ARTIFICIAL

INTELLIGENCE
CURRICULUM
Curated with support from Intel®

Acknowledgements

Patrons:
• Mr. Rahul Singh, IAS, Chairperson, Central Board of Secondary Education

Guidance and Support:

• Dr. Biswajit Saha, Director (Skill Education & Training), Central Board of Secondary Education
• Ms. Shweta Khurana, Senior Director APJ, Government Partnerships and Initiatives,
International Government Affairs Group, Intel
 Education Value adder, Curator and Coordinator:
• Sh. Ravinder Pal Singh, Joint Secretary, Department of Skill Education, Central Board of
Secondary Education
• Ms Saloni Singhal, Program Manager APJ, Intel Digital Readiness Programs
• Ms. Sarita Manuja, Educational Consultant & Program Director, NHES
• Ms. Shatarupa Dasgupta, National Program Manager, Intel Digital Readiness Program

Content Curation Team:

• Ms. Ambika Saxena, Intel AI for Youth Coach
• Ms. Prachi Chandra, Intel AI for Youth Coach
• Ms. Shilpa Sethi, DAV Public School, Sector-14, Gurugram
• Ms. Shipra Panigrahi, Indirapuram Public School, Ghaziabad
• Ms. Sonu Lohchab, D.A.V. Public School, Sector-49, Gurugram
• Ms. Ritu Debnath, Gurukul Global School Sec-13, Chandigarh
• Ms. Anshu Banerjee, Uttam School for Girls, Ghaziabad
• Ms. Yukti, Army Public School, Meerut
• Ms. A. Sayeesubbulakshmi, Delhi Public School, Bangalore (South), Bengaluru

About the Book

In the rapidly evolving landscape of the global digital economy, Artificial Intelligence (AI)
stands as the cornerstone of future innovation and growth. Recognizing this, nations
worldwide are strategically positioning themselves to harness the transformative potential of
AI. India, in particular, views AI not just as a technological advancement but as an
opportunity to foster inclusive economic growth and social development.

At the forefront of this vision is the Central Board of Secondary Education (CBSE), which is on
a mission to equip the next generation with the skills and mindset necessary to thrive in an
AIdriven world. As part of this initiative, CBSE has collaborated with Intel India since 2019, to
curate a comprehensive Facilitator Handbook and accompanying AI training resources. The
resources aim to empower educators and students alike, fostering a deeper understanding of
AI concepts and their practical applications.

This edition of the ‘AI Facilitator Handbook’ is more than just a curriculum; it's a roadmap for
students to navigate the complexities of AI with confidence and creativity. Enriched with
updated AI tech and social concepts, real-life examples, and AI project development guides
using no-code tools, this book is designed to inspire students to not only understand AI but
also to leverage it to drive positive social change.

Key features include:

 • Enhanced Content: Concepts are presented with further elaboration and fresh examples to
facilitate deeper engagement and comprehension.
• Real-Life Examples: Additional real-world scenarios are integrated to offer clearer
explanations, making complex AI concepts accessible to students.
• AI enabled social impact solutions: Students are encouraged to develop AI solutions for
social impact in a straightforward manner, fostering understanding and empowerment.
• Use Case Walkthroughs: Practical implementation of AI concepts is demonstrated across
various domains, enabling students to grasp their real-world applications.

CBSE Grade IX AI Curriculum 2024-25

Units/ Sessions Topics Hours

Subunits

1.1 Understanding • Define Artificial Intelligence (AI) 10

AI: Domains and • The applications of AI in everyday life
Applications • The three domains of AI and their applications

1.2 AI The AI Project 30

• The importance of the AI project cycle.
Reflection, Cycle- II
• To structure the AI problem statement with the
Project
AI project cycle
Cycle and
1.3 Ethics AI Ethics- II • The difference between ethics and morality. 15
• The ethical scenarios faced while building AI
solutions
• AI bias and to identify bias in AI

2.1 Basics of Data • Data Literacy and its impact • 10

Literacy How to become Data literate?
• Data security and privacy
• Best practices for Cyber Security

2.2 Acquiring Data, • Types of data 20

Processing, and • Sources of data
Interpreting Data • Best Practices for acquiring data
Data Literacy
• Features of data and Data Preprocessing
• Importance of Data Interpretation
• Tools used for Data Interpretation

2.3 Project • Data visualization & its importance 20

Interactive Data • Visualization of data with a No-Code tool
Dashboard & • Create a simple and interactive chart with a No-
Presentation Code tool

3.1 Importance of • The applications of Mathematics in AI 5

Math for AI Math in AI • The different mathematical concepts important
(Statistics for understanding AI
&
3.2 Statistics 10
Probability) • Use of statistics in different AI applications
 3.3 Probability 10
• Use of probability in different AI applications

4 • Definition and Overview 20

Introduction to
Generative AI • Applications and Use cases

Total 150 hours

Unit 1 AI Reflection
Unit 1.1 – Understanding AI

Purpose: Introduction to the program.

The Artificial Intelligence Curriculum hopes to inspire AI-Readiness in you. At the end of this
program, we hope you will get a deep understanding of AI, access to AI-powered tools and the
ability to create solutions with AI.

Welcome to an introduction to Artificial Intelligence! What do you think Artificial Intelligence is?

______________________________________________________________________________________________________

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What do you want to learn about AI?

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How do you think we should go about it?

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What will you learn?

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● When a machine possesses the ability to mimic human traits, i.e., make decisions, predict the future, learn and improve
on its own, it is said to have artificial intelligence. In other words, you can say that a machine is artificially intelligent when
it can accomplish tasks by itself - collect data, understand it, analyse it, learn from it, and improve it.
● AI is a form of intelligence; a type of technology and a field of study.
● AI theory and development of computer systems (both machines and software) are able to perform tasks that normally
require human intelligence.
● Artificial Intelligence covers a broad range of domains and applications and is expected to impact every field in the future.

Overall, its core idea is to build machines and algorithms which are capable of performing computational tasks that would
otherwise require human-like brain functions.

What is Artificial Intelligence?

When a machine…
Mimics human intelligence
Can solve real-world problems
Improves on its own from past experiences
Can predict and make decisions on its own
…it can be termed as Artificially Intelligent!

How to make machine intelligent?

AI
Data Algorithm Machine!

How do you think Artificial Intelligence can help you as you go about your daily life? Fill in your ideas
below.
Activity: Game Time
In this activity, you will visit a few online resources to play games and experience the power of AI.

Resources:
Game 1 (Rock, Paper and Scissors): Rules for playing Game 1:
✔ Type the link below to launch the tool
✔ Scroll down and check the box “I Agree”. Click on Let’ Go
✔ You may turn off the camera to select the moves directly from
the screen
✔ Start the game by selecting "rock", "scissors" or "paper"
✔ Choose continuously until you create a pattern and check how
AI tries to win.
Visit https://next.rockpaperscissors.ai/ to play the game online.

Game 2 (Semantris):
Rules for playing Game 2:
✔ Type the link given and click on launch experiment option to
start the game.
✔ Click on Play Arcade option to start playing the game.
✔ Each time AI gives you the highlighted clue, you are
supposed to enter the most closely associated word to get
more scores.
✔ Check how machine understands your words
Visit https://research.google.com/semantris/ to experience the
magic online.
Game 3 (Quick, Draw):
Rules for playing Game 3:
✔ Type the link and click on Let’s Draw option to start playing the
game.
✔ An item will be named on the screen for you to draw in 20
seconds after you click on Got it!
✔ AI will guess whatever you draw on the white screen.
✔ Try drawing 6 objects correctly in a row to win the game!
Launch the game at https://quickdraw.withgoogle.com/
It’s time for you to try them out!

Games are an integral part of our culture. People across the world
participate in different kinds of games as a form of social interaction,
competition, and enjoyment.
The basic principle of every game is rule-setting and following the rules.

Write down three rules in the given spaces you would set before playing any game.

Rule 1 Rule 2 Rule 3

Purpose: Expose you to the 3 domains of AI (Natural Language Processing, Computer Vision, and
Data for AI).

Brief: You will go through three AI games in the form of a challenge. Game Descriptions:

Rock, Paper & Scissors: A game based on Data for AI where the machine tries to predict the next
move of the participant. It is a replica of a basic rock, paper and scissors game where the
machine tries to win ahead by learning from the participant’s previous moves.

Semantris: A game based on Natural Language Processing is a set of word association games
powered by machine-learned, natural language understanding technology. Each time you enter a
clue, the AI looks at all the words in play and chooses the ones it thinks are most related.

Quick, Draw: A game based on Computer Vision developed by Google that challenges players to
draw a picture of an object or idea and then uses a neural network artificial intelligence to guess
what the drawings represent.

We are going to get serious now! You are challenged by an eccentric data scientist, to solve 3
challenges he designed. You have 60 mins before he inserts a virus into every electronic device in
the world! We will work in groups of 4-5 students now. Whether you are ready or not, the
countdown is going to start now! Grab a seat in front of the computer and start your challenge.
Game 1: The AI Game Challenge
Guess what……?

❖ Here are some visuals that will help you guess the games you are going to play. You have 10 seconds
to guess and write the name of the games below:

Guess the game.

Have you tried it before?

Guess the game.

Have you tried it before?

Guess the game.

Have you tried it before?

Pair Activity:
List the different sources
Team up with a partner and let the challenge begin!
from where you can collect
data.
Game 1: Rock, Paper and Scissors

(based on Data Science)

Write three things you learnt from the game.

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Game 2: Semantris
What is Natural
(based on Natural Language Processing - NLP)
Language Processing?
Mention three things you understood about the game.

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What is Computer Vision?

Game 3: Quick, Draw
(based on Computer Vision – CV)
Did you face any difficulty while playing this game? How did you
overcome this?

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Depending on the type of data, we can divide AI into different domains:
 Computer Vision, is an AI domain works with videos and images enabling
machines to interpret and understand visual information.
CV

Natural Language Processing (NLP) is an AI domain focused on textual data

enabling machines to comprehend, generate, and manipulate human language.
NLP

Statistical Data refers to statistical techniques to analyse, interpret and draw insights
from numerical/tabular data.
Statistical
Data

Some AI Applications

Face Lock in Smartphones

Smartphones nowadays come with the feature of face locks
in which the smartphone’s owner can set up his/her face as
an unlocking mechanism for it. The front camera detects
and captures the face and saves its features during
initiation. Next time onwards, whenever the features
match, the phone is unlocked.

Smart assistants
Smart assistants like Apple’s Siri and Amazon’s Alexa recognize patterns
in speech, then infer meaning and
provide a useful response.

Fraud and Risk Detection

Finance companies were fed with
bad debts and losses every year.
However, they had a lot of data
which used to get collected during the initial paperwork while
sanctioning loans. They decided to bring in data scientists to
rescue them from losses. Over the years, banking companies
learned to divide and conquer data via customer profiling, past
expenditures, and other essential variables to analyse the
probabilities of risk and default. Moreover, it also helped them to push their banking products based
on customer’s purchasing power.

Medical Imaging: For the last decades, computer supported medical imaging application that has been
a trustworthy help for physicians. It doesn’t only create and analyse images, but also becomes an
assistant and helps doctors with their interpretation. The application is used to read and convert 2D
scan images into interactive 3D models that enable medical professionals to gain a detailed
understanding of a patient’s health condition.

