WOWCompuBytesNEP - CBSE - TM8 Class 8

8 Teacher’s Manual
WOWCompuBytes_CBSE_TM8.indd 1 23-03-2022 14:14:26

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Preface
ŽŵƉƵƚĞƌƐŚĂǀĞďĞĐŽŵĞĂŶŝŶƚĞŐƌĂůƉĂƌƚŽĨŽƵƌůŝǀĞƐ͘&ƌŽŵƚŚĞƐŵĂůůĞƐƚƚĂƐŬƚŽƚŚĞŵĂũŽƌŝŶŶŽǀĂƟŽŶƐ͕ĞǀĞƌǇ
ũŽďƵƐĞƐĐŽŵƉƵƚĞƌƐ͘dŚĞƌĞĨŽƌĞ͕ĂƚŚŽƌŽƵŐŚŬŶŽǁůĞĚŐĞŽĨĐŽŵƉƵƚĞƌƐŝƐŶŽůŽŶŐĞƌŵĞƌĞůǇĚĞƐŝƌĂďůĞ͕ďƵƚĂŵƵƐƚ͘
/ƚŝƐĂůƐŽƚƌƵĞƚŚĂƚĞĂĐŚƐƵĐĐĞƐƐŝǀĞŐĞŶĞƌĂƟŽŶŝƐŵŽƌĞƚĞĐŚͲƐĂǀǀǇƚŚĂŶŝƚƐƉƌĞĚĞĐĞƐƐŽƌƐ͘/ŶƐƵĐŚĂƐĐĞŶĂƌŝŽ͕ƚŚĞ
ŬŶŽǁůĞĚŐĞǁĞŝŵƉĂƌƚƚŽŽƵƌƐƚƵĚĞŶƚƐŵƵƐƚďĞƌĞůĞǀĂŶƚ͕ƟŵĞůǇ͕ĂŶĚŝŶƐǇŶĐǁŝƚŚƚŚĞŝƌŝŶƚƌŝŶƐŝĐĂďŝůŝƚǇƚŽƵƟůŝǌĞ
ƚĞĐŚŶŽůŽŐǇ͘
ŽŵƉƵǇƚĞƐ͕ŽƵƌŶĞǁƐĞƌŝĞƐŝŶĐŽŵƉƵƚĞƌƐĐŝĞŶĐĞĂĚŽƉƚƐĐŚŝůĚĐĞŶƚƌŝĐĂƉƉƌŽĂĐŚƚŽůĞĂƌŶŝŶŐĐŽŵƉƵƚĞƌƐĐŝĞŶĐĞ͘
dŚĞƐĞƌŝĞƐŝƐďĂƐĞĚŽŶWindows 10ĂŶĚDŝĐƌŽƐŽŌKĸĐĞϮϬϭϲ͘/ƚĂĚŽƉƚƐĂŶŝŶƚĞƌĂĐƟǀĞĂƉƉƌŽĂĐŚĂŶĚŵĂŬĞƐ
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Information and Communication Technology
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Using ICT in the Classroom
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Introduction
Every classroom focuses on two important parameters: input transaction and assessment.
The British Council defines input as “the exposure learners have to authentic language in use.
This can be from various sources, including the teacher, other learners, and the environment
around the learners. Input can be compared to intake, which is input then taken in and
internalized by the learner so it can be applied.”
Assessment is not just a marker of knowledge but a process that aims to measure and even
improve learning progress.
The National Education Policy (NEP) 2020 seeks to overhaul how input transaction and
assessment has been traditionally conducted in Indian classrooms.
In order to facilitate input transaction, that is, the transfer of input to intake, the policy
underscores the importance of art integration, play-based learning, honing of 21st century
skills (communication, collaboration, creativity, value integration, and science - and ICT -
based learning), holistic learning, and experiential learning.
The importance of these focus areas lies in their classroom execution. When we talk about
experiential learning or art integration, we are to remember that these pedagogical tools need
to bear out the expected learning outcomes tangibly. These guidelines are not appendages
but ways that are more effective than traditional practices in achieving the targeted learning
outcomes.
For learners of ages 3–18 years, the goal of school education has always been to develop
skills, as well as understand and apply concepts. NEP 2020 has only strengthened these goals
by focusing on the core elements of school education.
Whatever be the content—print, digital, or online, NEP recommends a clear structure to use
it as a medium to build skills, understand and apply concepts, and inculcate values.
NEP wants to create a system that meets the aspirational goals of the 21st century but is
based on Indian traditions and values. It stresses on the development of cognitive skills of
learners along with their emotional, social, and ethical capabilities.
Only then can our school education deliver individuals who are confident, discerning,
independent, creative, and equipped to deal with whatever the future brings.
NEP also recommends that the teacher be the centre of this structure and aims to empower
teachers to work effectively and instil into the system quality control and accountability.
That in a nutshell are the focus areas of NEP 2020 guidelines.
NEP has reformatted the academic levels into four stages, changing it from the earlier three
stages.
Foundational stage comprises the first five years. Nursery is the entry level which proceeds to
LKG, UKG, class 1 and class 2. At this stage, the teacher must be flexible and adjust methods
according to the mental levels and regional differences of the learners. Learning must happen
through play-way methods and activities.
The second stage, called the preparatory stage, consists of classes 3, 4, and 5. Here play-
based learning progresses to discovery-based experiences. Classroom learning is activity
based and interactive.

