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WOWCompuBytesNEP - CBSE - TM8 Class 8
WOWCompuBytesNEP - CBSE - TM8 Class 8
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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.
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.
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
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.
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
5 marks 5 marks 5 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
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.
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Activity Session
Lab Acvity "SSBOHFUIFTUVEFOUTJO
Work in pairs. Visit the lab and do the following tasks: HSPVQT FBDIXJUINFNCFST
1. Create a PowerPoint presentaon to represent different types of network topologies. "TTJHOPOFUPQJDUPFBDIHSPVQ
2. Observe different network devices available in your lab.
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Group Discussion
Discuss about PAN, LAN, MAN and WAN with your friends and classmates. ćFGPMMPXJOHUPQJDTDBOCF
Also, talk about different network topologies. TVHHFTUFE
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Project Work
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Create a model of any one computer network or topology read in the
chapter using available resources such as empty cartons, cardboard, shoe t#VT5PQPMPHZ
boxes, tetra packs, wires or cables and chart papers. Click pictures of the t3JOH5PQPMPHZ
model and share with your teacher and classmates.
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Online Links t5SFF5PQPMPHZ
hps://www.geeksforgeeks.org/network-topologies-computer-networks/ t)ZCSJE5PQPMPHZ
hps://www.tutorialspoint.com/computer_fundamentals/computer_networking.htm
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Advantages Disadvantages
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A. 5XJTUFE1BJS$BCMF $PBYJBM$BCMF 'JCSF0QUJD$BCMF
B. Solve the crossword
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Learning Outcomes
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Activity Session
Lab Acvity
Work in pairs. Visit the lab and do the following tasks:
1. a. Create a blank database with the name ‘StudentsDB’.
b. Add the following fields:
Roll Number, Name, Class, Grade, Marks, Status (VJEFTUVEFOUTUPTUBSU
c. Enter records and save table with the name ‘New_StudentData’.
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2. a. Create a blank database with the name 'IndiaDetailsDB'.
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b. Add the following fields:
Name, State, Union territory, Capital, Area, Naonal Park, Wildlife Sanctuary, Animal
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Name, Bird Name, Endangered Species. QPJOUFSTDBOCFVTFEUP
c. Search the Internet and enter the records of all the states and union territories. EJTDVTTBCPVU%#.4BOEJUT
d. Save the table. DIBSBDUFSJTUJDT
Group Discussion
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a. Discuss DBMS and its characteriscs with your friends and classmates. "EWBOUBHFTPG%#.4
b. Based on your research on wildlife species in India, in the previous Lab Acvity, discuss .4"DDFTTBTB%#.4
and find out the reasons why some wildlife species are endangered. What can you do to 'FBUVSFTPG.4"DDFTT
save them from exncon?
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Project Work
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Create a PowerPoint presentaon about different types of DBMS.
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Online Links BTLUIFNUPDSFBUFBUBCMFJO
hps://www.tutorialspoint.com/ms_access/ms_access_overview.htm .4"DDFTT
hp://www.simply-access.com/What-Is-Microso-Access.html
20
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A. 4PMWFUIFDSPTTXPSEXJUIUIFIFMQPGHJWFODMVFT
NAVIGATION PANE
STATUS BAR
RECORD SEARCH BOX
RIBBON
Worksheet - 1
(Based on chapters 1 and 2)
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22
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Learning Outcomes
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ANSWER KEY
Exercises
A. B D B B B
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25
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Learning Outcomes
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Activity Session
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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.
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www.tutorialspoint.com/ms_access/ms_access_query_data.htm
www.techopedia.com/deĮŶŝƟŽŶͬϰϲϲϭͬform-databases
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26
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2. Try using border
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3. Try text
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4. Create an HTML page using CSS styling.