Let’s Discuss
Why should these three games be relevant for AI awareness?

Group Activity: Reflect and Analyse

Purpose: To understand how three AI domains are inter-related to each other.
You will get to know that even if these three domains of AI –
Natural Language Processing, Computer Vision and Data for AI are
quite distinct from each other, they together constitute the
concept of Artificial Intelligence.

Take three different colour strands and work them into a braid. See
how long your braid can become within 30 seconds!! Ready? Go!!!

Let’s understand: To understand AI, we draw an analogy from the

three strands in a braid. One is the Data strand, the second is the Natural Language Processing strand
and the third strand is the Computer Vision. They all together constitute the concept called Artificial
Intelligence.
Revision Time
Part A Quiz Time: AI Quiz

1. Which one of the following is an application of AI?

a. Remote controlled Drone
b. Self-Driving Car
c. Self-Service Kiosk
d. Self-Watering Plant System
2. This language is easy to learn and is one of the most popular languages for AI today: a. C++
b. Python
c. Ruby
d. Java
3. This field is enabling computers to identify and process images as humans do:
a. Face Recognition
b. Model-view-controller
c. Computer Vision
d. Eye-in-Hand System
4. What does NLP stand for in AI?
a. Neutral Learning Projection
b. Neuro-Linguistic Programming
c. Natural Language Processing
d. Neural Logic Presentation
5. Which of the following is not a domain of artificial intelligence?
a. Data Management System
b. Computer Vision
c. Natural Language Processing
d. Data Science
6. How excited are you about this AI curriculum?
a. Very Excited!
b. A bit excited
c. Same as always
d. Not excited at all

Part B
1. How can AI be used as a tool to transform the world into a better place?
2. Can you list down a few applications in your smartphone that widely make use of computer
vision?
3. Draw out the difference between the three domains of AI with respect to the types of data
they use.
4. Identify the features and the domain of AI used in them:
 ( a) (b)

(c)

5. Separate the following areas based on the kinds of domains widely used in them: a. Crop
productivity
b. Traffic regulation
c. Maps and navigation
d. Text editors and autocorrect
e. Identifying and predicting disease
6. After the pandemic, it’s been essential for everyone to wear a mask. However, you see many
people not wearing masks when in public places. Which domain of AI can be used to build a
system to detect people not wearing masks?
7. Search for an online game that recognizes the image drawn by you. Write down the
observations including the AI domain used by it.

Teamwork:
Pair yourself up with your classmates to come up with the dialogues. One out of the two will act like a
chatbot answering stress-related queries during exams and the other can ask the questions. For
example, you can ask ways to remain optimistic during exams and your friend acting as the chatbot
may respond with answers like meditating, strolling through a park, etc.
1.2 AI Project Cycle

Lesson Title: AI Project Cycle Approach: Interactive Session

Summary: Students will learn about the AI Project Cycle and get familiar with it.
Learning Objectives: Students will know how they can get started on an AI
project.
 Learning Outcomes: Describe the stages in the AI project cycle.

Pre-requisites: Basic computer literacy

Key-concepts: AI project cycle

Let us think!
● Problem Scoping means
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● Data Acquisition means
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● Data Exploration means

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● Modelling means
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● Evaluation means
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● Deployment means
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Let us understand!

Let us go through the AI project cycle with the help of an example.

Problem: Pest infestation damages crops

The cotton industry in India consists of 6 million local farmers. Cotton crops frequently get infected with the
Pink Bollworm. It is difficult to see these insects with the naked eye. Small farmers find it very difficult to
get rid of these insects. They do not have advanced tools and techniques to protect their plants from Pink
Bollworm.

Can we solve this problem with AI? How?

Watch the video at this link - https://www.youtube.com/watch?v=LP_A4jydmz4

Ask students about possible solutions to this problem before moving ahead.
Invite them to think of non-AI solutions as well.

Now that you are aware of AI concepts, plan to use them in accomplishing your task.
Start with listing down all the factors which you need to consider to save the cotton crop.
This system aims to:
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While finalising the aim of this system, you scope the problem which you wish to solve with the
help
of your project. This is Problem
Scoping.
Now, as you interact with the farmers, you get to know different types of worms affecting the
cotton crop. You will collect the following data
● Images of the pest
● Farmer names
● Village names
● Farm size
● Pesticide usage

As you start collecting the images, names of villages, farmers and other details you actually acquire
data. This data now becomes the base of your pest management system. Note
that the data needs
to be accurate and reliable as it ensures the efficiency of your system. This is known as Data
Acquisition.

After acquiring the required data, you realise that it is not uniform. Some images are small in size while
others are big. Some images and other data are missing while you have multiple copies of others. So, we
clean the data, try to make it uniform and fill in the missing data to make it more understandable.
By exploring the data, researchers can identify patterns and trends related to Pink Bollworm infestations,
pesticide usage, crop yields, and other relevant factors.

At this stage, you try to interpret some useful information out of the data you have acquired. For
this, you explore the data and try to put it uniformly for a better understanding. This is known as
Data Exploration .

After exploring the data, now you know that you need to develop an AI-enabled app using which the
farmers will click the pictures of the collected pests using the phone camera. The AI app then decides
whether the image is valid. Based on the number of pests recognized by the system and rules laid out by
entomologists, recommendations are displayed

To implement your idea, you now look at different AI-enabled algorithms which work on Computer

Vision (since you are working on visual data). You go through several models and select the ones

which match your requirements. After choosing the model, you implement it. This is known as the

Modelling stage.

Your pest management system is now complete! You test it by first emptying the trap of pests onto a
blank sheet of paper and opening the app, then clicking pictures of pests. You notice that the results
were 70% correct. After evaluating this model, you work on other shortlisted AI algorithms and work on
them.
You test the algorithms to
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As you move towards deploying your model in the real-world, you test it in as many ways as possible.
The stage of testing the models is known as Evaluation. In this stage, we evaluate each and every
model tried and choose the model which gives the most efficient and reliable results.

After proper testing, you deploy your pest management app by getting it installed on farmer’s
mobile phones.

The last stage where you deploy your solution based on the model you’ve selected is known as
Deployment.

Let us look at the main features of CottonAce app-

CottonAce app
▪ CottonAce is a mobile application that can help
farmers protect their crops from pests.
▪ CottonAce uses AI to warn the farmers about a
possible pest infestation.
▪ It aids farmers in –
▪ Determining the correct amount of pesticides ▪
Knowing the right time to spray pesticides ▪ Seeking
professional help as needed.

How does it work?

▪ A farmer sets up a trap to capture pests.
▪ Take a picture of the captured pests.
▪ Upload the picture on the app.
▪ The app detects the insect, level of infestation,
and the required measures to cure it.

You can add ‘Small farms that used the app saw jumps in profit margins of up to 26.5 percent. A
drop-in pesticide costs of up to 38 percent was also observed’.

What is AI project cycle mapping?

Mapping the individual steps in an AI project to the steps in the AI project cycle.
Let us map the steps of Pest Management project to the steps in the AI project cycle.
Why do we need an AI Project Cycle?

Conclusion:
“Greater efficiency implies that the solution can be developed faster and in a more convenient way. Due to
modularity, the complex problem of cotton diseases and the process of making a solution for it can be
broken down into simpler steps”.

AI Project Cycle – Defined!

What you did just now was an example of AI Project Cycle. Starting with Problem Scoping, you set the
goal for your AI project by stating the problem which you wish to solve with it.
 ● AI project cycle is the cyclical process followed to complete an AI project.
● AI project cycle takes us through different steps involved in a project.
● AI project cycle helps us:
▪ to create better AI projects easily

▪ to create AI projects faster

▪ to understand the process

1.2.1 Problem Scoping

Let us start with the first step of AI Project cycle – Problem Scoping.

Let us Recap
What according you does Problem Scoping mean? Write in your words below:

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It is a fact that we are surrounded by problems. They could be small or big, sometimes ignored or
sometimes even critical. Many times, we become so used to a problem that it becomes a part of our
life. Identifying such a problem and having a vision to solve it, is what Problem Scoping is about.

Title: Problem Scoping Approach: Instructor-led Interactive Session +

Activity

Summary: Students will be introduced to the 4Ws problem Canvas and Problem Statement
template. They will be able to set goal for their AI projects to solve problems around them.

Learning Objectives:
● Students will know how they can get started on an AI project.
● To problem scope with the help of template/worksheet.

Learning Outcomes:
● Apply the problem scoping framework.
● Frame a Goal for the project.

Pre-requisites: Basic computer literacy

 Key-concepts: Problem scoping

Session Preparation
Logistics: For a class of 40 Students [Group activity – Groups of 4]

Purpose: Understanding how to narrow down to a problem statement from a broad theme.

Say: “Let us now start with the first stage of AI Project Cycle that is – Problem Scoping! As we
have understood, Problem Scoping means selecting a problem which we night want to solve using
our AI knowledge.”

Brief: Students will be selecting a theme either out of those mentioned in the handbook or
from anywhere outside. They will then look inside the theme and find out topics where problems
exist. They need to understand the vastness of a theme because of which one needs to go deeper.
After listing down the topics, they will then find out various problems which exist under them.
These problems will now be very specific as they have been narrowed down from a broader
perspective. Ask the students to select any one problem out of the ones they scoped and write it
as the goal of their project. Doing this, gives them a clear vision as to what exactly are they
looking forward to solve using their AI knowledge.

Let us now start scoping a problem. Look around you and select a theme which interests you the
most. Suggested themes are:

You can either select any one out of these or you can think of one on your own. For more options, you
can also refer to the 17 Sustainable Development Goals we discussed in the Purpose module.

Your selected theme is:

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Why did you select this theme?
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As we know, a theme is a broad term which covers all the aspects of relevance under it.

For example:
In Agriculture, there are pest issues, yield rates, sowing and harvesting patterns, etc. all being
very different from each other but still a part of the Agriculture theme. Thus, to effectively
understand the problem and elaborate it, we need to select one topic under the theme.
Some examples are:
Theme: Digital Literacy Topics: Online learning platforms, digital awareness, e-books, etc.
Theme: Health Topics: Medicinal Aid, Mobile Medications, Spreading of diseases, etc.
Theme: Entertainment Topics: Media, Virtual Gaming, Interactive AVs, Promotions etc.
Our Sun is here to throw more light on this! Go back to your selected
Theme, select various Topics related to your theme and fill them up in the rays of this sun.

Choose one Topic out of the ones mentioned in the rays of the Sun above, and fill it in below:
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Let us now list down the problems which come under our Topic. You can recall daily life scenarios where
you may have witnessed problems related to the Topic of your choice. Also, you can go online and
research around your chosen topic.
Fill up the problems that you find under your topic below.

Great! We now know that there exist lot of problems to be solved around us! Thus, to set up the GOAL
of your project, select one problem out of the ones listed above which you want to solve using your AI
knowledge. This Problem now becomes the target of your AI project and helps you getting a clear vision
of what is to be achieved.
Let us now frame the selected problem as a goal. For example, a goal can be stated as How might we help
farmers determine the best times for seeding and for sowing their crops?

It’s your turn now! Write the Goal of your project below:

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Since you have now determined the Goal of your project, let’s start working around it.