The third stage, called the middle stage, comprises classes 6–8. Here the pedagogy moves
from discovery-based learning to experiential learning across all subjects and curriculum.
Learners develop logical reasoning and innovative skills using self, collaborative, and research-
based learning.
In the fourth stage, comprising classes 9–12, learners move from experiential learning to
critical thinking. Here multi-disciplinary study will allow students to choose subjects because
they can apply value-based judgements.
Please note the learning continuum across the stages: Play to discovery to experiential to
critical thinking.
To focus on concept-based application and skill development, NEP suggests a list of main
concepts and skills to base learning on.
1. Literacy and Numeracy refer to the development of basic cognitive capacities.
2. Critical and Creative Thinking, both 21st century skills, refer to the higher-order cognitive
capacities.
3. Personal, Social Capabilities and Ethical Understanding refer to development of social,
ethical, and emotional dispositions.
4. ICT Capability refers to digital literacy, which is an essential 21st century skill.
5. Indigenous Understanding refers to learning about Indian traditions, values, and
diversity.
The goal of implementing the core learning concepts can occur in a classroom if the learning
process includes certain essential elements and their assessment.
The learning process has been divided into three segments: NEP focus areas, 21st century
skills, and assessments. Once we ensure that NEP focus area components and 21st century
skills are imparted in the classroom and bring about the expected learning outcomes, we
would be able to do full justice to the implementation of NEP’s core learning concepts.
We shall take up each segment to explain its benefits as well as how we can identify and
adapt the content available to us to ensure development of each element.
This is how Eupheus Learning has done it.
We have created these icons to tag the content in our books that implement these NEP
recommended skills and assessments.
This index for the NEP icons is available in the preface of all our books and we have also
added NEP Activity Booklets to aid the teacher and students.
In the next steps, we will explain how each skill can be woven into content and assessed.

1. Experiential Learning
Experiential learning is about students constructing their own learnings through active
engagements.
This learning strategy follows four stages: Prepare, Do, Reflect on what you have learnt, and
then Apply it.
The teacher’s role is to observe the students at each stage, and note down their responses
and behaviour. Ask questions or give examples to guide them and finally, if you want to, you
can give them scores.
Experiential learning is based on John Dewey’s educational philosophy which puts learners’
experience at the centre of the learning activity. It also emphasizes on learners monitoring
and reflecting on their learning experience and applying their knowledge in newer contexts.
SAMPLE SCORECARD FOR EXPERIENTIAL LEARNING
S. No Name of Prepare Do Reflect Apply Total
student 5 marks 5 marks 5 marks 5 marks 20 marks
1. Rohit 2 4 3 4 13
2. Vaishali 3 4 2 3 12
2. Discovery-Based Learning
Discovery-based learning happens when content triggers curiosity in the student. Once
they follow up the desire to know more and probably read up or researches, there is an
enhancement of knowledge. Usually discovery-based learning follows the process of five Es.
We will use the study of the Taj Mahal to explain the process.
Learners give a group presentation on the Taj Mahal.
When the topic is introduced to the learner, they get to know a few facts, such as it is a tomb,
made of marble, and built by the Mughal Emperor Shah Jahan. This is the engage stage and
the first E of the process. Note whether the learners ask questions.
Next, the learner explores more and gets to know that the Taj Mahal was built in the memory
of Shah Jahan’s wife, Mumtaz Mahal, and how she died. Also, that it is in Agra which was
the first capital of the Mughal Empire. This is the explore stage and the second E. Note if the
learners come back to verify more facts.
This is followed by the explain stage or the third E of the process. This is when the learners find
out how it was built, how much it cost, and how many lives were lost vis-à-vis its importance in
the modern world. Note whether the learners communicate these facts in the presentation.
Now, the learners begin to extend their knowledge to know more about the Mughal dynasty
and its dark history of sons killing fathers and brothers for the sake of power. This is the next
E of the process.

This information should also be revealed in the presentation. If not, then the learners are
missing out on this stage. So guide them towards it.
Finally, the learners reach the last E or the evaluate stage. Here, they critically assess whether
the image that the Taj holds in the minds of the people world over, of being a monument of
love or an architecture of wonder and heritage are the correct epithets for it. Encourage a
healthy class debate on this.
SAMPLE SCORECARD FOR DISCOVERY-BASED LEARNING
S. No Name of Engage Explore Explain Extend Evaluate Total
student 5 marks 5 marks 5 marks 5 marks 5 marks 25 marks
1. Rohit 2 4 3 3 2 14
2. Vaishali 1 3 4 4 3 15
3. Holistic Learning
Holistic learning is making a subject connect intimately with the life processes of the learner
through age-appropriate activities.
Here is a mathematics activity where learners can learn about profit and loss using plastic
tokens for money.
• Organise a sale in class. Students should bring some things from home (for example, a
top, a ball, a ludo board, etc.).
• Distribute plastic tokens where each token is worth ten rupees. Each child must get the
same number of tokens.
• Tell them the cost price of each item.
• While the aim should be to make a profit on each item, they must sell off what they
have in 30 minutes.
• After the so-called sale is over, let students report if they made a profit or a loss and let
them quantify their gain or loss.
The purpose of holistic learning is to deal with the whole child, which means what they learn
and achieve in class is linked to home learning as well. In this case, encourage students to
play the same game at home and bring to class a picture of the person who made the highest
profit.
This game connects the math lesson to a key life experience and makes learning wholesome
and practical.
SAMPLE SCORECARD FOR HOLISTIC LEARNING
S. No Name of Hypothesis Procedure Observation Inference Apply Total
student 5 marks 5 marks 5 marks 5 marks 5 marks 25 marks
1. Rohit 2 4 3 3 2 14
2. Vaishali 1 3 4 4 3 15

4. Cross-Curricular Learning
The more we connect, the more they learn. In other words, our mind constantly seeks to
make connections and our teaching process must reflect that.
Here is an activity that connects an environmental science topic of class 1 by referring to a
rhyme in English. It would be best if these topics were taught consecutively to not seem
disconnected and therefore distant.
Listen to this rhyme and chant it with the whole class.
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
Now ask the following questions:
1. Are stars really ‘little’?
2. Why do you think the rhyme says they are like diamonds? What does it tell us
about stars?
3. Name a star in the sky.
Showing connection between subject curriculum is a wonderful way to begin your lesson on
the solar system in class 1.
To evaluate learning,
• You can discuss the topic in class and stress on the link between the subjects.
• You can go beyond the content and give an assignment where learners will have to use
content from another subject to complete the work.
SAMPLE SCORECARD FOR CROSS-CURRICULAR LEARNING
S. No Name of Comprehension of Exploring the Apply to Total
student topic 5 marks topic in other topic 15 marks
subject 5 marks 5 marks
1. Rohit 3 4 2 9
2. Vaishali 2 3 4 9
5. Art-Integrated Learning
All art activities that enhance understanding of the topic being learnt such as drawing,
colouring, sketching, making diagrams, role-playing, and performing comprise art-integrated
learning.
Teacher’s role
• Observe each student as they carry out the art-integrated activities.