5. Use inline styling.
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30
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Brain Teaser
A. Solve the crossword with the help of clues.
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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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Draw the pictures given below in Photoshop. Find out and name the tools used for
the given markings. "MTPEJTDVTTBCPVUDPNQVUFS
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33
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hƩps://helpx.adobe.com/photoshop/using/workspace-basics.html
hƩps://www.dummies.com/ƐŽŌware/adobe/photoshop/how-to-use-the-rectangular-
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hƩps://www.wikihow.com/Crop-in-Photoshop-CS6
ANSWER KEY
Exercises
A. D D B D C
B. $BOWBT 1BOFMTEPDL 0OF 3FTPMVUJPO 8PSLTQBDF
C. 5SVF 5SVF 5SVF 'BMTF 5SVF
D. C D B F E
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F. Workspace: ćFMBSHFEBSL(SFZBSFBJOUIF1IPUPTIPQXJOEPXJTDBMMFEXPSLTQBDF*UJTBO
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34
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Brain Teaser
A.
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Learning Outcomes
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Activity Session
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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.
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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/
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hƩps://helpx.adobe.com/in/photoshop/using/erasing-parts-image.html
hƩps://www.breathingcolor.com/blog/photoshop-spot-healing-brush/
36
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Brain teaser
R
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T E T
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37
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Learning Outcomes
t 6OEFSTUBOEUIFDPODFQUPGMPPQT
t -FBSOJNQMFNFOUJOHEJČFSFOUMPPQTUPXSJUF1ZUIPOQSPHSBNT
Teaching Materials
t "DPNQVUFSTZTUFNXJUI1ZUIPOTPęXBSF
t "115UPFYQMBJOUIFMPPQJOHJO1ZUIPO
Teaching Techniques
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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.
GrŽƵƉŝƐĐƵƐƐŝŽŶ
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.
WOWCompuBytes_CBSE_TM8.indd 39 23-03-2022 14:14:40
GrŽƵƉŝƐĐƵƐƐŝŽŶ "SSBOHFTUVEFOUTJOHSPVQT
Discuss looping statements and why they are used, with your friends and classmates. -FUTUVEFOUTBOTXFSUIF
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Work in pairs. Create a chart to represent the use of while and for loops. UIFJSLOPXMFEHFBOEMFBSOJOH
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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
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* GXFVTFUIFFMTFTUBUFNFOUXJUIBXIJMFMPPQ UIFFMTFTUBUFNFOUJTFYFDVUFEXIFOUIF
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"