4Ws Problem Canvas

Purpose: To understand step by step how problem scoping is done using the 4Ws framework.
 Say: “We are now going to go through the 4Ws Problem Canvas. This canvas helps us in identifying
4 crucial parameters we need to know for solving a problem. So, what are the 4Ws? It refers to
Who, What, When and Why.”

“Let’s start with who. In this stage, we are looking at the person who is having the problem, they are
also known as the stakeholders of the problem.”

“Next we have what. In this stage, you consider the nature of the problem. What is the problem and
how do you know that it is a problem? Is there evidence to support that it is a problem?”

“Next we will ask Where does the problem arise? In this we describe the context of the problem.”

The 4Ws Problem canvas helps you in identifying the key elements related to the problem. Let us go
through each of the blocks one by one.

Who?
The “Who” block helps you in analysing the people getting affected directly or indirectly due to it. Under
this, you find out who the ‘Stakeholders’ to this problem are and what you know about them.
Stakeholders are the people who face this problem and would be benefited with the solution.
Let us fill the “Who” canvas!

Who?
Who are the Stakeholders?

What do you know about them?

What?
Under the “What” block, you need to look into what you have on hand. At this stage, you need to
determine the nature of the problem. What is the problem and how do you know that it is a problem?
Under this block, you also gather evidence to prove that the problem you have selected actually exists.
Newspaper articles, Media, announcements, etc. are some examples.
Let us fill the “What” canvas!

What?
What is the
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How do you know that it is a problem? (Is there any evidence?)

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Where?
Now that you know who is associated with the problem and what the problem actually is; you need to
focus on the context/situation/location of the problem. This block will help you look into the situation in
which the problem arises, the context of it, and the locations where it is prominent.
Let us fill the “Where” canvas!
 Where?

What is the context/ situation the stakeholders experience the problem?

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_____

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Where is the problem located?

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Why?
You have finally listed down all the major elements that affect the problem directly. Now it is convenient
to understand who the people that would be benefitted by the solution are; what is to be solved; and
where will the solution be deployed. These three canvases now become the base of why you want to
solve this problem. Thus, in the “Why” canvas, think about the benefits which the stakeholders would
get from the solution and how would it benefit them as well as the society.
Let us fill the “Why” canvas!

Why?

Why will this solution be of value to the stakeholders?

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How will the solution improve their situation?

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Problem Statement Template

 Purpose: To understand how to phrase a problem statement using the Problem Statement
Template.

Say: “This is a problem statement template. It is used to frame the 4ws into a paragraph to describe
your problem, the stakeholders involved and how solving the problem would benefit them.”

Ask the students to fill the problem statement template on the basis of how they have filled the

4Ws Problem canvas. In the end, they should be able to get a statement describing the problem
which
they wish to solve considering the stakeholders, context of the problem and benefit of its solution.

After filling the 4Ws Problem canvas, you now need to summarise all the cards into one template. The
Problem Statement Template helps us to summarise all the key points into one single Template so that
in future, whenever there is a need to look back at the basis of the problem, we can take a look at the
Problem Statement Template and understand the key elements of it.

Problem Statement Template with space to fill details according to your Goal:

Our [stakeholders] Who

has a problem that [issue, problem, need ] What

when / while [context, situation]. Where

An ideal solution would [benefit of solution for them ] Why

Now let us create a problem statement template for our Pest management case study

4W canvas for Pest Management

Revision Time

1. What are the various stages of Al Project Cycle? Can you explain each with an example?
2. How is an Al project different from an IT project?
3. Explain the 4Ws problem canvas in problem scoping.
4. Why is there a need to use a Problem Statement Template during problem scoping?
5. What is Problem Scoping? What are the steps of Problem Scoping?
6. Who are the stakeholders in the problem scoping stage?
1.2.2 Data Acquisition

Lesson Title: Data Acquisition Approach: Interactive Session + System Maps

Summary: Students will learn how to acquire data from reliable and authentic sources and will
understand how to analyse the data features which affect their problem scoped. Also, they will learn
the concept of System Maps

Learning Objectives:
● Students will learn various ways to acquire data.
● Students will learn about data features. ● Students will learn about
System Maps.
Learning Outcomes:
● Identify data required regarding a given problem.
● Draw System Maps.

Pre-requisites: Basic computer literacy

Key-concepts:
● Develop an understanding of reliable and authentic data sources.
● System Mapping

In the previous module, we learnt how to scope a problem and set a Goal for the project. After
setting the goal, we listed down all the necessary elements which are directly/indirectly related
to our problem. This was done using the 4Ws problem canvas. 4Ws were:

1. Who?
a. Who are the stakeholders?
b. What do we know about them?
2. What?
a. What is the problem?
b. How do you that it is a problem? (is there an evidence?)
3. Where?
a. What is the context/situation the stakeholders experience this problem?
b. Where is the problem located?
4. Why?
a. What would hold value for the stakeholders?
b. How will the solution improve their situation?

To summarise, we then go for the problem statement template where we put in all the details together
at one place.
Our [Stakeholders] has/have a problem that [issue, problem,
need] when/while
[context, situation]. An ideal situation would be [benefit of
solution for them] .
What is Data Acquisition?
As we move ahead in the AI Project Cycle, we come across the second element which is: Data
Acquisition. As the term clearly mentions, this stage is about acquiring data for the project. Let us first
understand what is data. Data can be a piece of information or facts and statistics collected together for
reference or analysis. Whenever we want an AI project to be able to predict an output, we need to train
it first using data.
For example, If you want to make an Artificially Intelligent system which can predict the salary of any
employee based on his previous salaries, you would feed the data of his previous salaries into the
machine. This is the data with which the machine can be trained. Now, once it is ready, it will predict his
next salary efficiently. The previous salary data here is known as Training Data while the next salary
prediction data set is known as the Testing Data.

For better efficiency of an AI project, the Training data needs to be relevant and authentic. In the
previous example, if the training data was not of the previous salaries but of his expenses, the machine
would not have predicted his next salary correctly since the whole training went wrong. Similarly, if the
previous salary data was not authentic, that is, it was not correct, then too the prediction could have
gone wrong. Hence….
For any AI project to be efficient, the training data should be authentic and relevant to the problem
statement scoped.

Data Features
Purpose: The purpose of this section is to learn what data features are and how to find them for
the problem scoped.
Say: “We’ve come to the stage of data acquisition, how do we know what data to get based on the
problem statement? We need to visualise the factors which affect the problem statement. For this,
we need to extract the Data Features for the problem scoped. Now try to find out what are the
parameters which affect your problem statement directly or indirectly and list them down
below.”

Look at your problem statement once again and try to find the data features required to address this
issue. Data features refer to the type of data you want to collect. In our previous example, data
features would be salary amount, increment percentage, increment period, bonus, etc.

Acquiring Data from reliable sources

Purpose: The purpose of this section is to identify reliable and authentic data sources for its
acquisition.

Say: “After finding out the Data Features, we now need to acquire the same. There exist various
sources from which the data can be acquired. Do all the sources have authentic data? What if we do
not get appropriate data? Data plays an important part of the AI project as it creates the base on
which the AI project is built. Therefore, the data acquired should be authentic, reliable and correct.
Also, the acquisition methods shall be authentic so that our project does not create any sort of
conflicts with anyone.”

After mentioning the Data features, you get to know what sort of data is to be collected. Now, the
question arises- From where can we get this data? There can be various ways in which you can collect
data. Some of them are:
Sometimes, you use the internet and try to acquire data for your project from some random websites.
Such data might not be authentic as its accuracy cannot be proved. Due to this, it becomes necessary to
find a reliable source of data from where some authentic information can be taken. At the same time,
we should keep in mind that the data which we collect is open-sourced and not someone’s property.
Extracting private data can be an offense. One of the most reliable and authentic sources of information
are the open-sourced websites hosted by the government. These government portals have general
information collected in suitable format which can be downloaded and used wisely.

Some of the open-sourced Govt. portals are: data.gov.in, india.gov.in List

down ways of acquiring data for a project below:

1.

_____________________________________________________________________________________

_____________________________________________________________________________________

2.

_____________________________________________________________________________________

_____________________________________________________________________________________

3.

_____________________________________________________________________________________

_____________________________________________________________________________________
System Maps

Session Preparation
Logistics: For a class of 40 students [Group Activity – Groups of 4]
Materials Required:

ITEM QUANTITY
Computers 10
Chart Paper 10
 Sketch-Pens 40

Resources:
Link to make System maps Online using an Animated tool: https://ncase.me/loopy/

Purpose: The purpose of this section is to introduce the concepts System Maps and its elements,
relationships and feedback loops.

Say: “Now that we have listed all the Data features, let us look at the concept of System Maps.
System Maps help us to find relationships between different elements of the problem which we have
scoped. It helps us in strategizing the solution for achieving the goal of our project. Here is an
example of a System very familiar to you – Water Cycle. The major elements of this system are
mentioned here. Take a look at these elements and try to understand the System Map for this
system. Also take a look at the relations between all the elements. After this, make your own system
map for the data features which you have listed. You can also use the online animated tool for
creating your System Maps.” Brief:

We use system maps to understand complex issues with multiple factors that affect each other. In a
system, every element is interconnected. In a system map, we try to represent that relationship
through the use of arrows. Within a system map, we will identify loops. These loops are important
because they represent a specific chain of causes and effects. A system typically has several chains
of causes and effects. You may notice that some arrows are longer than others. A longer arrow
represents a longer time for a change to happen. We also call this a time delay. To change the
outcome of a system, as a change maker, we have two options - change the elements in a system or
change the relationships between elements. It is usually more effective to change the relationship
between elements in a system. You may also notice the use of ‘+’ signs and ‘-’ signs. These are an
indicator of the nature of the relationship between elements. What we did was a very basic
introduction to systems thinking, you can use Google to find more detailed information on how to
make systems maps.

A system map shows the components and boundaries of a system and the components of the
environment at a specific point in time. With the help of System Maps, one can easily define a
relationship amongst different elements which come under a system. Relating this concept to our
module, the Goal of our project becomes a system whose elements are the data features mentioned
above. Any change in these elements changes the system outcome too. For example, if a person
received 200% increment in a month, then this change in his salary would affect the prediction of his
future salary. The more the increment presently, the more salary in future is what the system would
predict. Here is a sample System Map:

The Water Cycle

The concept of Water cycle is very simple to understand and is known to all. It explains how water
completes its cycle transforming from one form to another. It also adds other elements which affect the
water cycle in some way.
The elements which define the Water cycle system are:
 Clouds Snow Underground Rivers
Soil

Oceans Trees Land Animals

Let us draw the System Map for the Water Cycle now.
In this System Map, all the elements of the Water cycle are put in circles. The map here shows cause &
effect relationship of elements with each other with the help of arrows. The arrow- head depicts the
direction of the effect and the sign (+ or -) shows their relationship. If the arrow goes from X to Y with a
+ sign, it means that both are directly related to each other. That is, If X increases, Y also increases and
vice versa. On the other hand, If the arrow goes from X to Y with a – sign, it means that both the
elements are inversely related to each other which means if X increases, Y would decrease and vice
versa.
Now, it’s your turn to build your own System Map!
Considering the data features for your problem, draw a system map in the box provided.
(Hint: You can also use this animated tool for drawing and understanding system maps:
https://ncase.me/loopy/)

Revision Time
1. How will you differentiate between Training Data and Testing Data? Elaborate with examples.

