ICT

CBSE-i

CLASS

UNIT-1

IV

Know Your Computer-II

Know Your Computer-II

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

The CBSE-International is grateful for permission to reproduce and/or translate copyright material used in this publication. The acknowledgements have been included wherever appropriate and sources from where the material has been taken duly mentioned. In case anything has been missed out, the Board will be pleased to rectify the error at the earliest possible opportunity.

All Rights of these documents are reserved. No part of this publication may be reproduced, printed or transmitted in any form without the prior permission of the CBSE-i. This material is meant for the use of schools who are a part of the CBSE-International only.

CBSE-i

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

ICT

CLASS

UNIT-1

IV

Know Your Computer-II

Know Your Computer-II

Education plays the most important role in acquiring professional and social skills, and a positive attitude towards face the

challenges of life. Curriculum is a comprehensive plan of any educational programme. It is also one of the means for bringing

about qualitative improvement in an educational system. The Curriculum initiated by the Central Board of Secondary

Education-International (CBSE-i) is a progressive step in making the educational content responsive to global needs. It signifies

the emergence of a fresh thought process in imparting a curriculum which would restore the independence of the learner to

pursue the learning process in harmony with the existing personal, social and cultural ethos.

The CBSE has introduced the CBSE-i curriculum as a pilot project in a few schools outside India in 2010, in classes I and IX and

extended the programme to classes II, VI and X in the session 2011-12. It was further extended to classes III, VII and for Senior

Secondary classes with class XI in the session 2012-13. It is going to be introduced in classes IV, V, VIII and XII in the session

2013-14 in the schools outside India and in classes I, II and III in the schools within the country.

The Senior Secondary stage of education determines the course of life of a student. At this stage, it becomes extremely important

for students to develop the right attitude, a willingness to learn and an understanding of the world around them and to be able to

take the right decisions for their future. The senior secondary curriculum is expected to provide the necessary base for the

growth of knowledge and skills, and thereby enhance a student's potential to face the challenges of global competitiveness. The

CBSE-i Senior Secondary Curriculum aims at developing the desired professional, managerial and communication skills as

required in of the world of work. CBSE-i is for the current session offering curricula in ten subjects i.e. Physics Chemistry,

Biology, Accountancy, Business-Studies, Economics, Engineering Graphics, Home Science, Computer Science, Information

Practices, ICT, English, Mathematics I and Mathematics II. Mathematics at two levels caters to the differing needs of students of

pure sciences and commerce. The curriculum has been designed to nurture multiple intelligences like linguistic or verbal

intelligence, logical mathematical intelligence, spatial intelligence, sports intelligence, musical intelligence, inter-personal

intelligence and intra-personalintelligence.

The Core skills are the most significant aspects of a learner's holistic growth and learning curve. The objective of this part of the

core of curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This involves

trans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment through

Work and Action), Life Skills and Research would be the constituents of this 'Core'.

The CBSE-i Curriculum evolves by building on learning experiences inside the classroom over a period of time. The Board while

addressing the issues of empowerment with the help of the schools administering this system, strongly recommends that

practising teachers become skil ful and lifelong learners and also transfer their learning experiences to their peers through the

interactive platforms provided by the Board. The success of this curriculum depends upon its effective implementation and it is

expected that the teachers will apply themselves to creating better facilities, developing linkages with the world of work and

fostering conducive environment, as per the recommendations of the curriculum document.

I appreciate the effort of Dr. Sadhana Parashar, Director (Academics, Research, Training and Innovation), CBSE, and her team

involved in the development of this document. I specially appreciate the efforts of (Late) Dr. Srijata Das for working tirelessly

towards meeting deadlines.

The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums. Any further

suggestions on improving the portal are always welcome.