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-
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F. "
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8
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while expression:TUBUFNFOU T TUBUFNFOU T
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J *UĕSTUFWBMVBUFTBTFRVFODFJGJUDPOUBJOTBOFYQSFTTJPOMJTU
40
30
Brain Teaser
A. MJTU
JUFSBUJOHWBSJBCMF T E R A T I N G V A R I A B
MPPQ S O
TUPQ T O
41
31
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
4PNFDPNNPOUZQFTPGDZCFSDSJNFTBSF
J Phishing:6TJOHGBLFFNBJMNFTTBHFTUPHFUUIFQFSTPOBMJOGPSNBUJPOGSPNUIF*OUFSOFU
VTFST
JJ I dentity theft:.JTVTJOHQFSTPOBMJOGPSNBUJPOPGUIF*OUFSOFUVTFSGPSQFSGPSNJOHĕOBODJBM
TDBNT
JJJ Hate crimes:4QSFBEJOHIBUFBOEJODJUJOHUFSSPSJTN
JW M
alware:5BSHFUTVTFSTĕOBODJBMJOGPSNBUJPOCZJOTUBMMJOHLFZMPHHFSTPOUPUIFVTFST
DPNQVUFS
W Scams:'PPMJOHVTFSTCZBUUSBDUJWFGBLFPČFSTBOEUSJDLJOHUIFNJOUPTFOEJOHPWFSNPOFZ
ćFSFBSFNBJOMZĕWFUZQFTPGTPęXBSFQJSBDZćFTFBSF
J C
ounterfeiting:ćJTUZQFPGQJSBDZJODMVEFTJMMFHBMEVQMJDBUJPO EJTUSJCVUJPOBOEPSTBMF
PGDPQZSJHIUFENBUFSJBM*OUIFDBTFPGQBDLBHFETPęXBSF JUJTDPNNPOUPĕOEDPVOUFSGFJU
DPQJFTPGUIFDPNQBDUEJTDTJODPSQPSBUJOHUIFTPęXBSFQSPHSBNT NBOVBMT MJDFOTF
BHSFFNFOUTBOETFDVSJUZGFBUVSFTFUD
JJ Internet Piracy:ćJTPDDVSTXIFOTPęXBSFJTEPXOMPBEFEGSPNUIF*OUFSOFUćFTBNF
QVSDIBTJOHSVMFTBQQMZUPPOMJOFTPęXBSFQVSDIBTFTJNJMBSUPUIPTFCPVHIUJODPNQBDUEJTD
GPSNBU
JJJ E
nd-User Piracy: ćJTPDDVSTXIFOBOJOEJWJEVBMSFQSPEVDFTDPQJFTPGTPęXBSFXJUIPVU
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9 6TJOHPOFMJDFOTFEDPQZUPJOTUBMMBQSPHSBNPONVMUJQMFDPNQVUFST
9 $PQZJOHEJTDTGPSJOTUBMMBUJPOBOEEJTUSJCVUJPO
9 4XBQQJOHEJTDTJOPSPVUTJEFUIFXPSLQMBDF
JW C
lient-Server Overuse:ćJTPDDVSTXIFOUPPNBOZVTFSTPOBOFUXPSLBSFVTJOHBDFOUSBM
DPQZPGBQSPHSBNBUUIFTBNFUJNF*GZPVIBWFB-"/BOEBQSPHSBNJOTUBMMFEPOUIF
TFSWFSGPSTFWFSBMOVNCFSPGQFPQMFUPVTF ZPVIBWFUPCFTVSFUIBUZPVSMJDFOTFFOUJUMFT
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W Pre-Installed Software Piracy:ćJTPDDVSTXIFOBCVTJOFTTTFMMTOFXDPNQVUFSTXJUI
JMMFHBMDPQJFTPGQSFJOTUBMMFETPęXBSFPOUIFIBSEEJTLTUPNBLFUIFQVSDIBTFPGUIF
NBDIJOFTNPSFBUUSBDUJWF
44
34
O H
Y B E R S E C U R I T
A M S
H
I
N
45
35
Learning Outcomes
t ,OPXBCPVU"SUJĕDJBM*OUFMMJHFODF "*
t %FTDSJCFUIFVTFPG"VHNFOUFE3FBMJUZ "3 BOEJUTCFOFĕUT
t %FĕOF"VUPNBUJPOBOEJUTCFOFĕUT
t %FĕOF4QFFDIUP4QFFDIUSBOTMBUJPOBOEVOEFSTUBOEIPXJUXPSLT
t %FĕOF4Pę$PNQVUJOH %1SJOUJOH BOE*OUFMMJHFOU"QQT
t %FĕOF-JHIU1FBL5FDIOPMPHZ .VMUJ5PVDIBOE&MFDUSP7JCSBUJPO5FDIOPMPHZ
Teaching Materials
t $PNQVUFSTZTUFNTXJUIBQQT t 115PO*OUFMMJHFOU"QQT
Teaching Techniques
t %JTDVTTBCPVU"SUJĕDJBM*OUFMMJHFODFBOEJUTHPBMTJOUIFDPNQVUFSJOEVTUSZXJUIUIFTUVEFOUT
t &YQMBJOEJČFSFODFCFUXFFOWJSUVBMBOEBVHNFOUFESFBMJUZXJUITVJUBCMFFYBNQMFT
t %FNPOTUSBUFEJČFSFOUJOUFMMJHFOUBQQT
Activity Session
>ĂďĐƟǀŝƚLJ
WŽƌŬŝŶƉĂŝrƐ͘sŝƐŝƚƚŚĞůĂďĂŶĚĚŽƚŚĞfŽůůoǁŝŶŐƚasks:
1. Open the Internet browser and search various of AI. Create a Word document
the various of AI with appropriate images.