2. Name various methods for collecting data. For each method, can you name at least one project in
which you may use that method of data collection?
3. What must you keep in mind while collecting data so it is useful?

4. Imagine you are responsible to enable farmers from a village to take their produce to the market for
sale. Can you draw a system map that encompasses all the steps and factors involved?

5. Name a few government websites from where you can get open-source data.
1.2.3 Data Exploration

Title: Data Exploration Approach: Activity

Summary: Students will explore different types of graphs used in data

visualization and will be able to find trends and patterns out of it.

Learning Objectives:
● Students will explore various types of graphical representations.
● Students will learn how to visualize the data they have.

Learning Outcomes:
● Recognize different types of graphs used in data visualization.
● Exploring various patterns and trends out of the data explored.

Pre-requisites: Basic computer literacy

Key-concepts: Data Visualization

Let us Recap!

Quiz Time!

1. Which one of the following is the second stage of AI project cycle?

a. Data Exploration
b. Data Acquisition
c. Modelling
d. Problem Scoping
2. Which of the following comes under Problem Scoping?
a. System Mapping
b. 4Ws Canvas
c. Data Features
d. Web scraping
3. Which of the following is not valid for Data Acquisition?
a. Web scraping
b. Surveys
c. Sensors
d. Announcements
4. If an arrow goes from X to Y with a – (minus) sign, it means that
a. If X increases, Y decreases
b. The direction of relation is opposite
c. If X increases, Y increases
d. It is a bi-directional relationship
5. Which of the following is not a part of the 4Ws Problem Canvas?
a. Who?
b. Why?
c. What?
d. Which?
Let us explore:

Session Preparation
Logistics: For a class of 40 Students. [Group Activity – Groups of 4]
Materials Required:

ITEM QUANTITY
Computers 10

Resources:
Link to visualisation website: https://datavizcatalogue.com/

Purpose: To understand why we do data exploration before jumping straight into training an AI
Model.

Say: “Why do you think we need to explore and visualize data before jumping into the AI model?
When we pick up a library book, we tend to look at the book cover, read the back cover and skim
through the content of the book prior to choosing it as it helps us understand if this book is
appropriate for our needs and interests. Similarly, when we get a set of data in our hands, spending
time to explore it will help get a sense of the trends, relationships and patterns present in the data. It
will also help us better decide on which model/models to use in the subsequent AI Project Cycle stage.
We use visualization as a method because it is much easier to comprehend information quickly and
communicate the story to others.” Brief:

In this session, we will be exploring various types of Graphs using an online open- sourced website.
Students will learn about various new ways to visualise the data.

When to intervene?

Ask the students to figure out which types of graphs would be suitable for the data features that they
have listed for their problem. Let them take their time in going through each graph and its description
and decide which one suits their needs the best.

In the previous modules, you have set the goal of your project and have also found ways to acquire data.
While acquiring data, you must have noticed that the data is a complex entity – it is full of numbers and
if anyone wants to make some sense out of it, they have to work some patterns out of it. For example, if
you go to the library and pick up a random book, you first try to go through its content quickly by
turning pages and by reading the description before borrowing it for yourself, because it helps you in
understanding if the book is appropriate to your needs and interests or not.
Thus, to analyse the data, you need to visualise it in some user-friendly format so that you can:

● Quickly get a sense of the trends, relationships and patterns contained within the data.
● Define strategy for which model to use at a later stage.
● Communicate the same to others effectively. To visualise data, we can use various types of visual
representations.

Are you aware of visual representations of data? Fill them below:

 Bar
Graphs

Visual
Representation

As of now, we have a limited knowledge of data visualisation techniques. To explore various data
visualisation techniques, visit this link: https://datavizcatalogue.com/
On this website, you will find various types of graphical representations, flowcharts,
hierarchies, process descriptors, etc. Go through the page and look at various new ways and
identify the ones which interest you the most.

Identify the icons of different graphs:

 ____________________________________________________________

___________________________________________________________

______________________________________________________________

_____________________________________________________________

List down 5 new data visualisation techniques which you learnt from https://datavizcatalogue.com

Data Visualisation Technique 1

Name of the
Representation
One-line
Description
How to draw it

Suitable for
which data
type?

Data Visualisation Technique 2

Name of the
Representation
One-line
Description

How to draw it

Suitable for
which data
type?
Data Visualisation Technique 3
Name of the
Representation

One-line
Description

How to draw it

Suitable for
which data
type?

Data Visualisation Technique 4

Name of the
Representation

One-line
Description

How to draw it

Suitable for
which data
type?

Data Visualisation Technique 5

Name of the
Representation

One-line
Description
 How to draw it

Suitable for
which data
type?

Sketchy Graphs

Session Preparation
Logistics: For a class of 40 Students. [Group Activity – Groups of 4]
Materials Required:

ITEM QUANTITY
Chart Paper 10
Sketch-pens 10
Ruler 10
Basic Stationary 10 Sets

Purpose: To know the different visualization techniques and to use the right graph to display the
data.

Say: “In this activity, we are going to sketch graphs! Now that you have explored various types of
graphs and have already chosen the best ones to plot your data features, let us start drawing them
out! Select any two data features and plot their graphs on the chart paper provided. Make sure that
you are able to relate this graph to the goal of your project. At the end of this activity, you would have
to present your representations to all of us and describe what trends or patterns have you witnessed in
it. Your time starts now!”
Let us now look at the scoped Problem statement and the data features identified for achieving the goal
of your project. Try looking for the data required for your project from reliable and authentic resources.
If you are not able to find data online, try using other methods of acquiring the data (as discussed in the
Data Acquisition stage).
Once you have acquired the data, you need to visualise it. Under the sketchy graphs activity, you will
visualise your collected data in a graphical format for better understanding.
For this, select one of the representations from the link or choose the ones which you already know. The
basis of your selection should be the data feature which you want you to visualise in that particular
representation. Do this for all the data features you have for the problem you have scoped. Let us
answer the following questions for a better understanding:
1. Which data feature are you going to represent?
_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

2. Which representation are you going to use for this data feature? Why?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Now, let’s start drawing visual representations for all the Data features extracted, and try to find a pattern
or a trend from it.

For example, if the problem statement is: How can we predict whether a song makes it to the billboard
top 10?
We would require data features like: Current trends of music, genre of music, tempo of music, duration of
song, popularity of a singer, etc.
Now to analyse a pattern, we can say that the popularity of the singer would directly have an effect on
the output of the system. Thus, we would plot a graph showing the popularity of various singers and the
one who is most popular has the maximum chance of getting to the billboard. In this way, the graphical
representation helps us understand the trends and patterns out of the data collected and to design a
strategy around them for achieving the goal of the project.
Do it yourself:
Take a chart paper and start representing your data features in various types of graphs. After completing
this exercise, present your work to your friends and explain to them the trends and patterns you have
observed in it.
List down the trends you might have observed in your representations below:
1. __________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. ___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. __________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

4. __________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

5. __________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

6. __________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Revision Time

1. What is the significance of Data Exploration after you have acquired the data for the problem
scoped? Explain with examples.
2. What do you think is the relevance of Data Visualization in Al?
3. List any five graphs used for data visualization.
4. How is Data Exploration different from Data Acquisition?
5. Use an example to explain at least one Data Visualization technique.
1.2.4 Modelling

Title: Modelling Approach: Session + Activity

Summary: Students will be introduced to rule based and AI models and undertake activities to
appreciate the distinction between each. They will receive an overview of the various types of
regression, classification and clustering models.

Learning Objectives:
● Students are introduced to common regression, classification and clustering models
● Students are introduced to the decision tree algorithm as an example of rule- based models ●
Students are introduced to image classification models.
Learning Outcomes:
● List common regression, classification and clustering models
● Explain how decision trees work
● Describe the process involved in image classification

Pre-requisites: Nil
Key-concepts:
● Learning AI process
● Rule based vs AI model
● Decision Trees
● Image Classification
In the previous module of Data Exploration, you explored the data you had acquired at the Data
Acquisition stage for the problem you scoped in the Problem Scoping stage. Now, you have visualised
some trends and patterns out of the data which would help you develop a strategy for your project. To
build an AI based project, we need to work around Artificially Intelligent models or algorithms. This could
be done either by designing your own model or by using the pre-existing AI models. Before jumping into
modelling let us clarify the definitions of Artificial Intelligence (AI), Machine Learning (ML) and Deep
Learning (DL).

AI, ML & DL

Purpose: To differentiate between Artificial Intelligence (AI), Machine Learning (ML) and Deep
Learning (DL).

Say: “As we enter the world of modelling, it is a good time to clarify something many of you may be
having doubts about. You may have heard the terms AI, ML and DL when research content online and
during this course. They are of course related, but how?

Artificial Intelligence, or AI for short, refers to any technique that enables computers to mimic human
intelligence. An artificially intelligent machine works on algorithms and data fed to it and gives the
desired output.

Machine Learning, or ML for short, enables machines to improve at tasks with experience. The
machine here learns from the new data fed to it while testing and uses it for the next iteration. It also
takes into account the times when it went wrong and considers the exceptions too.
 Deep Learning, or DL for short, enables software to train itself to perform tasks with vast amounts of
data. Since the system has got huge set of data, it is able to train itself with the help of multiple
machine learning algorithms working altogether to perform a specific task.

Artificial Intelligence is the umbrella term which holds both Deep Learning as well as Machine
Learning.
Deep Learning, on the other hand, is the very specific learning approach which is a subset of Machine
Learning as it comprises of multiple Machine Learning algorithms.”

As you have been progressing towards building AI readiness, you must have come across a very common
dilemma between AI and ML. Many of the times, these terms are used interchangeably but are they the
same?
Is there no difference between Machine Learning and Artificial Intelligence? Is Deep Learning also Artificial
Intelligence? What exactly is Deep Learning? Let us see…

As you can see in the Venn Diagram, Artificial Artificial

Intelligence is the umbrella terminology
which covers machine and deep learning
under it and Deep Learning comes under
Machine Learning. It is a funnel type Machine Learning
approach where there are a lot of
applications of AI out of which few are those
which come under ML out of which very few
go into DL.
Deep
Learning

Defining the terms:

1. Artificial Intelligence, or AI, refers to any technique that enables computers to mimic human
intelligence. The AI-enabled machines think algorithmically and execute what they have been
asked for intelligently.

2. Machine Learning, or ML, enables machines to improve at tasks with experience. The machine
learns from its mistakes and takes them into consideration in the next execution. It improvises
itself using its own experiences.

3. Deep Learning, or DL, enables software to train itself to perform tasks with vast amounts of data.
In deep learning, the machine is trained with huge amounts of data which helps it into training
itself around the data. Such machines are intelligent enough to develop algorithms for themselves.
Deep Learning is the most advanced form of Artificial Intelligence out of these three. Then comes
Machine Learning which is intermediately intelligent and Artificial Intelligence covers all the concepts
and algorithms which, in some way or the other mimic human intelligence.

Modelling
Purpose: Classification of Models into Rule-based approach and Learning approach.
Say: “In general, there are two approaches taken by researchers when building AI models. They either
take a rule-based approach or learning approach. A Rule based approach is generally based on the data
and rules fed to the machine, where the machine reacts accordingly to deliver the desired output. Under
learning approach, the machine is fed with data and the desired output to which the machine designs its
own algorithm (or set of rules) to match the data to the desired output fed into the machine”

AI Modelling refers to developing algorithms, also called models which can be trained to get intelligent
outputs. That is, writing codes to make a machine artificially intelligent.