Vineet Joshi

Chairman, CBSE

Preface

Acknowledgements

Chief Co-ordinator: Ms. Kshipra Verma, EO

Co-ordinators :

Material Production Groups: Class IV

Advisory

Shri Vineet Joshi, Chairman, CBSE

Dr. Sadhana Parashar, Director (Academics, Research, Training and Innovation), CBSE

Conceptual Framework

Shri G. Balasubramanian, Former Director (Acad), CBSE

Ms. Abha Adams, Consultant, Step-by-Step School, Noida

Dr. Sadhana Parashar, Director (Academics, Research, Training and Innovation), CBSE

Ideators: Classes I-V

Dr. Indu Khetarpal

Sh. Akshay Kumar Dixit

Ms. Somya Gulati

Ms. Anita Makkar

Dr. Om Vikas

Ms. Rupa Chakravorty

Dr. Rajesh Hassija

English:

Hindi:

Ms. Deepti Verma

Ms. Mahua Bhattacharya

Ms. T Shimrah

Ms. Henna Sehgal

Ms. Kavita Lal

Dr. Usha Sharma

Ms. Veena Sharma

Sh. Akshay Kumar Dixit

Mr. Sanjeev Dahiya

Physical Education:

Gen Science:

Performing and

Visual Arts:

Mathematics:

Ms. Charu Maini

Ms. Neeraj Punia

Ms. Deepa Aneja

Mr. Reji MK

Ms. Jyoti Chadha

Ms. Kalyani Voleti

Ms. Geetika Datta

Ms. Geeta Kanwar

Ms. Parul Makkar

ICT:

Social Studies:

Ms. Ritu Arora

Ms. Swati Panhani

Ms. Chanchal Chandna

Ms. Shally Arora

Ms. Ruba Chakraborty

Ms. Ruchira Ahlawadi

Ms. Kanupriya Wahi

Core-SEWA:

Ms. Vandna

Ms. Nishtha Bharati

Ms. Seema Chopra

Ms. Madhuchhanda

Ms. Reema Arora

Ms. Neha Sharma

(Late) Dr. Srijata Das, EO

Mr. Sanjay Sachdeva, Desk Officer

Mr. Navin Maini, RO(Tech)

Ms. Savinder Kaur

Ms. Neha Sharma, Deputy Director

Shri Al Hilal Ahmed,Assistant Professor / Deputy Director

ContentsPreface

Acknowledgment

Introduction 1

Teachers’ Notes 1

Lesson Plan - a 4

Lesson Plan - b 8

Lesson Plan - c 14

Teacher Resource Material 18

1

KNOW YOUR COMPUTER- II

Introduction

In the previous classes we have learnt about the various parts of the computer. Now in

this chapter we will learn to classify the parts of the computer into Input, Output and

Storage devices. We will also learn how the information is processed in the CPU and the

output is displayed on the output devices.

Teachers’ Notes

This chapter requires the teacher to show and familiarize students with various Input/

Output and storage devices along with their function. The teacher should also explain

the working of CPU. The concept can be made more clear using following

methodologies:

Online Videos

Worksheets

Demo in the Lab

General Objectives:

Learn more about computer devices

Learn the use of various devices attached to the computer.

Understand the use of memory in the computer system.

Understand the working of CPU.

Specific Objectives:

Identify, comprehend and differentiate between various Input/ Output devices.

Familiarize students with the basic working of the computer.

Learn to differentiate between different types of memory. (Primary and Secondary)

2

Topic: (a) Input Output Devices Duration:

2 Periods

Skills

(related to the

subject)

Activity and Aim Multiple

Intelligences

Incorporated

Cognitive skill Activity: Watching a slide show on Input/

Output devices

http://www.slideshare.net/abena/input-a-

nd-output-devices

Aim: To demonstrate the use of various

Input/ Output devices of a computer

system.

Spatial

visualization

- Activity: Identifying Input/ Output devices

of a computer system

Aim: Students should acquaint themselves

with the names of Input / Output devices

and they should be able to identify them by

their names.

Linguistic,

spatial

visualization,

kinesthetic

Learning Outcomes:

The students will develop the ability to:

identify the different types of input devices

identify the different types of output devices

explain the functions of each input and output device

Material Required:

Computer with following devices

1. Keyboard, Mouse, Joystick, Scanner, Microphone

2. Monitor, Printer, Speakers

3

Trans disciplinary Activities:

Subject: Environmental Science

Activity:

Correlate various parts of computer with their analog parts in human body.

Critical Thinking:

Why various Input devices are similar in working with human sense organs?

Why various Output devices are similar in working with human actions?

Life Skills/SEWA:

1. Anything that is electronic in nature such as televisions, computers, and cell

phones that have been thrown away. Throwing these things into a normal

landfill poses many threats to humans and animals alike.

2. Students may be asked to collect images and information about various

components of computers from magazines / newspapers.