2. Search and learn more about 4D Create a PowerPoint on the topic.
%JTQMBZUIFHJWFOQJDUVSFBOE
Insert images, charts, audio and video wherever needed. Add and BTLTUVEFOUTUPTQFBLBCPVUJU
4JODFTUVEFOUTIBWFTFFOUIJT
JOTUSVNFOUPOUFMFWJTJPOJOBO
3. Explore the between virtual reality and augmented reality.
BEWFSUJTFNFOU UIFZXPVMECF
GrŽƵƉŝƐĐƵƐƐŝŽŶ
BCMFUPTIBSFJOGPSNBUJPO-FU
a. Discuss and intelligent apps with your
friends and classmates.
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b. Find out and have a class discussion on the pros and cons of the latest technological
UIFUFDIOPMPHZVTFEUPNBLF
developments. Also discuss how they are/will be the health and well-being of the UIJTEFWJDFFďDJFOU
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
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
46
36
ANSWER KEY
Exercises
A. C B C C D
B. % SFDFQUPST "3 MJHIUQFBL "*
C. 5SVF 5SVF 'BMTF 5SVF 'BMTF
D. D E F C B
E. ćFHPBMTPGBSUJĕDJBMJOUFMMJHFODFBSFBTGPMMPXT
J 5
PDSFBUFFYQFSUTZTUFNTćFTZTUFNTXIJDIFYIJCJUJOUFMMJHFOUCFIBWJPS MFBSO
EFNPOTUSBUF FYQMBJO BOEBEWJDFJUTVTFST
JJ 5
PJNQMFNFOUIVNBOJOUFMMJHFODFJONBDIJOFTDSFBUJOHTZTUFNTUIBUVOEFSTUBOE UIJOL
MFBSO BOECFIBWFMJLFIVNBOT
"