Let us ponder
Use your knowledge and thinking ability and answer the following questions:

1. What makes a machine intelligent?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. How can a machine be Artificially Intelligent?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Can Artificial Intelligence be a threat to Human Intelligence? How?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
In the previous module of Data exploration, we have seen various types of graphical representations
which can be used for representing different parameters of data. The graphical representation makes
the data understandable for humans as we can discover trends and patterns out of it. But when it comes
to machine accessing and analysing data, it needs the data in the most basic form of numbers (which is
binary – 0s and 1s) and when it comes to discovering patterns and trends in data, the machine goes for
mathematical representations of the same. The ability to mathematically describe the relationship
between parameters is the heart of every AI model. Thus, whenever we talk about developing AI
models, it is the mathematical approach towards analysing data which we refer to.

Generally, AI models can be classified as follows:

Machine

Learning
Learning

Based
AI Models Deep

Learning

Rule Based

Rule Based Approach

Refers to the Al modelling where the rules are defined by the developer. The machine follows the rules
or instructions mentioned by the developer and performs its task accordingly. For example, we have a
dataset which tells us about the conditions on the basis of which we can decide if child can go out to
play golf or not. The parameters are: Outlook, Temperature, Humidity and Wind. Now, let's take various
possibilities of these parameters and see in which case the children may play golf and in which case they
cannot. After looking through all the cases, we feed this data into the machine along with the rules
which tell the machine all the possibilities. The machine trains on this data and now is ready to be
tested. While testing the machine, we tell the machine that Outlook Overcast; Temperature = Normal;
Humidity = Normal and Wind = Weak. On the basis of this testing dataset, now the machine will be able
to tell if the child can go out to play golf or not and will display the prediction to us. This is known as a
rule-based approach because we fed the data along with rules to the machine and the machine after
getting trained on them is now able to predict answers for the same. A drawback/feature for this
approach is that the learning is static. The machine once trained, does not take into consideration any
changes made in the original training dataset.

Rule Based AI Model

Learning Based Approach

Refers to the Al modelling where the machine learns by itself. Under the Learning Based approach, the
Al model gets trained on the data fed to it and then is able to design a model which is adaptive to the
change in data. That is, if the model is trained with X type of data and the machine designs the
algorithm around it, the model would modify itself according to the changes which occur in the data so
that all the exceptions are handled in this case. For example, suppose you have a dataset comprising of
100 images of apples and bananas each. These images depict apples and bananas in various shapes and
sizes. These images are then labelled as either apple or banana so that all apple images are labelled
'apple' and all the banana images have 'banana' as their label. Now, the Al model is trained with this
dataset and the model is programmed in such a way that it can distinguish between an apple image and
a banana image according to their features and can predict the label of any image which is fed to it as an
apple or a banana. After training, the machine is now fed with testing data. Now, the testing data might
not have similar images as the ones on which the model has been trained. So, the model adapts to the
features on which it has been trained and accordingly predicts if the image is of an apple or banana.

Learning Based AI Model

Revision Time
1. What are the various stages of the Al Project Cycle? Explain each with examples.
2. What is Artificial Intelligence? Give an example where Al is used in day-to-day life.
3. How is Machine Learning related to Artificial Intelligence?
4. Compare and contrast Rule-based and Learning-based approach in Al modeling indicating clearly
when each of these may be used.
5. Identify which of the following are examples of classification/regression/clustering.
a. Making a diagnosis for a patient on the basis of their symptoms
b. Price prediction for a house coming up on sale
c. HR shortlisting applications for interview based on information provided in candidates' resume
d. Credit Card Fraud prevention
e. SPAM filters
1.2.5 Evaluation
In Stage 5, we have Evaluation, the main objective of this stage is to test different models and choose the
best model.

Approach: Interactive Session + Activity

Lesson Title: Evaluation
Summary: In this module youth will be learn concept of evaluation in the AI project cycle. They
will also learn that evaluation is essential for assessing the success of AI projects, identifying areas
for improvement, and making data-driven decisions.

Learning Objectives
● Students will be able to understand the importance of evaluation in the AI
project cycle.
● Students will be able to apply evaluation techniques to assess the effectiveness
of AI projects.
● Students will be able to identify areas for improvement in AI projects through
evaluation.
Learning Outcomes
● By the end of this lesson, students should be able to apply evaluation techniques in their
own AI projects.
● Pre-requisites: Basic knowledge of Artificial Intelligence and problem solving

Key-concepts
Importance of Evaluation techniques.

What is evaluation?

Evaluation is the process of understanding the reliability of any AI model, based on outputs by feeding
test dataset into the model and comparing with actual answers. There can be different Evaluation
techniques, depending of the type and purpose of the model. Remember that It’s not recommended
to use the data we used to build the model to evaluate it. This is because our model will simply
remember the whole training set, and will therefore always predict the correct label for any point in
the training set. This is known as overfitting.

Once a model has been made and trained, it needs to go through proper testing so that one can
calculate the efficiency and performance of the model. Hence, the model is tested with the help of
Testing Data (which was separated out of the acquired dataset at Data Acquisition stage) and the
efficiency of the model is calculated on the basis of the parameters mentioned below:

Note: You will learn more about these techniques in grade X.

▪ We test our models to check their performance and improve our

models for best performance. ▪ The model is tested with
collected data.
▪ We also check if the model is solving the identified AI problem properly.

Model Evaluation Terminologies

There are various new terminologies which come into the picture when we work on evaluating our
model. Let’s explore them with an example of the Forest fire scenario.

The Scenario
Imagine that you have come up with an AI based prediction model which has been deployed in a
forest which is prone to forest fires. Now, the objective of the model is to predict whether a forest
fire has broken out in the forest or not. Now, to understand the efficiency of this model, we need to
check if the predictions which it makes are correct or not. Thus, there exist two conditions which we
need to ponder upon: Prediction and Reality. The prediction is the output which is given by the
machine and the reality is the real scenario in the forest when the prediction has been made. Now
let us look at various combinations that we can have with these two conditions.

Case 1: Is there a forest fire? Here, we can see in the picture that a forest fire has broken out in the
forest.

Here, we can see in the picture that a forest fire has broken out in the forest. The model predicts a
Yes which means there is a forest fire. The Prediction matches with the Reality. Hence, this condition
is termed as True Positive.

Case 2: Is there a forest fire?

Case 3: Is there a forest fire?

Here the reality is that there is no forest fire. But the machine has incorrectly predicted that there is
a forest fire. This case is termed as False Positive.
Case 4: Is there a forest fire?
Here, a forest fire has broken out in the forest because of which the Reality is Yes but the machine
has incorrectly predicted it as a No which means the machine predicts that there is no Forest Fire.
Therefore, this case becomes False Negative

Evaluation – Exoplanet Use case

▪
At this particular stage, we may need to evaluate the model to
find out which algorithm makes the best prediction.

▪ The figure shows the accuracy of 5 different algorithms as discussed in the Modeling stage.
 ▪ ROC is a metric used to find out the accuracy of a model.

Chapter Review

Q1. What is Evaluation?

Q2. What are various Model evaluation techniques?
Q3. Why is model evaluation important in AI projects?
Q4. What do you understand by the terms True Positive and False Positive?

1.2.6 Deployment
In Stage 6, we have Deployment, the main objective of this stage is to make our solution ready to be
used.
Lesson Title: Deployment Approach: Interactive Session + Activity
● Summary: In this module youth will learn about the term "deployment" in the context
of AI projects and why it is an important step.
● They will Connect the concept of deployment to real-world examples such as
deploying a chatbot on a website or a predictive model in a mobile app.
Learning Objectives
● Students will be able to understand the concept of deployment in the AI project cycle
and demonstrate their knowledge through hands-on activities.
Learning Outcomes
● By the end of this lesson, students should be able to emphasize the importance of
deployment in the AI project cycle.
● Challenge students to think about how they can apply their knowledge of deployment
in future AI projects and encourage them to continue exploring different deployment
 methods.
● Pre-requisites: Basic knowledge of Artificial Intelligence and problem solving

Key-concepts
● Importance of Deployment in Ai project cycle

What is deployment?
Deployment as the final stage in the AI project cycle where the AI model or solution is implemented in a
real-world scenario.
Key Steps in Deployment Process the key steps involved in the deployment process: a. Testing
and validation of the AI model b.
Integration of the model with existing systems c. Monitoring and maintenance of the deployed model.
Some examples of successful AI projects that have been deployed in various industries, such as selfdriving
cars, medical diagnosis systems, and chatbots.

▪ AI can be used on Mobile Apps, Website Apps, etc.

Mobile Application Website Application

Revision Time

Choose the correct answer!

1. Does modeling mean creating an AI model?
a. YES b. NO
2. Can we use AI on mobile phones?
a. YES b. NO
3. What is deployment in the context of an AI project cycle?
4. Why is deployment an important phase in the AI project cycle?
5. What are some common challenges in deploying AI models?

Case Study: Preventable Blindness

Problem: Prevent loss of vision, and delay in report generation
● Approximately 537 million adults (20-79 years) are living
with diabetes.
● Diabetes can lead to Diabetic Retinopathy It damages the
blood vessels of the retina and can lead to blurred vision
and blindness.
● Lack of qualified doctors and delay in reports increase the
risk of Diabetic Retinopathy
One of the early symptoms of the defect is ‘Blurred vision’ as shown below:

Normal Vision Blurred

Vision

How can we solve this problem with AI?

Solution: Using AI to detect Diabetic Retinopathy in
pictures of eyes

AI solution at Aravind Eye Hospital, India

● An AI eye screening solution is developed in partnership with Google.

● AI models have achieved an accuracy of 98.6% in

detecting diabetic retinopathy, on par with the
performance of specialist eye doctors.
● Seventy-one vision centers in rural Tamil Nadu, India
are using this solution.
● Trained technicians take pictures of patients’ eyes with
cameras.
● The digital images are analyzed by AI for the presence
of Diabetic Retinopathy.
● AI has made the detection of Diabetic Retinopathy
quicker.
● Any technician can use this machine, even without a
skilled doctor.
More and more parents can be treated at an early stage. Hence, early detection using AI can
significantly benefit rural populations
Let us map this problem to AI project cycle How
would you scope the problem?
 AI Project Cycle Mapping Template
Data Data Modeling Evaluation Deployment
Acquisition Exploration
Collecting Validating all Creating an Test the model Using the model in tools that can
data from the data to AI model to for accuracy be used in clinics in even the
patients make sense correctly and then fine remote and rural parts of the
from many out of it and diagnose tune the model country.
clinics using come up Diabetic further to get
retinal with a Retinopathy the desired out -
cameras. model. when given a put.
retinal image
as input.
Activity Time!
Purpose: Implementation of AI project cycle to develop an AI Model for Personalized Education.
Activity Introduction:
▪ In this activity, students use the AI project cycle to conceptualize a solution for the given problem. ▪
AI project cycle is a 6-step process which aids in problem solving using Artificial Intelligence Description:
▪ All individuals have different cognitive levels and personalities.
▪ Different people need attention towards different parts of their learning.
▪ A generalized education system does not provide that.
Activity Guidelines:
▪ Understand the problem.
▪ Learn the various aspects and developments in the field.
▪ Fill the AI Project Cycle mapping template for the problem.
▪ The solution to the problem of personalized education is an AI algorithm that trains over the
behavior and choices of a student. Thus, all the requirements specific to a student could be
recognized and addressed to.