• Are they connecting the topic to previous knowledge?
• Ask questions to evaluate how much the topic in question has been absorbed.
• Refer to the art activity to consolidate knowledge.
SAMPLE SCORECARD FOR ART-INTEGRATED LEARNING
S. No Name of Link to previous Accuracy in the Apply Total
student knowledge art activity 5 marks 15 marks
5 marks 5 marks
1. Rohit 3 4 2 9
2. Vaishali 2 3 4 9
6. Play-Based Learning
Any learning that happens through games is play-based learning. Just like art-integrated
learning, play activities always need to enhance comprehension of the topic.
In all the content by Eupheus Learning, while activities and games are common at the lower
levels, at the higher levels, we have created special activities for play-based learning.
SAMPLE SCORECARD FOR PLAY-BASED LEARNING
S. No Name of Comprehension of Correct response/ Apply to Total
student topic group work topic 15 marks
5 marks 5 marks 5 marks
1. Rohit 3 4 2 9
2. Vaishali 2 3 4 9
7. Value-Based Learning
Values are interwoven into all Eupheus content, whichever may be the subject area. So
value-based learning happens naturally as the students comprehend the topics. Your role
as a teacher is to observe and note down students’ responses. You can generate a class
discussion or debate to better understand how much the students have integrated values
and how well they apply them in daily lives.
SAMPLE SCORECARD FOR VALUE-BASED LEARNING
S. No Name of Comprehension of Sensitivity to Apply to Total
Student value value topic 15 marks
1. Rohit 3 4 2 9
2. Vaishali 2 3 4 9

8. ICT and Scientific Learning
ICT and scientific learning refers to usage of digital-based modes and scientific topics to gain
knowledge. Research, presentations, and learning through computer-based applications
such as simulations and use of the Internet is spread throughout our content. Learning
through topics related to the sciences abounds in the humanities subjects such as English or
Grammar.
SAMPLE SCORECARD FOR ICT AND SCIENTIFIC LEARNING
S. No Name of Comprehension of Correct usage of Apply to Total
student topic ICT/Science topic 15 marks
1. Rohit 3 4 2 9
2. Vaishali 2 3 4 9
9. Indigenous Learning
All content or activities that refer to India or Indian culture fall under indigenous learning. This
could be about Indian heritage, languages, economics, social schemes, or space explorations.
NEP is specific that we must base learning skills on Indian traditions and culture.
SAMPLE SCORECARD FOR INDIGENOUS LEARNING
S. No Name of Comprehension Student responses Apply to Total
student of topic to questions/ topic 15 marks
5 marks discussion 5 marks
5 marks
1. Rohit 3 4 2 9
2. Vaishali 2 3 4 9
10. 21st Century Skills

We see how the world around us is evolving rapidly and we constantly hear about 21st century
skills.
What are these 21st century skills?
• They refer to the knowledge, life skills, habits, and character traits that have become
increasingly important to succeed in this changing world. Now, students must learn
to effectively apply certain skills instead of rote learning information. The NEP also
focuses on these 21st century skills to be inculcated among students. The four main 21st
century skills are:
• Communication
• Critical Thinking

• Creativity
• Collaboration
Practising these skills will train students holistically and give them well- rounded personalities.
It will help them handle personal and social situations along with being ethical, responsible
citizens of the nation.
SAMPLE SCORECARD FOR 21st CENTURY SKILLS
S. No Name of Collaboration Communication Creativity Critical Apply Total
student 5 marks 5 marks 5 marks Thinking to topic 25 marks
5 marks 5 marks
1. Rohit 2 4 3 3 2 14
2. Vaishali 1 3 4 4 3 15
Assessment
There are two kinds of assessments recommended by NEP.
• Individual assessments of the students
• System assessment or evaluation of the teaching-
learning ecosystem in a school.
Self, peer, and teacher assessments comprise the
individual assessment ecosystem.
Self-assessment involves being conscious of the
learning goals and understanding whether one has
achieved each step in the learning process. Teachers
need to observe and record not just how accurate
the scores are but also how self-conscious the
learner has been throughout the learning ‘process’.
Peer-assessment involves social construction of
learning where peers not only score each other but
also create opportunities for bridging learning gaps
and create learning communities.
Teachers observe how peers support

each other and help improve each other’s
learning.
Teacher assessment involves the teacher
providing formative feedback to the
students and directly helping their
learning progress.

Throughout, we need to remember that we need to design assessments as, of, and for
learning.
In view of the above goals, CBSE has promoted Structured Assessment For Analysing Learning
(SAFAL) as system-level assessments for schools, regions or national education system.
The goals of SAFAL are given in the visual below.
FEATURES OF SAFAL PILOT 2021-22
Grade 3: Pilot assessment for Language and Mathematics

Grade 5: Assessment for Language, EVS and Mathematics
Grade 8: Assessment for Language, Science and Mathematics
More features of SAFAL assessments:

 Languages assessed: English and Hindi
 Mode: Digital/paper-based
 Question papers shared with schools
 Schools conduct assessments for grades 5 and 8 and upload assessment data
 Grade 3 assessment for a sample set of schools. Grade 5 and 8 is for all schools.
 Will test competencies for two grades below testing level
 Report cards will profile school’s performance on core competencies
It is expected that the above suggestions will help teachers develop a comprehensive learning
system that develops skills in learners and helps them understand and apply concepts. At
the same time, they will become capable of adapting content to bring about the expected
learning outcomes. Thus, the recommendations of NEP, 2020 can be competently executed
in all classrooms.