4

LESSON PLAN

Lesson Plan – A

Topic: Input Output Devices

Duration: 2 Periods

Brief Description:

This lesson aims to make students aware of the various Input/ Output devices of

computer system. The students will also be able to learn the use of various Input

Output devices. The teacher must ensure that each student is able to identify various

Input Output devices. If needed students can be divided into groups and activity can be

repeated for each group.

Learning Objectives:

Identify input and output devices.

Differentiate between the function of these devices.

Material Required:

Computer with following devices

1. Keyboard, Mouse, Joystick, Scanner, Microphone

2. Monitor, Printer, Speakers

Teacher Activity:

Explain the use of Input Output Devices.

Demonstrate the working of Input Output Devices.

Student Activity:

Using various Input Output Devices in the lab.

Divide the class into two groups. In group1 distribute to each student various

names of input Output Devices on a piece of paper and in group2 distribute to

each student various functions of the Input Output Devices. Now ask the

students of the different groups to find their partners by matching the Input

Output Devices with their function.

5

Review:

The teacher may ask the students

1. Names of different Input Output Devices.

2. Function of various Input Output Devices.

Assessment:

After review the teacher can assess the objectives achieved based on students’ response.

6

Student Worksheet – 1

1. Can you guess who am I by reading the following sentences?

a) I help you in listening to the songs.

b) I help in recording the sound on the computer.

c) I help in selecting the objects on the computer.

d) I help in entering numbers for calculations.

e) I help you to view the input that you have entered.

2. Tick the correct answer.

a) To scan a picture directly into the computer

I) II) III)

b) To print output on a paper.

I) II) III)

c) To play games on computer without using keyboard and mouse

I) II) III)

7

Topic: (b) CPU Duration:

2 Periods

Skills

(related to the

subject)

Activity and Aim Multiple

Intelligences

Incorporated

Cognitive skill Activity: Watching a video on working of the

CPU.

http://www.youtube.com/watch?v=kMRDm

kFsUZs

Aim: To demonstrate the use of CPU of a

computer system.

Spatial

visualization

- Activity: Identifying different parts of a CPU.

Aim: Students should acquaint themselves

with the different parts of the CPU and their

functions.

Linguistic,

spatial

visualization,

kinesthetic

Learning Outcomes:

The students will develop the ability to:

Identify the different parts of the CPU.

Explain the purpose of each part of the CPU.

Material Required:

Computer System

Trans disciplinary Activities:

Subject: Environmental Science

Activity:

8

Explain to the students the similarities between human brain and the CPU of the

computer system. The CPU controls the processing of information for the required

output in the same way as the brain controls the functioning of the human body.

Critical Thinking:

What is the need of the CPU?

Why is it necessary that ALU does all the mathematical and logical operations?

Life Skills/SEWA:

1. Importance of shutting down of the CPU when not required.

Lesson Plan – B

Topic: CPU

Duration: 2 Periods

Brief Description:

This lesson aims to make students aware of the various parts of the CPU of a computer

system. The students will also be able to learn the function of each part of the CPU. The

teacher must ensure that each student is able to identify the purpose of each part of the

CPU.

Learning Objectives:

Explain the functions of the different parts of the CPU.

Material Required:

1. Computer System.

Teacher Activity:

1. The teacher can explain to the student’s terms Input, Process and Output by

giving the following example.

9

Sham goes to his school by school bus. One day he woke up late in the morning

and missed his school bus. His mother gave him the suggestion to go to school

on his bicycle. He felt very excited and picked up his bicycle to go to school. He

started from his house, paddled his bicycle and was able to reach school on time.

He reached school and realized that it was a great fun coming to school on

bicycle.

2. The teacher demonstrates the parts of the CPU.

Switch off the power cable.

Open the System box so that the students can see the various parts of the

CPU.

Student Activity:

Activity 1

It is a hot summer afternoon. Rita wants to prepare lemon juice. The steps that she

follows are

Step1: Collect all the ingredients for making the lemon juice like

Lemon

Sugar

Water

Salt

Input: Pick Bicycle

Process: Peddling

Bicycle

Output: Destination

School

10

Ice

Step2: Extract lemon juice by squeezing lemon in the glass

Step3: Add sugar, water and salt.

Step4: Stir till sugar gets dissolved.

Step5: Add ice to cool the drink

Step6: Serves the refreshing Lemon juice in a glass.