AI Project Cycle mapping template for Preventable blindness:

Fill the AI Project Cycle mapping template for the discussed problem of personalized education.
[Hint: Take the reference of the above AI Project cycle mapping template]

AI Project Cycle Mapping Template

Problem Data Data Modelling Evaluation Deployment
Solving Acquisition Exploration

Revision Time:

1. Rearrange the steps of AI project cycle in correct order:

a. Data Acquisition
b. Problem Scoping
c. Modelling
d. Data Exploration
e. Deployment
f. Evaluation

2. The process of breaking down the big problem into a series of simple steps is known as: a. Efficiency
b. Modularity
c. Both a) and b)
 d. None of the above

3. The primary purpose of data exploration in AI project cycle is _____________

a. To make data more complicated
b. To simplify complex data
c. To discover patterns and insights in data
d. To visualize data

4. Deployment is the final stage in the AI project cycle where the AI model or solution is implemented
in a real-world scenario. (True/False)

5. Identify A, B and C in the following diagram (Hint: How AI, ML &DL related to each other)

Unit 1.3 Ethics and Morality

Title: AI Ethical Issues Approach: Interactive Session + Activity

Summary: Students will learn about Morals and Ethics, ethical values related to personal data and
ethical steps for a safer AI.
Objectives:
● Understanding the concept of Ethics and Morals.
● Students will learn to differentiate between Morality and Ethics.
● Students will explore various Ethics with Personal Data, Issues around AI Ethics, AI Ethics
Principles.
Pre-requisites:
● Basic knowledge of AI Project Cycle and its steps.
● Basic understanding of ethics and ethics in AI.
Key- Concepts:
● Familiarizing with AI project cycle, need for using it and how to map it with different projects.
● Familiarizing with AI ethics and issues around AI ethics.
● Ethical principles for safer AI

Let’s take a look at the given ethical scenarios.

Ethical Scenario – I
Imagine a situation where you are a high school teacher. You have to
check a lot of essay submissions, which will take a lot of time. You find
an AI tool that can correct the essays submissions and assign them
grades.
 Ask: “learners to imagine themselves in the scenario before moving on to discussion questions.”

Let’s Discuss:
1. Would you use the tool to grade the essays?
_____________________________________________________________________
2. Why would you do that?
_____________________________________________________________________
3. What will be the advantages and disadvantages of using the AI tool?
_______________________________________________________________________
4. Can you think of any challenges which the AI tool might face?
_____________________________________________________________________

Wait for the learners to respond.

Ask them why they choose to respond in a certain way.
Point out different responses from different learners in the same situation.

Say: Watch another interesting reference video on ethical scenarios https://www.youtube.com/watch?

v=nyTmeb4vFqE
Ask learners to imagine themselves in the scenario before moving on to discussion questions.

Watch another interesting reference video on ethical scenarios https://www.youtube.com/watch?

v=nyTmeb4vFqE

Ethical Scenario – II
Burger
▪ Imagine a situation where you oversee burgers at a
fastfood restaurant

▪ It is a busy day with a lot of orders coming in fast.

▪ While cooking, you drop a burger on the dirty floor!

▪ Your boss passes by and says, “Just pick it up and serve

it!”

▪ What would you do?

Ask below questions one by one. Wait for the response from the learners. Let the learners know that
these questions do not necessarily have a right answer.

Ethical Questions:

Examples of Ethical questions

• If a shopkeeper gives me back more money than what is due, is it better to return it? Or should I
keep it with me?

• Is taking pens from a library considered stealing?

• Is taking extra paper napkins from a restaurant considered theft?

• You order a new dress from Amazon and after wearing it on your friends birthday party, you
returned it stating the reason inappropriate fitting.
Moral Questions

Examples of moral questions

• Is it OK to lie? If so, under what circumstances?

• If a family is hungry and has no other way to get food, is it OK

to steal food from a rich store owner? Why or why not?

• Is a collective decision made by people, always, right? Or can it

be wrong?

Let’s Discuss:
1. What is ethics according to you?
_____________________________________________ 2.
What are morals according to you?
_____________________________________________
3. Did you notice any differences or similarities between ethical
and moral questions?
____________________________________________

Ethical vs Morals

Morals Ethics

▪ The beliefs dictated by our society. ▪ The guiding principles to decide what is good or bad.

▪ Morals are not fixed and can be different ▪ These are values that a person themselves chooses
for different societies. for their life.
▪ Examples: ▪ Examples:

▪ Always speak the truth ▪ Is it good to speak the truth in all situations?
▪ Always be loyal ▪ Is it good to be loyal under all circumstances?

▪ Always be generous ▪ Is it necessary to always be generous?

Say “Different societies or religions can consider different things right or wrong. What might be considered
very good by one person, society or religion might not be considered as good by another.”

Fun activity:

Purpose: Use Moral Machine Platform to exercise the morality of persons.

● Moral Machine is a platform for gathering a human perspective on moral decisions made by
artificial intelligence, such as self-driving cars.
● At the end, you will be able to see how their responses compare with other people.

Activity Guidelines:
To perform the activity:
Go to this https://www.moralmachine.net

● Click on ‘Start Judging’ and you will see a screen as shown.

 ● Answer the questions till the end.

Let’s summarise:

● The results will tell you which characters you preferred over the others.
● Saving more lives matters to you. When given a choice, you would prefer to save as many people as
you can.
 ● It does not matter to you much if a person obeys the law or not when it comes to saving people.

● You will also get to know what beliefs you value with the choices you make in the game.

● You prefer protecting passengers, instead of pedestrians more.

● When an equal number of people are getting hurt, you prefer to not be a part of the consequences,
and you do not intervene.

Ethics and Personal Data

Hahaha!
There is a student named Jack This reel is so
▪ Jack spends a lot of time on the internet every day. funny!
▪ He does his research assignments, connects with his
friends, uses social media, plays his favorite games, and
shops on the internet.
▪ This means that a lot of his personal information is on the
internet.

Ethics with Personal Data

▪ There are around 5.34 billion smartphone users in the world as of
July 2022, with their information available on the internet.

▪ AI can help us find out data related to a particular person, from all
the available data.
 ▪ Such AI solutions are used by organizations to give us customized recommendations for products,
songs, videos, etc.

▪ In this way, AI can influence our decision-making at times

▪ This calls for a need for ethical principles that govern AI and people who are creating AI.

Say “Try to identify if the learners can relate to Jack and what he uses the internet for. Ask the
learners if they also use the voice assistant, phone camera, and internet search just like Jack.

Let’s discuss:
1. Can you think of what kind of personal data might be stored on the internet?
___________________________________________________________
2. What are some other ways this personal data could be used to influence individuals?
__________________________________________________________
3. Would it be ethical if governments had access to all the personal data of the citizens?
__________________________________________________________

Major Issues around AI Ethics

Let’s learn some more about Jack:

▪ He is an average middle school student.

▪ His school recently started using an AI-based essay grading system.

▪ The system takes in an essay and assigns grades after evaluation.

▪ Jack is worried that he scored a bad grade, even though he wrote a really good essay.

Let’s discuss

▪ What do you think happened here?

__________________________________________________________________________________
▪ Why did the AI evaluate Jack’s essay incorrectly?
_________________________________________________________________________________

Ask: “what the learners did if they received lesser marks than they had expected.”
The
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grade essayscountry.
a different was faulty. biased data.

What are the principles of AI Ethics?

AI Ethics Principles Identifying the principles
● To make AI better, we need to identify the factors responsible for it.

● The following principles in AI Ethics affect the quality of AI

solutions

▪ Human Rights
▪ Bias

▪ Privacy
▪ Inclusion
Let’s look at the AI Ethics principles in detail:

Human Rights
● When building AI solutions, we need to ensure that they follow
human rights.

● Here are a few things that you should take care of

▪ Does your AI take away Freedom?

▪ Does your AI discriminate against People?

▪ Does your AI deprive people of jobs?

▪ What are some other human rights which need to be protected when it comes to AI?

Brief learners on basic human rights. Ask them some rights that they enjoy and what are the other rights
that they think they should have?

Bias
● Bias (partiality or preference for one over the other) often comes from the collected data. The
bias in training data also appears in the results.

● Here are a few things that you should take care of

▪ Does your data equally represent all the sections of

the included populations?

▪ Will your AI learn to discriminate against certain

groups of people?

▪ Does your AI exclude some people?

▪ What are some other biases that might appear in

an AI?
Ask the learners to recall the discussion on bias from level 0Are there any biases that they have?

Privacy
● We need to have rules which keep our individual and private data
safe.

● Here are a few things that you should take care of ▪ Does your

AI collect personal data from people?

▪ What does it do with the data?

▪ Does your AI let people know about the data that it is collecting for its use?

▪ Will your AI ensure a person’s safety? Or will it compromise it?

▪ What are some other ways in which AI can breach someone’s privacy?

Ask learners about their understanding of privacy. Are there things that would want to keep private and
not share with others?

Inclusion
● AI MUST NOT discriminate against a particular group of population, causing them any kind of
disadvantage.

● Here are a few things you should take care of

▪ Does your AI leave out any person or a group?

▪ Is a rich person and a poor person benefitted equally from

your AI?

▪ How easy is it to use your AI?

▪ Who does your AI help?

▪ How can we make AI more inclusive?

Ask learners, “if they have felt excluded from any group. How does it feel? Why does exclusion happen
in the first place?”

Let’s discuss:
1. Do you follow some ethics in your life?

2. How does AI Ethics impact us in daily life?

3. Can you think of some examples for each of the 4 AI Ethics

principles – Human Rights, Bias, Privacy, Inclusion?
 Key Takeaways:
Each AI problem can be mapped to the AI project cycle.
AI project cycle simplifies the AI solution development process.
Morality defines a set of beliefs dictated by society, culture, or tradition e.g., being truthful, loyal
etc.
Ethics defines the principles that decide what is good and what is bad e.g., is it right to speak the
truth even if it threatens someone’s life?
AI Ethics principles help us guide to create better and safer AI solutions.

Revision Time

1. The guiding principles to decide what is good or bad is known as ___________.

2. When building AI solutions, we need to ensure that they follow ______________________.
3. Praneet has taken extra packets of mouth freshener after dinner from a restaurant. Is it considered as
theft?” Is it -Moral or Ethical concern?
4. Rakshit and Aman are talking about purchasing a new mobile. They discuss various features which
they want in their mobile. Aman finds that, he started getting notification of various models of
Mobiles that meets his requirement? Write which ethical concern the above example depicts.
5. “Preference for one over the other” is known as ____________.
6. Artificial Intelligence and machine learning systems can display unfair behaviour if not trained
properly. (True/False)
7. Search for images of personal secretary on Google, displaying predominantly the images of Women is
an example of ______________________.
8. An Ethical AI framework makes sure that transparency, fairness and accountability is develop into the
systems to provide unbiased results. (True/False)

Answer the following:

1. Differentiate between Ethics and Moral with suitable examples.

2. Define principles of AI.

3. Explain Data privacy.

4. Craft a description of how considerations for inclusivity are addressed during the development of
AI models.

5. Write Major Issues around AI Ethics.

6. A company had been working on a secret AI recruiting tool. The machine-learning specialists
uncovered a big problem: their new recruiting engine did not like women chefs. The system
taught itself that male candidates are preferable. It penalised resumes that included the word
“women chef". This led to the failure of the tool.

a. What aspect of AI ethics is illustrated in the given scenario?

 b. What could be the possible reasons for the ethical concern identified?