Contents
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16

1 Computer Networks
GRADE 5
Learning Outcomes
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2. Observe different network devices available in your lab.
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Project Work
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17
7

ANSWER KEY
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18
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19
9

2 Introduction to
Microsoft Access
GRADE 8
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Create a PowerPoint presentaon about different types of DBMS.
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20
10

ANSWER KEY
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21
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22
12

3 Access: Working
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1. a. Create a table with the name ‘Students_Info_Records’.
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b. Add fields and set primary key for the table. DBOCFVTFEUPEJTDVTTBCPVU
c. Enter records and set data types for all the fields. EBUBUZQFTJO"DDFTT
d. Switch table views and see the difference between different views. 5BCMFTJO"DDFTT
2. a. Open the 'IndiaDetailsDB' database you had created in the previous chapter. %BUBUZQFTJO.4"DDFTT
b. Add a field 'Endangered Species' in the table.
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c. Set data types for all the fields. "DDFTT
d. Enter data in the new field you have added. #BTFEPOUIFEJTDVTTJPO
e. Sort the records on the basis of area of the state and union territory. BNPOHTUVEFOUTBOE
f. Switch table views and observe the difference between the views. JOGPSNBUJPOTIBSFECZUIFN
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Create a PowerPoint presentaon to represent different data types and constraints.
Online Links
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www.tutorialspoint.com/ms_access/ms_access_overview.htm 13
www.simply-access.com/What-Is-Microso-Access.html
e. Sort the records on the basis of area of the state and union territory.
f. Switch table views and observe the difference between the views.
Group Discussion
Discuss different data types available in Access with your friends and classmates.
Project Work
Create a PowerPoint presentaon to represent different data types and constraints.
Online Links
www.tutorialspoint.com/ms_access/ms_access_overview.htm
www.simply-access.com/What-Is-Microso-Access.html
ANSWER KEY
Exercises
A. B D B B B
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24
14

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25
15

4 Access: Queries, Forms
and Reports
GRADE 8
Learning Outcomes
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1. a. Create a table with the name ‘Students_Info’ with the following ĮĞůĚƐ͗
Roll_No, Name, Address, Age, Class
b. Create a query to extract the records where Age is >= 15.
c. Create a form to represent the table data.
d. Create a report for the above table.
2. a. Open the 'IndiaDetailsDB' database you had created in chapter 2.
b. Create a query to extract the records where the animal/bird is an endangered species.
c. Create a form and report for the table data.
GrŽƵƉŝƐĐƵƐƐŝŽŶ
Discuss Forms in Access and its types with your friends and classmates.
PrŽũĞĐƚWork
Create a chart represenƟŶŐatĂ'ƌŝĚ͘ǆƉůĂŝŶĂůůƚŚĞŽƉƟŽŶƐavailable in it to
create a Query in Access.
KŶůŝŶĞ>ŝŶks
www.tutorialspoint.com/ms_access/ms_access_query_data.htm
www.techopedia.com/deĮŶŝƟŽŶͬϰϲϲϭͬform-databases
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26
16

ANSWER KEY
Exercises
A. B B B B D
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27
17

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28
18

5 More on HTML: CSS
GRADE 8
Learning Outcomes
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3. Try text
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4. Create an HTML page using CSS styling.
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29
19

ANSWER KEY
Exercises
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30
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A. Solve the crossword with the help of clues.
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31
21

Worksheet-2 (Based on chapters 3 to 5)
A.
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32
22

6 Introduction to Photoshop
GRADE 8
Learning Outcomes
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1. a. Open the Photoshop and place an image on the canvas. JOGPSNBUJPOBOEQSFQBSF
b. Select a of the image and color in it. UIFNTFMWFTGPSEJTDVTTJPOJO
2. Open a new and draw a rounded rectangle. Save the UIFDMBTT OFYUEBZ
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b. Save the image. t 3FDUBOHVMBS.BSRVFF5PPM
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a. Discuss tools and their use with your friends and classmates. t 1BJOU#VDLFU5PPM
b. Is it ethical to copy or use a photograph clicked by someone else and not give credit to t #SVTI5PPM
that person? How would you feel if someone did the same with your photographs? Discuss
giving reasons. &ODPVSBHFTUVEFOUTUPNBLF
BQSFTFOUBUJPOPOUIFUPQJDT
PrŽũĞĐƚWork
BTTJHOFEUPUIFN
Draw the pictures given below in Photoshop. Find out and name the tools used for
the given markings. "MTPEJTDVTTBCPVUDPNQVUFS
FUIJDT-FUUIFTUVEFOUTEJTDVTT
BCPVUHJWJOHPSOPUHJWJOH
DSFEJUUPTPNFPOFFMTFGPSUIFJS
QIPUPHSBQIT
33
23

giving reasons.
PrŽũĞĐƚWork
Draw the pictures given below in Photoshop. Find out and name the tools used for
the given markings.
KŶůŝŶĞ>ŝŶkƐ
hƩps://helpx.adobe.com/photoshop/using/workspace-basics.html
hƩps://www.dummies.com/ƐŽŌware/adobe/photoshop/how-to-use-the-rectangular-
marquee-tool-in-photoshop-cs6/
hƩps://www.wikihow.com/Crop-in-Photoshop-CS6
ANSWER KEY
Exercises
A. D D B D C
B. $BOWBT 1BOFMTEPDL 0OF 3FTPMVUJPO 8PSLTQBDF
D. C D B F E
E. 1IPUPTIPQJTBOJNBHFFEJUJOHTPęXBSFEFWFMPQFECZ"EPCF4ZTUFNT
* UEJTQMBZTBMMMBZFST HSPVQTBOEMBZFSTFČFDUTPGHSBQIJDTBOEIFMQTUPXPSLPOEJČFSFOUMFWFMT
UIBUDBOCFWJFXFEBOEFEJUFEBTJOEJWJEVBMVOJUT
ćF$SPQ5PPMBMMPXTUPTFMFDUBOBSFBPGBOJNBHFBOESFNPWFVOXBOUFEBSFBPGBOJNBHF
J $SPQ5PPM JJ -BTTP5PPM JJJ #SVTI5PPM JW &SBTFS5PPM W #MVS5PPM
3FDUBOHVMBS.BSRVFF5PPM -BTTP5PPM $SPQ5PPM #SVTI5PPMFUD
F. Workspace: ćFMBSHFEBSL(SFZBSFBJOUIF1IPUPTIPQXJOEPXJTDBMMFEXPSLTQBDF*UJTBO
BSFBXIFSFZPVPQFOWBSJPVTĕMFT PQFOTJO*NBHFXJOEPX UPXPSLPO
Image window:*UJTBSFDUBOHVMBSXJOEPXUIBUBQQFBSTXJUIBOFNQUZ8IJUFDBOWBTćJTJT
BMTPDBMMFE1IPUPTIPQ'JMF*UIBTBUJUMFCBSUIBUEJTQMBZTUIFOBNFPGUIFĕMF
-
BZFSTQBOFMEJTQMBZTBMMMBZFST HSPVQTBOEMBZFSTFČFDUTPGHSBQIJDTBOEIFMQTUPXPSLPO
EJČFSFOUMFWFMTUIBUDBOCFWJFXFEBOEFEJUFEBTJOEJWJEVBMVOJUT&WFSZ1IPUPTIPQ$4
EPDVNFOUNVTUDPOUBJOTPOFMBZFS-BZFSTQBOFMBSFVTFEJOEJHJUBMJNBHFFEJUJOHUPTFQBSBUF
EJČFSFOUFMFNFOUTPGBOJNBHF*UBMMPXTUPDSFBUFOFXMBZFST EFMFUFMBZFSTBOEMPDLTUIFN
8
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34
24