Now can you identify the steps that fall under various levels of Input, Process and

Output?

Input : __________________________________________

Process:_________________________________________

Output:_________________________________________

Activity 2

Divide the class into group of three and ask the students to find and demonstrate any

one real life examples of Input, Process and Output.

Activity 3

Play a game with students where they act like a computer. Divide the students into

groups and they can take turns being different parts of a computer. One student in the

group can act like a keyboard and can give the computer a job to do. Another student

can do the job (CPU) and can tell the answer to the student acting like a monitor. That

student can display the answer. In the same way each student can act like various input

output devices. One student in each group will act like a CPU

Review:

The teacher may ask the students to

1. Explain the terms Input, Process and Output by giving examples.

2. Explain function of various parts of the CPU.

Assessment:

After review the teacher can assess the objectives achieved based on students’ response.

11

Student Worksheet – 2

I. Identify the Input, Input Device, Output, Output Device and Process in the

following statements.

1. Reena wants to add two numbers and wants to display the output.

2. Suraj wants to find the greater of two numbers and wants to print the output.

3. Amit wants to listen to the songs from the CD.

II. Select the correct answer out of four choices.

1. Logical comparisons are made by the

(a) ALU (b) MU

(c) CU (d) ALU and CU

2. Information on a computer is stored in the

(a) CU (b) ALU

(c) CD (d) MU

3. The brain of the computer is the

(a) ALU (b) CU

(c) MU (d) CPU

4. The Control Unit

(a) Makes comparisons (b) Calculates

(c) Directs different parts of the computer (d) Stores data

12

Topic: (c) Storage Devices Duration:

2 Periods

Skills

(related to the

subject)

Activity and Aim Multiple

Intelligences

Incorporated

Cognitive skill Activity: Watching videos on storage

devices.

http://www.youtube.com/watch?v=6f73

6gCjJXY&feature=related

http://www.youtube.com/watch?v=ah1

4LEFKe8Q&feature=related

Aim: To demonstrate the use of various

storage devices of a computer system.

Spatial

visualization

- Activity: Identifying storage devices of a

computer system.

Aim: Students should acquaint

themselves with the names of storage

devices and they should be able to

identify them by their names.

Linguistic, spatial

visualization,

kinesthetic

Learning Outcomes The students will develop the ability to:

Identify the different types of storage devices

Explain the purpose of each storage device

Differentiate between primary and secondary storage

Learn the need to have secondary storage devices

13

Material Required:

Computer with following storage devices

1. Primary – RAM and ROM

2. Secondary – Hard disc, CD, DVD, USB drive

Tran disciplinary Activities:

Subject: Environmental Science

Activity:

Ask two questions from the students:

Q-1. What is your name?

Q-2. List mobile numbers of 10 schools in your vicinity?

Most of them will be able to answer first question but most of them will not be

able to answer the second question.

Here it could be explained that answer to first question is saved in your mind

which acts like RAM and for the answer to the second question you can search in

the telephone directory where they are stored here telephone directory which

acts like a secondary storage.

Critical Thinking:

Why various secondary storage devices are used when we already have primary

memory chips inside the CPU box?

Why a DVD is capable of storing more information than a CD?

Life Skills/SEWA:

1. Anything that is electronic in nature such as CD, DVD etc that have been thrown

away is called e-Waste. Throwing these things into a normal landfill poses many

threats to humans and animals alike. So children should know the importance of

e-Waste management.

2. Students can be made aware to always buy original CD’s or DVD’s rather than

creating or buying pirated copies of the originals.

14

Lesson Plan – C

Topic: Storage Devices

Duration: 2 Periods

Brief Description:

This lesson aims to make students aware of the various primary and secondary storage

devices of the computer system. The students will also be able to learn the need to have

secondary storage devices. The teacher must ensure that each student is able to identify

the purpose of different storage devices.

Learning Objectives:

Learn a need to have memory in the computer

Differentiate between primary and secondary memory

Learn the purpose of RAM and ROM

Learn the need to have secondary memory in the computer

Learn the purpose of different types of secondary memory

Material Required:

1. Computers with hard disk and USB port.

2. An Educational CD

3. An encyclopedia DVD

Teacher Activity:

The teacher will perform the following:

1. To demonstrate how a CD can be used to view information.

2. To demonstrate how a file can be copied from one computer to another using a

Flash drive.