VUPNBUJPOJTUIFUFDIOPMPHZCZXIJDIBQSPDFTTPSQSPDFEVSFJTQFSGPSNFEXJUIPVUIVNBO
BTTJTUBOU
'PMMPXJOHBSFUIFCFOFĕUTPGBVHNFOUFESFBMJUZ
J I ncreased Sales:1SPEVDUDBOCFWJTVBMJ[FEJOJUTiUSVFwGPSNCFGPSFBDUVBMMZNBLJOHB
QVSDIBTF
JJ E
nriched Content:"3JTBEBUBBEEJOHTZTUFNUIBUPČFSTDVMUVSBM TFDVSJUZBOEUJNF
TBWJOHCFOFĕUTCZQSPWJEJOHSFBMUJNFJOGPSNBUJPO
JJJ I mproved brand awareness:"3IFMQTUIFCSBOEPSUIFDPNQBOZUPBUUSBDUOFXBVEJFODF
BTXFMMBTSFUBJOJUTFYJTUJOHDVTUPNFST
* OUFMMJHFOUBQQJTBQSPDFTTUIBUVTFTNBDIJOFMFBSOJOHUFDIOPMPHZGPSEFWFMPQJOHUIFTFBQQT
VTJOHIJTUPSJDBMBOESFBMUJNFEBUBGPSNBLJOHQSFEJDUJPOTBOEEFDJTJPOTJOPSEFSUPPČFSSJDI
JOUFSBDUJWFBOEQFSTPOBMJ[FEFYQFSJFODFUPUIFVTFST
&
MFDUSPWJCSBUJPOJTBOPVUTUBOEJOHUFDIOPMPHZXIJDIJTCBTFEPOBOFČFDUPGUPVDISFDFQUPST
&MFDUSJDBMDIBSHFTBSFUIFSFXIJDIDBOFBTJMZDSFBUFUIFGFFMJOHPGMPDBMJ[FEWJCSBUJPOBOE
GSJDUJPO
F. .
VMUJUPVDIJTBUFDIOPMPHZUIBUFOBCMFTBTVSGBDFUPSFDPHOJ[FUIFQSFTFODFPGNPSFUIBO
POFPSUXPQPJOUTPGDPOUBDUXJUIUIFTVSGBDF.VMUJUPVDIUFDIOPMPHZXPSLTXJUI5SBDL1BET
5PVDI1BET BOEUPVDITDSFFOJOUFSGBDFT*UBMMPXTBVTFSUPJOUFSBDUXJUIUIFJSEFWJDFTJOB
NVMUJUVEFPGXBZT CZFYQBOEJOHUIFOVNCFSPGJOUFSGBDFPQUJPOT
47
37
48
38
S S I S T A N
T
U T T E R A N C E
L
L
I
A M I N G
E
N
O R P U S
E
49
39
Learning Outcomes
t 6OEFSTUBOEUIFXPSLJOHPGBO"*NPEFMBOEIPXJUMFBSOT
t %FTDSJCFXIBUTVQFSWJTFEMFBSOJOHJT
t %FTDSJCFVOTVQFSWJTFEMFBSOJOH
t 4UBUFUIFEJČFSFODFTCFUXFFOTVQFSWJTFEBOEVOTVQFSWJTFEMFBSOJOH
t 6OEFSTUBOEUIFSPMFPGOBUVSBMMBOHVBHFQSPDFTTJOHJO"*
t 6OEFSTUBOEBOEJEFOUJGZUIFDIBMMFOHFTJO"*
Teaching Materials
t "DPNQVUFSTZTUFNXJUI*OUFSOFUBDDFTT
Teaching Techniques
t &YQMBJOUIFXPSLJOHPGBO"*NPEFMBOEIPXJUMFBSOTUPCFDPNFBOJOUFMMJHFOUTZTUFN
t &YQMBJOTVQFSWJTFEMFBSOJOHBOEJUTVTFT
t &YQMBJOVOTVQFSWJTFEMFBSOJOHBOEJUTVTFT
t &YQMBJOUIFEJČFSFODFTCFUXFFOTVQFSWJTFEBOEVOTVQFSWJTFEMFBSOJOHBOEIPXUIFZBSF
EFQFOEFOUPOEBUB
t &YQMBJOUIFXPSLJOHPGBO"*TZTUFNBOEUIFWBSJPVTQIBTFTPG"*QSPHSBNNJOH
t &YQMBJOOBUVSBMMBOHVBHFQSPDFTTJOHBOEJUTSPMFJO"*
t &YQMBJOUIFDIBMMFOHFTGBDFECZQSPHSBNNFSTJOEFWFMPQJOH"*TZTUFNT
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
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 (VJEFTUVEFOUTUPHBUIFS
Have a class discussion on the challenges faced by AI and whether there are any foreseeable JOGPSNBUJPOBCPVUUIFDIBMMFOHFT
soluƟŽŶƐ.
GBDFECZUIFEFWFMPQFSTPG"*
PƌŽũĞĐƚWŽƌŬ TZTUFNTJOEFWFMPQJOH"*TZTUFNT
Research on the Internet tŽĮŶĚŽƵt more about supervised and unsupervised machine learning "MMPXPOFEBZUPUIFTUVEFOUTUP
models and create a PowerPoint presentaƟŽn on them. Use appropriate examples to explain
the diīerences between them.
DPMMFDUJOGPSNBUJPO/FYUEBZ
DPOEVDUBEJTDVTTJPOJOUIFDMBTT
KŶůŝŶĞ>ŝŶŬƐ
hƩps://www.youtube.com/watch?v=056v4OxKwlI &ODPVSBHFUIFTUVEFOUTUPFYQMBJO
hƩps://www.youtube.com/watch?v=kWmX3pd1f10 UIFJSQPJOUPGWJFXDJUJOHQSBDUJDBM
SFBTPOT
ANSWER KEY
Exercises
A. B C C
# TVCĕFME /BUVSBMMBOHVBHFQSPDFTTJOH /BUVSBM-BOHVBHF6OEFSTUBOEJOH
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Assessment Sheet 2
A. Fill in the blanks.
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Quiz Card - 2
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Quiz Card - 3
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Quiz Card - 6
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