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5XPFYBNQMFTPGUIFUPPMTPG500-41"/&-BSFBTGPMMPXT
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ć
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JJ 1SFTT.UPTJNQMZTFMFDUUIF3FDUBOHVMBS.BSRVFF5PPM1SFTT-UPTFMFDUUIF-BTTP5PPM
ć
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UPMFSBODFPSBSBOHFPGDPMPSTXIFSFBTUIF#SVTIUPPMIFMQTUPQBJOUZPVSJNBHFBTEFTJSFE*U
BMMPXTUPTFMFDUUIFDPMPS TUSPLF NPEFBOEPQBDJUZPGUIFCSVTI
Brain Teaser
A.
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# 3FDUBOHVMBS

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'SFFIBOE
35
25

7 More on Photoshop
GRADE 8
Learning Outcomes
t 6TF4FMFDUJPOTUPPMT
t 6TF.PWFBOE(SBEJFOUUPPMT
t 6TF)FBMJOH#SVTIBOE4QPU)FBMJOH#SVTIUPPMT
t 6TF$MPOF4UBNQBOE1BUUFSO4UBNQUPPMT
t 6TFUIF&SBTFSUPPM
Teaching Materials
t "DPNQVUFSTZTUFNXJUI"EPCF1IPUPTIPQ$4
t "1PXFS1PJOUQSFTFOUBUJPOPO5PPMTPG"EPCF1IPUPTIPQ$4
Teaching Techniques
t %FNPOTUSBUFUIFVTFPGEJČFSFOUUPPMTUPUIFTUVEFOUTEJTDVTTFEJOUIFDIBQUFS
t (JWFFOPVHIQSBDUJDFUPUIFTUVEFOUTUPNBLFUIFNGBNJMJBSUPUIFVTFPGUPPM
Activity Session
>ĂďĐƟǀŝƚǇ
"SSBOHFTUVEFOUTJOHSPVQT
1. Launch Photoshop on your computer and open an image of Sky. "TTJHOPOFUPQJDUPFBDIHSPVQ
2. Select the same type of pixel using a tool and gradient color in it. -FUUIFNFYQMPSF HBUIFS
coloring an image, select a part of the image and use the Clone Stamp Tool to create JOGPSNBUJPOBOEQSFQBSF
a clone. Save the photoshop UIFNTFMWFTGPSEJTDVTTJPOJO
4. Open your image or your classmate's image in Photoshop with some marks on face. UIFDMBTT OFYUEBZ
5. Use the Spot Healing Brush Tool to remove unwanted marks and save the Photoshop ćFTVHHFTUJWFUPQJDTBSF
6. Open an image of your grandmother or grandfather in Photoshop and use the Healing Brush
Tool to remove the wrinkles and blemishes.
t 4FMFDUJPO5PPM
GrŽƵƉŝƐĐƵƐƐŝŽŶ t .PWF5PPM
a. Discuss tools of Photoshop and their uses with your friends and classmates. t (SBEJFOU5PPM
b. Your friend asks you to click someone's picture and use Photoshop tools to make changes in t )FBMJOH#SVTI5PPM
the picture and upload it to the person's Facebook account. What will you do? Give reasons.
PrŽũĞĐƚWork
t $MPOF4UBNQ5PPM
Create a collage in Photoshop on any topic using only squares and triangles. t &SBTFS5PPM
KŶůŝŶĞ>ŝŶkƐ &ODPVSBHFTUVEFOUTUPNBLF
hƩps://www.dummies.com/ƐŽŌware/adobe/photoshop/how-to-use-the- BQSFTFOUBUJPOPOUIFUPQJDT
clone-stamp-tool-in-photoshop-cs6/
BTTJHOFEUPUIFN
hƩps://helpx.adobe.com/in/photoshop/using/erasing-parts-image.html
hƩps://www.breathingcolor.com/blog/photoshop-spot-healing-brush/
36
26