15

Student Activity:

The students will be divided into certain number of groups with two students in each

group. Each student can be told to type five facts about the human body in notepad.

Save that file on hard disk and then copy the same file from their computer to their

partner’s computer using a USB flash drive.

Review:

The teacher may ask the students

1. Names of different storage devices.

2. Suitable storage device that can be used in various situations.

3. Difference between primary and secondary memory

4. Difference between CD and DVD.

5. Importance of USB flash drive.

6. Difference between CD, CD-R and CD-RW.

7. Difference between DVD, DVD-R and DVD-RW.

Assessment:

After review the teacher can assess the objectives achieved based on students’ response.

16

Student Worksheet – 3

1. Write the name of most appropriate storage device that can be used in following

situations.

a) To install new software’s or programs on your computer.

b) For storing movies.

c) Transferring a story written on your computer to your friend’s.

d) Storing softwares that you can run on your computer.

e) For listening to songs.

2. Read the following statements carefully and rectify them by changing the

underlined words.

a) RAM is permanent memory.

________________________________________________________________________

b) RAM stands for Read Only Memory .

________________________________________________________________________

c) RAM stores all the instructions that computer needs to start working.

________________________________________________________________________

d) DVD is permanent memory fitted inside your CPU.

________________________________________________________________________

e) CD is a small storage device that can be used to copy data using USB port of

your computer.

________________________________________________________________________

17

Rubrics For The Unit

Expected Learning

Outcomes

Indicators of student’s Performance

Beginning Developing Achieved Exemplary

The student will

be able to:

The student

will be able

to:

The student

will be able

to:

The student

will be able

to:

To identify,

comprehend and

differentiate

between various

devices.

Identify the parts

of the computer.

Categorize

the devices as

Input and

Output

devices.

Comprehend

and

differentiate

between

various

devices.

Identify

more

advanced

devices.

Understand the

basic working of the

computer.

Play games, Basic

typing and knows

the usage of

computer for the

purpose of

drawing.

Understand

the inputs,

Process and

Output

involved in

any task.

Identify the

inputs,

Process and

Output

involved in

any task.

Correlate

with the

input

process

output in

human

body or

nature.

Understand the

difference between

different types of

memory. (Primary

and Secondary)

Appreciate the

use of memory.

Understand

the need of

memory

devices

Differentiate

between

various types

of memory.

Know about

more

advanced

memory

devices.

18

Teacher Resource Material

Material Required:

1. System box (CPU)

2. Keyboard (Any make)

3. Mouse (Any make)

4. Joystick

5. Microphone

6. Scanner

7. Monitor (Any make any size)

8. Printer

9. Speakers

10. Hard disk

11. CD

12. DVD

13. Flash Drive

14. RAM

15. ROM

Vocabulary to be taught (related to the theme):

1. Control Unit.

2. Memory Unit.

3. Arithmetic and Logical Unit.

Websites for Reference:

http://www.computerhope.com/basic.htm

Answer Keys:

19

Students Worksheet – 1

1. a) Speakers

b) Microphone

c) Mouse

d) Keyboard

e) Monitor

2. a) iii) Scanner

b) iii) Printer

a) i) Joystick

Students Worksheet – 2

I. 1. Input – two numbers

Input Device – Keyboard

Process – Addition

Output – Sum of the numbers

Output Device – Monitor

2. Input – two numbers

Input Device – Keyboard

Process – Comparison

Output – Greater of the two numbers

Output Device – Printer

3. Input – Songs on the CD

Input Device – CD Drive

Process – playing song

20

Output – song can be heard

Output Device – Speakers

II 1. a) ALU

2. d) MU

3. d) CPU

4. c) directs different parts of the computer

21

Students Worksheet – 3

1. a) CD

b) DVD

c) USB Flash Drive/ Pen Drive

d) Hard Disk

e) CD

2. Corrected statements are

a. RAM is temporary memory.

b. RAM stands for Randon Access Memory .

c. ROM stores all the instructions that computer needs to start working.

d. Hard Disk is permanent memory fitted inside your CPU.

e. USB Flash Drive/ Pen Drive is a small storage device that can be used to

copy data using USB port of your computer.

VI. Glossary

VIII. Acknowledgements, References and IPR

www.public-domain-image.com

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

CENTRAL BOARD OF SECONDARY EDUCATION