7. As Artificially Intelligent machines become more and more powerful, their ability to accomplish
tedious tasks is becoming better. Hence, it is now that AI machines have started replacing
humans in factories. While people see it in a negative way and say AI has the power to bring
mass unemployment and one day, machines would enslave humans, on the other hand, other
people say that machines are meant to ease our lives. If machines over take monotonous and
tedious tasks, humans should upgrade their skills to remain their masters always.
What according to you is a better approach towards this ethical concern? Justify your answer.

Unit 2 - Data Literacy

Unit 2.1 - Basics of Data Literacy
Lesson Title: Basics of Data Literacy Approach: Session + Activity
Summary: In this module, students are familiarized with the concept of Data Literacy. Further, they
would be able to recognize the different categories of data and will be introduced to the culture of data
literacy.
Learning Objectives
● Define data literacy and explain its importance with a real-world example
● Relate to the impact created by data literacy in everyday life
● Develop awareness about personal data, data privacy, and data security
Learning Outcomes
● Define data literacy and recognize its importance
● Understand how data literacy enables informed decision-making and critical thinking
● Apply the Data Literacy Process Framework to analyze and interpret data effectively
● Differentiate between data privacy and security
● Identify potential risks associated with data breaches and unauthorized access. ● Learn
measures to protect data privacy and enhance data security
Pre-requisites: Basic knowledge of AI and data

Key-concepts
● Understanding of data literacy
● Identify the difference between Quantitative (Numerical) and Qualitative (Categorical)
Data ● Impact of data literacy with the help of case studies and scenarios
● Best practices for Cyber Security

2.1.1 Introduction to Data Literacy

Data literacy means knowing how to understand, work with, and talks about data. It's about being able
to collect, analyze, and show data in ways that make sense.
Reference Video: https://www.youtube.com/watch?v=yhO_t-c3yJY
 Data Literacy

Ability to read, comprehend,

Raw Facts or Information and communicate in a
language

Data literacy is the ability to

understand,
interpret and communicate with data.
Data Pyramid is made of different stages of working with data

Let us understand different parts of Data pyramid

Moving up from the bottom

● Data is available in a raw form. Data in this form is not very useful.
● Data is processed to give us information about the world.
● Information about the world leads to knowledge of how things are happening.
● Wisdom allows us to understand why things are happening in a particular way.

Let’s understand Data Pyramid with a simple Traffic Light example:

Rahul rated the 3 films he watched consecutively as bad, best and average respectively" Can
you filter the data from this statement? Are they of the same type?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________

2.1.2 Impact of Data Literacy

Activity: Impact of News Articles (Select any trending news)
Session Preparation Logistics: For a class of 40 Students [Pair Activity]
Materials Required:
ITEM QUANTITY
Online Data Sources Clues NA
Computers 20

Purpose: The purpose of this activity is to engage participants in various scenarios that involve collecting data
and analyzing its sources. Emphasizing the importance of validating data sources, the aim is to instill the concept
of data literacy. By understanding how authentic data sources contribute to reliable and unbiased decision
making, participants will develop critical skills for navigating and interpreting data effectively.
Brief: [Pair Activity] Participants will search the internet for data sources, extracting key information to support
their decisions.

How was the situation Key figures in the

Author of the Source Weblink to the Source
described by the Source source

You have to rank the sources of the news articles from most accurate to least, state reasons for your
choice.
 Rank Data Source Remarks

So, we can conclude that every data tells a story, but we must be careful before believing the story Data
literacy is essential because it enables individuals to make informed decisions, think critically, solve
problems, and innovate.

2.1.3 How to become Data Literate?

Every data tells a story, but we must be careful before believing the story. Data Literate is a person who
can interact with data to understand the world around them. Let’s understand it with following
example:

Scenario: Buying a Video game online

Data literacy helps people research about products while shopping over the
internet
How do you decide the following things when we are shopping online?
● Which is the cheapest product available?
● Which product is liked by the users the most?
● Does a particular product meet all the requirements?

A data literate person can –

● Filter the category as per the requirement – If the budget is low, select the price filter as low to high
● Check the user ratings of the products
● Check for specific requirements in the product

Data Literacy Process Framework

The data literacy framework provides guidance on using data efficiently and with all levels of awareness.
Data literacy framework is an iterative process.
2.1.4 What are Data Security and Privacy? How are they related to
AI?
Data Privacy and Data Security are often used interchangeably but they are different from each other.

What is Data Privacy?

Data privacy referred to as information privacy is concerned with the proper handling of sensitive data
including personal data and other confidential data, such as certain financial data and intellectual
property data, to meet regulatory requirements as well as protecting the confidentiality and
immutability of the data.

Here are examples of two things which may compromise our data privacy
Downloaded an unverified mobile Accepted the Terms of Service
application without reading

Why is it important?

A data breach at a government A breach at a corporation can A breach at a hospital can put
The following best practices can help you ensure data privacy: agency personal health information in the
hands of those who might misuse it.
can put top secret put proprietary data in the information in the hands of an hands
of a competitor. enemy state.
● Understanding what data, you have collected, how it is handled, and where it is stored.
● Necessary data required for a project should only be collected.
● User consent while data collection must be of utmost importance.

What is Data Security?

Data security is the practice of protecting digital information from
unauthorized access, corruption, or theft throughout its entire lifecycle.

Why is it important?

Due to the rising amount of data in the cloud there is an increased risk of cyber threats. The most
appropriate step for such an amount of traffic being generated is how we control and protect the
transfer of sensitive or personal information at every known place.
The most possible reasons why data security is more important now are:
• Cyber-attacks affect all the people
• The fast-technological changes will boom cyber attacks

2.1.5 Best Practices for Cyber Security

Cyber security involves protecting computers, servers, mobile devices,
electronic systems, networks, and data from harmful attacks.
Reference Links:
Video: https://www.youtube.com/watch?v=aO858HyFbKI

CBSE Manual on Cyber Security:

https://www.cbse.gov.in/cbsenew/documents/Cyber%20Safety.pdf

Do’s

• Use strong, unique passwords with a mix of characters for each account.
• Activate Two-Factor Authentication (2FA) for added security.
• Download software from trusted sources and scan files before opening.
• Prioritize websites with "https://" for secure logins.
• Keep your browser, OS, and antivirus updated regularly.
• Adjust social media privacy settings for limited visibility to close contacts.
• Always lock your screen when away.
• Connect only with trusted individuals online.
• Use secure Wi-Fi networks.
• Report online bullying to a trusted adult immediately.

Don’t ‘s

• Avoid sharing personal info like real name or phone number.

• Don't send pictures to strangers or post them on social media.
• Don't open emails or attachments from unknown sources.
• Ignore suspicious requests for personal info like bank account details.
• Keep passwords and security questions private.
• Don't copy copyrighted software without permission.
• Avoid cyberbullying or using offensive language online.

Revision Time:
1. Cultivating Data Literacy means:
a) Utilize vocabulary and analytical skills
b) Acquire, develop, and improve data literacy skills
c) Develop skills in statistical methodologies
d) Develop skills in Math

2. Data Privacy and Data Security are often used interchangeably but they are different from each other a) True
b) False

3. The_____________________ provides guidance on using data efficiently and with all levels of awareness. a) data
security framework
b) data literacy framework
c) data privacy framework
d) data acquisition framework

4. _____________ allows us to understand why things are happening in a particular way a) data
b) information
 c) knowledge
d) wisdom

5.__________ is the practice of protecting digital information from unauthorized access, corruption, or theft
throughout its entire lifecycle. a) data security
b) data literacy
c) data privacy
d) data acquisition

2.2 Acquiring Data, Processing, and Interpreting Data

Lesson Title: Acquiring Data, Processing, and Interpreting Data Approach: Session + Activity
Summary: You will get an understanding of data processing, data interpretation and keywords related
to data.
Learning Objectives
● Familiarizing youth with different data terminologies like data acquisition, processing, analysis,
presentation, and interpretation
● Discussing different methods of data interpretation like qualitative and quantitative.
● Understanding the methods and different collection techniques
● Critically think about their advantages and disadvantages
● Identifying various data presentation methods with examples and interpreting them
● Gain awareness about the advantages and impact of Data interpretation on business growth
Learning Outcomes
● Determine the best methods to acquire data.
● Classify different types of data and enlist different methodologies to acquire it.
● Define and describe data interpretation.
● Enlist and explain the different methods of data interpretation.
● Recognize the types of data interpretation.
● Realize the importance of data interpretation
● Pre-requisites: Acquaintance with data and its different types.
Key-concepts
● Familiarizing with different data terminologies like data processing, analysis, presentation, and
interpretation
● Quantitative and Qualitative Data Interpretation
● Types of Data Interpretation – Textual, Tabular and Graphical with examples.

Activity
Session Preparation Logistics: For a class of 40 Students [Pair Activity] Materials
Required:
ITEM QUANTITY
 Online Data Sources Clues NA
Computers 20

Purpose:
The purpose of this activity is to engage participants in acquiring data from online sources. The ability to locate
and access relevant data sources is crucial for AI Projects.

Brief: [Pair Activity] Participants will be locating an online dataset suitable for training an AI model. They will
conduct a search for weather forecast related datasets on various online platforms and then paste images or
screenshots of the datasets found.

2.2.1. Types of data

Artificial Intelligence is crucial, with data serving as its foundation. We come across different types of
information every day. Some common types of data include:

Textual Data (Qualitative Data) Numeric Data (Quantitative Data)

● It is made up of words and phrases ● It is made up of numbers
● It is used for Natural Language Processing (NLP) ● It is used for Statistical Data
● Search queries on the internet are an example ● Any measurements, readings, or values
of textual data would count as numeric data
● Example: “Which is a good park nearby?” ● Example: Cricket Score, Restaurant Bill

Numeric Data is further classified as:

● Continuous data is numeric data that is continuous. E.g., height, weight, temperature, voltage
● Discrete data is numeric data that contains only whole numbers and cannot be fractional
E.g. the number of students in the class – it can only be a whole number, not in decimals

Types of Data used in three domains of AI:

2.2.2 Data Acquisition/Acquiring Data

Data Acquisition, also known as acquiring data, refers to the procedure of gathering data. This involves
searching for datasets suitable for training AI models. The process typically comprises three key steps:
Acquiring Data – Sample Data Discovery

Let’s say we want to collect data for making a CV model

for a self-driving car

● We will require pictures of roads and the objects on

roads
● We can search and download this data from the internet
● This process is called data discovery

Acquiring Data – Sample Data Augmentation

● Data augmentation means increasing the amount of data by

adding copies of existing data with small changes
● The image given here does not change, but we get data on
the image by changing different parameters like color and
brightness
● New data is added by slightly changing the existing data

Acquiring Data – Sample Data Generation

● Data generation refers to generating or recording data

using sensors
● Recording temperature readings of a building is an
example of data generation
● Recorded data is stored in a computer in a suitable
form

Sources of Data
Various Sources for Acquiring Data:
● Primary Data Sources — Some of the sources for primary data include surveys, interviews,
experiments, etc. The data generated from the experiment is an example of primary data. Here is an
excel sheet showing the data collected for students of a class.
● Secondary Data Sources—Secondary data collection obtains information from external sources,
rather than generating it personally. Some sources for secondary data collection include:

2.2.3 Best Practices for Acquiring Data

Checklist of factors that make data good or bad

Data acquisition from websites

Ethical concerns in data acquisition
While gathering data and choosing datasets, certain ethical issues can be addressed before they occur

2.2.4 Features of Data and Data Preprocessing

Usability of Data
There are three primary factors determining the usability of data:
1. Structure- Defines how data is stored.