ANSWER KEY
Exercises
A. D C D C D
# QBUUFSO UISFF TFMFDU PQBDJUZ QJYFMT
$ 'BMTF 'BMTF 5SVF 5SVF 'BMTF
% E B F D C
& J -BTTP5PPM JJ 1BJOU#VDLFU5PPM
*UJTVTFEUPNPWFJNBHFT PSQBSUPGJNBHFTGSPNPOFMPDBUJPOUPBOPUIFS
ćF5FYU5PPMJTVTFEUPBEEUFYUJOBOJNBHF
5XPUZQFTPGFSBTFSUPPMTBSF
J #BDLHSPVOEFSBTFSUPPM JJ .BHJDFSBTFSUPPM
ćF(SBEJFOU5PPMDSFBUFTCMFOEPGUXPPSNPSFDPMPSTBOEĕMMTBOBSFBPSFOUJSFJNBHF
' ćF2VJDL4FMFDUJPO5PPMTFMFDUTUIFEFĕOFEFEHFTPGUIFJNBHFRVJDLMZ
ćF.BHJD8BOE5PPMTFMFDUTUIFBEKBDFOUBSFBPGTBNFDPMPSQJYFMTJOUIFJNBHF
ćF$MPOF4UBNQ5PPMBMMPXTUPDPQZUIFQBSUPGBOJNBHFUPBEJČFSFOUMPDBUJPO
ćF&SBTFS5PPMJTVTFEUPFSBTFPSSFNPWFVOXBOUFEQPSUJPOPGBOJNBHF
ćF$MPOF4UBNQ5PPMBMMPXTVTUPDPQZUIFQBSUPGBOJNBHFUPBEJČFSFOUMPDBUJPO
ćF1BUUFSO4UBNQ5PPMFOBCMFTVTUPQBJOUBOJNBHFVTJOHQSFEFĕOFEQBUUFSO
ć
F4QPU)FBMJOH#SVTI5PPMDMFBSTUIFVOXBOUFENBSLTGSPNBOJNBHF*UBVUPNBUJDBMMZDPQJFT
BOBSFBGSPNUIFJNBHFBOECMFOETUIFQJYFMTGSPNUIFTBNQMFEBSFBTFBNMFTTMZXJUIUIFUBSHFU
BSFB
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ć
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Brain teaser
R
O A E
V D X
E I T
T E T
O N O
P T I O N S B A
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E L E C T I O N T O O L
37
27

# 2VJDLTFMFDUJPOUPPM &SBTFSUPPM
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Worksheet -3 (Based on chapters 6 and 7)

A.
A
G
M A G E W I N D O
R U S H T O O C
R W
K A
S N
A N E L S D O C
A T
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# Move Tool*UJTVTFEUPNPWFJNBHFT PSQBSUPGJNBHFTGSPNPOFMPDBUJPOUPBOPUIFS

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radient Tool*UJTVTFEUPĕMMBOBSFBPSFOUJSFJNBHFXJUIBSBOHFPGDPMPST*UDSFBUFTCMFOE
PGUXPPSNPSFDPMPST
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FUDCZTBNQMJOHUIFTVSSPVOEJOHBSFBPSVTJOHBQSFEFĕOFEQBUUFSO*UIFMQTUPCMFOEUIF
JNQFSGFDUJPOTJOUPUIFSFTUPGUIFJNBHF
C
lone Stamp Tool*UBMMPXTUPDSFBUFBDPQZPGUIFJNBHFćFQSPDFTTJOWPMWFTBTBNQMJOH
QPJOUJOUIFJNBHFXIJDIXJMMCFVTFEBTBSFGFSFODFUPDSFBUFBOFXDMPOF
38
28

8 Looping Statements
in Python
GRADE 8
Learning Outcomes
t 6OEFSTUBOEUIFDPODFQUPGMPPQT
t -FBSOJNQMFNFOUJOHEJČFSFOUMPPQTUPXSJUF1ZUIPOQSPHSBNT
Teaching Materials
t "DPNQVUFSTZTUFNXJUI1ZUIPOTPęXBSF
t "115UPFYQMBJOUIFMPPQJOHJO1ZUIPO
Teaching Techniques
t *OUSPEVDFUIFTUVEFOUTUPUIFCFOFĕUTPGMFBSOJOHDPNQVUFSQSPHSBNNJOH
t 3FWJTFEJČFSFOUGFBUVSFTPG1ZUIPOBOEEFNPOTUSBUFIPXUPXSJUFBOEFYFDVUFTJNQMFQSPHSBNTJOJU
t %JTDVTTUIFSPMFPGDPOUSPMTUBUFNFOUTBOEEFNPOTUSBUFUIFVTFPGFBDI
t (JWFFOPVHIQSBDUJDFUPUIFTUVEFOUTTPUIBUUIFZDBOBQQMZMPHJDBMUIJOLJOHUPTPMWFQSPCMFNT
Activity Session
>ĂďĐƟǀŝƚǇ
Do the following
1. Write a program to print a message “Hello Python” using while loop.
2. Write a program to print names of fruits using the for loop.
[Hint: fruit=[“Banana”, “Apple”, “Orange”]
3. Write a program to compute the average of 10 real numbers using the while loop.
4. Type the following code in Python to print factorial of all numbers between 1 to 10.
5. Type the following code in Python to print multiplication of all numbers between 1 to 10.
39
Discuss looping statements and why they are used, with your friends and classmates. 29
PrŽũĞĐƚWork
Work in pairs. Create a chart to represent the use of while and for loops.
GrŽƵƉŝƐĐƵƐƐŝŽŶ "SSBOHFTUVEFOUTJOHSPVQT
Discuss looping statements and why they are used, with your friends and classmates. -FUTUVEFOUTBOTXFSUIF
PrŽũĞĐƚWork GPMMPXJOHRVFTUJPOTCBTFEPO
Work in pairs. Create a chart to represent the use of while and for loops. UIFJSLOPXMFEHFBOEMFBSOJOH
KŶůŝŶĞ>ŝŶkƐ JOQSFWJPVTDMBTT
www.tutorialspoint.com/python/python_loops.htm t 8IBUBSFDPOUSPMTUBUFNFOUT
www.geeksforgeeks.org/loops-and-loop-control-statements-conƟŶƵĞͲďreak-and-pass-in-
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python/
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ANSWER KEY
Exercises
A. B C D D B
B. SFQFUJUJPO '"-4& JOĕOJUF GPS SBOHF
C. 5SVF 5SVF 5SVF 5SVF 5SVF
D. D E F B C
E. -PPQJTBTFRVFODFPGJOTUSVDUJPOTUIBUJTDPOUJOVBMMZSFQFBUFEVOUJMBDFSUBJODPOEJUJPOJTNFU
ćFJUFSBUJOHWBSJBCMF XIJDIJTMPDBUFEBęFSUIFLFZXPSEGPSJTDBMMFEUIFMPPQJOEFY
* GXFVTFUIFFMTFTUBUFNFOUXJUIBXIJMFMPPQ UIFFMTFTUBUFNFOUJTFYFDVUFEXIFOUIF
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8
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while expression:TUBUFNFOU T TUBUFNFOU T
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40
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41
31

