lasso tools.
12. You are asked to add position of an image to an existing selection. What are the
steps you have follwed to do so?
13. You want to select an appropriate brush size for painting and editing - tools. Which
palette will use? How?
14. How will you use Blur tool?
15. Site an example where layers can be used.
16. How will you create a new layer.
17. The data contained in a layer no longer needed. What to do?
Is A>B
Read A,B
Start
B is larger A is larger
stop stop
149 149 149
Computer Science
18. You have type Computer on a photoshop image. How photoshop treats it?
19. List out the steps to use cutout filter.
20. One of your friend decided to start a DTP centre. Give your suggestion regarding
the purchase of hardware and software.
21. Choose the device used to conduct evaluations of objective type answers in an
examination.
MICR, OMR, OCR, Bar Code Reader
22. An organisation uses large amount of data every day for processing. Give your
suggestions to process these data accurately within a short time. Justify.
23. Computer is considered as a dumb device. Are you agree or not? Justify.
24. Classify the following terms into output device, memory and software in a table.
Hard Disk, Mouse, VDU, Windows, Printer, Keyboard ROM, Computer MICR,
CD, PageMaker, Scanner, Assembler, LCD
Unit IV - Principles of Programming
1. Write an algorithm to find the largest among three numbers. Express the algorithm
in a flow chart.
2. Locate and list errors in the following flowchart:
3. Following are the lists of phases in programming. List out the odd ones and arrange
them in correct order.
Debugging, Algorithm, Coding, Execution, Flowchart, Scanning, Documentation,
Compiler.
4. Somebody copies software without authors legal permission. Do you think it is a
crime? Why?
5. You find an error in a program segment. Name the process you use to detect and
correct the error?
Unit V - Programming in C++
1 How many ways are there in C++ to represent an Integer constant?
2. What is the difference between a and a in C++?
3. Consider the following two C++ statements. Are they equivalent?
char grade = 65; char grade = A;
4. Differentiate 25L and 25?
5. An unsigned list can be twice as large as signed int. Explain how?
6. Given the two following expressions:
i) val = 3 ii) val = = 3
i. How are these different?
ii. What will be the result of two if the value of val is 5 initially?
7. Identify errors in the following code segment.
int main()
150 150
Teachers Sourcebook VHSE
{
cout<<Enter two nos;
cin>>num>>auto;
float area = length * breadth;
}
8. How many ways can a variable be declared in C++?
9. Illustrate with an example that the unary negative operator? Is useful as a test for
zero?
10. Evaluate a+ = a++ + ++a if a = 20 initially.
11. Compare an if and a?: operator.
12. Can you consider the words cin and cout as keywords? Why?
13. Is it necessary to include a header file in the program? If it is not done, what
happened?
14. Can you consider char as an integer data type? If yes why?
15. What happens if break statement is oriented for the case part in the switch statement.
16. Compare execution of entry controlled and exit controlled with example.
17. List two techniques that improve readability of a program.
18. If the function call strcmp (s1, s2) returns O, what will be the conclusion?
19. A data to be displayed within the specified space? Name the suitable built in
function.
20. Give the values of m and n after the following two statements are executed?
int m=5;
int n = m++ * ++m;
21. State the difference between using the following statement
a. cin>>ch;
b. cin.get(ch);
22. Identify the problem with the following code.
int array [5]; i;
for (i=0;i<=5; i++)
cout<<array[i];
23. Suppose we want to store and process a table of item names and their cost. Can we
use a two-dimensional array? Explain?
24. In the statement given below, what is the order of evaluation of operation?
y=a*++b+m/2 ;
25. Rewrite the following codes using a while loop structure
int i
for (i=0; x<5;++i)
{
151 151 151
Computer Science
//c++ statements
}
26. When do we need to use the following statement?
for(; ;)
27. What is wrong with the following definition? Correct the error
double divide (int m, int n)
{
return m/n;
}
28. What will be the output of the following code?
for (int m=0; m<5; m++)
cout<<m;
29. Replace if.........else ladder by a switch statement the following code segment.
if(x==5)
c++;
else if (x= =6)
b++;
else if(x= =9)
c++;
30. Write the output for the following code segment
cout<<He in said \n Hello /n;
Unit VI - Computer Networks
1. NICs and IITs want to exchange their information. Which type of network they
can be used?
2. List out the advantages of network.
3. Ten computers are given to you. What are the possible methods to interconnect
these computers?
4. You have a computer at home and wanted to establish an Internet connection.
What type of connection will you prefer? Justify?
5. How an Internet become an Extranet?
6. Your friend is working in abroad. He needs your recent photograph urgently to
get a Visa. What is the fastest way to send it?
7. Explain ISI-OSI reference model.
8. Explain TCP/IP reference model.
9. 9. There are 20 computers in your lab.
a. Suggest the most suitable topology to interconnect these computers with reason.
b. What are the other hardware requirements?
152 152
Teachers Sourcebook VHSE
Unit VII - Digital Electronics
1. List out the difference between Boolean Algebra and Algebra in Mathematics.
2. State and prove De-Morgans Theorem.
3. List out the basic logic operators and draw their truth table.
4. Draw the symbols of basic gates and advanced gates with their truth table.
5. How will you make full adder using half adder?