9 Cybercrimes and
Securities
GRADE 8
Learning Outcomes
t %FĕOFDPNQVUFSFUIJDT t 6OEFSTUBOEDZCFSDSJNFT
t %FĕOFDBUFHPSJFTPGDZCFSDSJNF t 6OEFSTUBOE$ZCFSTFDVSJUZBOEJUTBEWBOUBHFT
t ,OPXTPNFTBGFUZUJQTUPQSFWFOUDZCFSDSJNFT t ,OPXDZCFSMBXPG*OEJB
Teaching Materials
t 115PO$ZCFSDSJNFT
t $IBSUTPOA$ZCFSTFDVSJUZ"EWBOUBHFTBOEA4BGFUZ5JQTUP$ZCFSDSJNF
Teaching Techniques
t %JTDVTTBCPVUDPNQVUFSFUIJDTBOEJOWPMWFUIFTUVEFOUTJOEJTDVTTJPOPGJUTOFFE
t %JTDVTTWBSJPVTUZQFTPGTPęXBSFQJSBDZ
Activity Session
>ĂďĐƟǀŝƚǇ "SSBOHFTUVEFOUTJOHSPVQT
sŝƐŝƚƚŚĞůĂďĂŶĚĚŽƚŚĞfŽůůŽǁŝŶŐƚĂƐkƐ͗ "TTJHOPOFUPQJDUPFBDIHSPVQ
1. Open browser on your computer and type www.google.com in the address bar. -FUUIFNFYQMPSF HBUIFS
JOGPSNBUJPOBOEQSFQBSF
2. Search for name of and write them in your notebook.
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3. Check for on your computer system.
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GrŽƵƉŝƐĐƵƐƐŝŽŶ ćFTVHHFTUJWFUPQJDTBSF
a. Discuss cyber security and computer ethics with your friends and classmates.
t $PNQVUFS&UIJDT
b. Is it right to breach the privacy of an individual and steal their personal for
gains? Why / why not? Discuss. t $ZCFSDSJNFT
t $ZCFSTFDVSJUZ
PrŽũĞĐƚWŽƌŬ
Work in pairs. Research the Internet and create a PowerPoint on cybercrime and its
t 4BGFUZ5JQTUP$ZCFSDSJNF
various types. Find out and include about the of cyber crime in India and t $ZCFS-BXPG*OEJB
the various measures and law that are there to prevent cyber crimes.
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KŶůŝŶĞ>ŝŶkƐ BQSFTFOUBUJPOPOUIFUPQJDT
hƩps://www.techopedia.com/deĮŶŝƟŽŶͬϮϯϴϳ/cybercrime BTTJHOFEUPUIFNBOENBLF
hƩps://digitalguardian.com/blog/what-cyber-security PUIFSQFPQMFBXBSFBCPVU
hƩps://techterms.com/deĮŶŝƟŽŶ/computerethics DZCFSDSJNFTBOE$ZCFSTFDVSJUZ
42
32

ANSWER KEY
Exercises
A. B C D C B
B. JOUSVTJPO XPSN DZCFSTFDVSJUZ DZCFSDSJNJOBMT WJSVT
C. 5SVF 5SVF 5SVF 5SVF 'BMTF
D. E D F B C
E. $PNQVUFS&UIJDTBSFUIFTFUPGSVMFTUPFOTVSFTBGFVTFPGDPNQVUFST
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"
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TVDDFFET UIFBČFDUFEBSFBTBSFUIFOTBJEUPCFiJOGFDUFEwXJUIBDPNQVUFSWJSVT
"GFXDZCFSTFDVSJUZUJQTBSF
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JJ 4FDVSFZPVSDPNQVUFS
B "DUJWBUFZPVSĕSFXBMM
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F. $
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10 Future Trends
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1. Open the Internet browser and search various of AI. Create a Word document
the various of AI with appropriate images.
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a. Discuss and intelligent apps with your
friends and classmates.
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future in India and the world.
PrŽũĞĐƚWork
Work in pairs and create a PowerPoint on all the latest technologies you have read
about in the chapter. Insert appropriate pictures, videos, as well as
voice over. Present it in class.
KŶůŝŶĞ>ŝŶks
hƩps://helpx.adobe.com/photoshop/using/workspace-basics.html
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48
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Brain Teaser
S S I S T A N
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49
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11 More About $UWLILFLDO,QWHOOLJHQFH
GRADE 8
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Activity Session
>ĂďĐƟǀŝƚǇ
1. ^ĞŵŝͲŽŶĚƵĐƚŽƌ by Google is an AI experiment that lets you conduct your own orchestra
through your browser. You can move your arms to change the tempo, volume, and
instrumentaƟŽŶ of a piece of music. It uses PoseNet, a machine learning library that works
in the browser, to map out your movements through your webcam. An algorithm plays
along to the score as you conduct, using hundreds of Ɵny audio ĮůĞƐ from live recorded
instruments. Click on the link given below to open the orchestra and have fun!
hƩps://semiconductor.withgoogle.com/
2. What happens to plasƟĐ when we dispose of it?
PlasƟĐ degrades into smaller and smaller pieces called microplasƟĐƐ͘ These end up in
the air we breathe. Data ĂƌƟst Giorgia Lupi visualizes these ƉĂƌƟĐůĞƐ͘ She gives you a
lens through which you can ‘see’ and explore the plasƟĐ ƉĂƌƟĐůĞƐ that are present in the
atmosphere around you. Click on the link given below to see the microplasƟĐƐ around you.
hƩps://artsexperiments.withgoogle.com/plasƟcair/
GƌŽƵƉŝƐĐƵƐƐŝŽŶ
Have a class discussion on the challenges faced by AI and whether there are any foreseeable
soluƟŽŶƐ.
50
40 PƌŽũĞĐƚWŽƌŬ
Research on the Internet tŽĮŶĚŽƵt more about supervised and unsupervised machine learning
models and create
WOWCompuBytes_CBSE_TM8.indd 50 a PowerPoint presentaƟŽn on them. Use appropriate examples to explain 23-03-2022 14:14:42
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atmosphere around you. Click on the link given below to see the microplasƟĐƐ around you.
hƩps://artsexperiments.withgoogle.com/plasƟcair/
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ANSWER KEY
Exercises
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51
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Supervised Learning Unsupervised Learning

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52
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53
43

Model Test Paper - 1 (Based on chapters 1 to 5)
A. B C B D B
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54
44

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Model Test Paper - 2 (Based on chapters 6 to 11)

A. B C D B C
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Magic wand tool Quick selection tool

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55
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Features of Intelligent Apps
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56
46

Assessment Sheet 1
A. Fill in the blanks.
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B. Expand the following terms.
% @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
8J'J @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
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C. Match the following.
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7PJDF4ZOUIFTJT JJ 5PHHMF,FZ
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D. Multiple choice questions.
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B /FUXPSL C 4UBS
D 3PVUFS E 3FQFBUFS
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57
47

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E. Describe the given terms.
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F. What do you think would the following Python statements give as output?
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58
48

G. Write a Python program to construct the following pattern, using a nested loop.
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H. Answer the following questions.
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Assessment Sheet 2
A. Fill in the blanks.
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B. Expand the following terms.

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554
59
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C. Match the following.
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%BUBCBTFJO.4"DDFTT JJ *ODJUJOHUFSSPSJTN
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D. Multiple choice questions.

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E. Describe the given terms.
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F. What do you think the following Python statements output?
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60
50

G. Write a Python program to create the multiplication table (from 1 to 10) of a number.
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H. Answer the following questions.
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61
51

Quiz Cards
Quiz Card - 1
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Quiz Card - 2
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8IJDILFZVOJRVFMZJEFOUJĕFTFBDISFDPSEJO%#.4BOE3#%.4
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Quiz Card - 3
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8IBUEPZPVVTFUPSFQSFTFOUZPVSEBUBJOBQSJOUFEGPSNBUJO"DDFTT
8IBUEPFTBDSJUFSJBSPXTQFDJGZJO"DDFTT
Quiz Card - 4
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8IJDIBUUSJCVUFPG6-BOE0-UBHTBMMPXZPVUPDIBOHFEFGBVMUTUZMF
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62
52

Quiz Card - 5
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UIBOPOFDPNQVUFS JUJTDBMMFE
Quiz Card - 6
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63
53

23-03-2022 14:14:44 WOWCompuBytes_CBSE_TM8.indd 64
54
64
Answer Key of Quiz Cards
1. 8JEF"SFB 2. 1SPUPDPMT 3. 4UBSUUPQPMPHZ 4. 1FSTPOBM"SFB 5. #VTUPQPMPHZ
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WOWCompuBytesNEP - CBSE - TM8 Class 8

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WOWCompuBytesNEP - CBSE - TM8 Class 8

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8 Teacher’s Manual

WOWCompuBytes_CBSE_TM8.indd 1 23-03-2022 14:14:26

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10. 21st Century Skills

WOWCompuBytes_CBSE_TM8.indd 12 23-03-2022 14:14:27

Teachers observe how peers support

WOWCompuBytes_CBSE_TM8.indd 13 23-03-2022 14:14:28

Grade 3: Pilot assessment for Language and Mathematics

More features of SAFAL assessments:

WOWCompuBytes_CBSE_TM8.indd 14 23-03-2022 14:14:28

 "DDFTT2VFSJFT 'PSNTBOE3FQPSUT 2

 .PSF"CPVUArtificial Intelligence 5

WOWCompuBytes_CBSE_TM8.indd 15 23-03-2022 14:14:35

WOWCompuBytes_CBSE_TM8.indd 16 23-03-2022 14:14:35

WOWCompuBytes_CBSE_TM8.indd 17 23-03-2022 14:14:35

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WOWCompuBytes_CBSE_TM8.indd 20 23-03-2022 14:14:36

WOWCompuBytes_CBSE_TM8.indd 21 23-03-2022 14:14:36

#  %BUBCBTF*UJTBDPMMFDUJPOPGFMFDUSPOJDBMMZTUPSFEEBUB

WOWCompuBytes_CBSE_TM8.indd 22 23-03-2022 14:14:36

Activity Session (VJEFTUVEFOUTUPTUBSU

WOWCompuBytes_CBSE_TM8.indd 24 23-03-2022 14:14:37

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WOWCompuBytes_CBSE_TM8.indd 26 23-03-2022 14:14:37

WOWCompuBytes_CBSE_TM8.indd 27 23-03-2022 14:14:37

#  $SJUFSJBĕFME*UDPOUBJOTUIFDSJUFSJBPOXIJDISFDPSETBSFUPCFĕMUFSFEJOUIFRVFSZPVUQVU

WOWCompuBytes_CBSE_TM8.indd 28 23-03-2022 14:14:37

WOWCompuBytes_CBSE_TM8.indd 29 23-03-2022 14:14:38

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WOWCompuBytes_CBSE_TM8.indd 32 23-03-2022 14:14:38

WOWCompuBytes_CBSE_TM8.indd 33 23-03-2022 14:14:38

WOWCompuBytes_CBSE_TM8.indd 34 23-03-2022 14:14:39

#  3FDUBOHVMBS

WOWCompuBytes_CBSE_TM8.indd 35 23-03-2022 14:14:39

WOWCompuBytes_CBSE_TM8.indd 36 23-03-2022 14:14:39

WOWCompuBytes_CBSE_TM8.indd 37 23-03-2022 14:14:39

Worksheet -3 (Based on chapters 6 and 7)

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WOWCompuBytes_CBSE_TM8.indd 38 23-03-2022 14:14:40

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#  &

WOWCompuBytes_CBSE_TM8.indd 45 23-03-2022 14:14:41

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