2. Cleanliness- Clean data is free from duplicates, missing values, outliers, and other anomalies that
may affect its reliability and usefulness for analysis. In this particular example, duplicate values are
removed after cleaning the data.
3. Accuracy- Accuracy indicates how well the data matches real-world values, ensuring reliability.
Accurate data closely reflects actual values without errors, enhancing the quality and trustworthiness
of the dataset.
In this particular example, we are comparing data gathered from measuring the length of a small box
in centimeters.

Kaggle assigns a usability score to the data sets that are present on the website based on scores given by
the users of that data.

What kind of data is more usable, according to you?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________
If we have a lot of data which is not clean, is it good for AI?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________
Features of Data
Data features are the characteristics or properties of the data. They describe each piece of information in a
dataset. For example, in a table of student records, features could include things like the student's name, age,
or grade. In a photo dataset, features might be the colors present in each image. These features help us
understand and analyze the data.

In AI models, we need two types of features: independent and dependent.

Independent features are the input to the model—they're the information we provide to make predictions.

Dependent features, on the other hand, are the outputs or results of the model—they're what we're trying to
predict.

2.2.5 Data Processing and Data Interpretation

Data processing and interpretation have become very important in today’s world Can you
answer this?
▪ Niki has 7 candies, and Ruchi has 4 candies
▪ How many candies do Niki and Ruchi have in total?
▪ We can answer this question using data processing
▪ Who should get more candies so that both Niki and Ruchi
have an equal number of candies?
▪ How many candies should they get?
▪ We can answer this question using data interpretation

Data Processing
▪ Data processing helps computers understand raw data.
▪ Use of computers to perform different operations on data is
included under data processing.

Data Interpretation
▪ It is the process of making sense out of data that has been processed.
▪ The interpretation of data helps us answer critical questions using
data.

Understanding some keywords related to Data More than 60% of

Students would be
Acquire Data - Acquiring data is to collect data from various data
interested in Sports!
sources.

Data Processing- After raw data is collected, data is processed to derive meaningful
information from it.
Methods of Data Interpretation

How to interpret Data?

Based on the two types of data, there are two ways to interpret data- ●
Quantitative Data Interpretation
● Qualitative Data Interpretation

Qualitative Data Interpretation

● Qualitative data tells us about the emotions and
feelings of people

● Qualitative data interpretation is focused on

insights and motivations of people
 Reviews by customers–
Pizza Qualitative data Jim and his
toppings friends are regular customers
here are so Veg Veg farmhouse
tasty! farmhouse pizza is a popular choice
pizza is the
best here!

Data Collection Methods – Qualitative Data Interpretation

Record keeping: This method uses existing reliable documents and other similar sources of information as the
data source. It is similar to going to a library.
Observation: In this method, the participant – their behavior and emotions – are observed carefully Case
Studies: In this method, data is collected from case studies.
Focus groups: In this method, data is collected from a group discussion on relevant topic.
Longitudinal Studies: This data collection method is performed on the same data source repeatedly over an
extended period.
One-to-One Interviews: In this method, data is collected using a one-to-one interview.

Activity – Trend Analysis

Purpose:
▪ This activity will engage youth with longitudinal studies – a study conducted over a considerable
amount of time to identify trends and patterns
▪ The ability to identify trends and patterns in datasets allows us to make informed decisions about
different tasks in our lives

Activity Guidelines
Let’s do a small activity based on Identifying trends.
● Visit the link: https://trends.google.com/trends/?geo=IN (Google Trends)
● Explore the website
● Check what is trending in the year 2022 – Global
▪ Make a list of trending sports (top 5)
▪ Make a list of trending movies (top 5)
● Check what is trending globally in the year 2022
List of trending athletes (top 5) 5 Steps to Qualitative Data Analysis
1. Collect Data
2. Organize
3. Set a code to the Data Collected
 4. Analyze your data
5. Reporting

Quantitative Data Interpretation

Cumulative Grade Point Average (CGPA)

Cumulative Grade Point

Average (CGPA)

Counter – Number of website visit

Recording the height of students in a class

The average height of students will be

important to build suitable tables and
List of trending movies (top 5) chairs for students

▪ Quantitative data interpretation is made on numerical data

▪ It helps us answer questions like “when,” “how many,” and “how often”
▪ For example – (how many) numbers of likes on the Instagram post Data
Collection Methods -Quantitative Data Interpretation
Interviews: Quantitative interviews play a key role in collecting information.
Polls: A poll is a type of survey that asks simple questions to respondents. Polls are usually limited to one
question.
Observations: Quantitative data can be collected through observations in a particular time period
Longitudinal Studies: A type of study conducted over a long time
Survey: Surveys can be conducted for a large number of people to collect quantitative data.

4 Steps to Quantitative Data Analysis

1. Relate measurement scales with variables
2. Connect descriptive statistics with data
3. Decide a measurement scale
4. Represent data in an appropriate format

Let’s summarize Qualitative and Quantitative data interpretation

Qualitative & Quantitative Data Interpretation

Qualitative Data Interpretation Quantitative Data Interpretation

 Categorical Numerical
Provides insights into feelings and emotions Provides insights into quantity

Answers how and why Answers when, how many or how often
Methods – Interviews, Focus Groups Methods – Assessment, Tests, Polls, Surveys

Example question – Why do students like Example question – How many students like
attending online classes? attending online classes?

Types of Data Interpretation

There are three ways in which data can be presented:

Data Interpretation Types

Textual Tabular Graphical

Textual DI
▪ The data is mentioned in the text form, usually in a paragraph.
▪ Used when the data is not large and can be easily comprehended by reading.
▪ Textual presentation is not suitable for large data.
▪ Example:

More than 60% of

In the Science Olympiad class of 45 Students,students
3 students obtained
scored morethe
perfect score of 50. 10 students got a scorethan of 80%
45 and above,
Marks in 15
students got a score of 40 and above, 8 students got a
Olympiad! score of 30 and
above, 6 students got a score of 20 and above and
Tabular DI
▪ Data is represented systematically in the form of rows and columns.
▪ Title of the Table (Item of Expenditure) contains the description of the table content.
▪ Column Headings (Year; Salary; Fuel and Transport; Bonus; Interest on Loans; Taxes) contains the
description of information contained in columns.

Graphical DI
Bar Graphs
In a Bar Graph, data is represented using vertical and horizontal bars.
 Pie Charts
▪ Pie Charts have the shape of a pie and each slice of the pie represents the portion of the entire pie
allocated to each category
▪ It is a circular chart divided into various sections (think of a cake cut into slices)
▪ Each section of the pie chart is proportional to the corresponding value

Distribution of Math Score

Perfect Score(=50)
7%7% 45 and Above(>=45)
13% 22%
40 and Above(>=40)
18%
33% Between 30-39
Between 20-29
19 and Below(<=19)

Line Graphs
▪ A line graph is created by connecting various data points.
▪ It shows the change in quantity over time.

Activity: Visualize and Interpret Data

Duration: 40 Minutes
Purpose
▪ This activity will engage youth with data visualization and
interpretation
 ▪ visualization makes it easier for us to extract useful information contained in the dataset

Activity Guidelines
● The table shows the details of a class consisting of 50 students and their scores ranging in the listed
categories for 5 subjects: Math, Physics, Chemistry, Social Science, and Biology
Student Performance

Marks Range Math Physics Chemistry Social Science Biology

Less than 20 6 3 1 0 0
Between 20-29 14 11 9 15 8
Between 30-40 17 20 21 22 19
Between 41-44 8 10 14 10 16
45 and Above 5 6 5 3 7
Total Students 50 50 50 50 50

● Copy the table in an Excel sheet and create the following visualizations for the given data:
▪ Make a bar graph showing the marks distribution for all 5 subjects
▪ Make a pie chart showing the marks distribution for Physics
▪ Make a line chart displaying the marks distribution for Chemistry Importance of
Data Interpretation

Informed Decision Making A decision is only as good as the knowledge it is based on

Remember the height example:

Since the average height of students is known, school can custom design the chairs and tables
according to the requirement of the class
 Reduced Cost Identifying needs can lead to reduction in cost

Remember the restaurant example:

Restaurant owner could decide to drop/modify some dishes of the menu which aren’t popular or
have got bad reviews

Identifying Needs We can identify needs of people by data interpretation

Remember the restaurant example:

Veg Farmhouse Pizza is a popular choice among age
-10 group 8

Quiz Time: AI Quiz

Session Preparation
Logistics: For a class of 40 Students [Pair Activity] Materials
Required:
ITEMS QUANTITY
COMPUTERS 20

Brief:
The following are questions for the quiz. You can either go for a Pen/Paper Quiz or you can visit any open-
sourced, free, online portal; one of which is Kahoot, and create your quiz there. For Kahoot: Go to

https://kahoot.com/ and create your login ID on it. Then, add your own kahoot in it simply by adding all the
given questions into it. Once created, you can initiate the quiz from your ID and students can participate in
it by putting in the Game pin.

Quiz Questions
1. What are the basic building blocks of qualitative data?
a. Individuals
b. Units
c. Categories
d. Measurements

2. Which among these is not a type of data interpretation?

a. Textual
b. Tabular
c. Graphical
d. Raw data
3. Quantitative data is numerical in nature.
a. True
b. False
4. A Bar Graph is an example of?
a. Textual
b. Tabular
c. Graphical
d. None of the above
5. _____________ relates to the manipulation of data to produce meaningful insights. a.
Data Processing
b. Data Interpretation
c. Data Analysis
d. Data Presentation

2.3 Project Interactive Data Dashboard & Presentation

Lesson Title: Project Interactive Data Dashboard and Approach: Session + Activity
Presentation
Summary: In this module, you will reflect on your learnings from the previous units till learnt.
You will further engage in an activity on data collection and data visualization using the visual
data analytics platform, Tableau.
Learning Objectives
● Demonstrating comprehension and retention of learnings from previous units
● Apply acquired knowledge to select and employ appropriate data visualization methods

Learning Outcomes
● Summarize the topics learned previously
● Recognize the importance of data visualization
● Discover different methods of data visualization

Pre-requisites:
● Meet the learning outcomes of units till learnt
● Basic computer skills.
Key-concepts
● Mapping AI Project Cycle.
● Data Literacy.
● Sources of data.
● Data acquisition.
● Usability of data.
● Data processing and interpretation.
● Data visualization using Tableau.

Icebreaker Activity
Tic-Tac-Toe

Purpose:

● To initiate the concept of data collection Material

required:
Paper, Pen, A partner!

Instructions

▪ Partner with a person to play the game.

▪ There will be three rounds of tic-tac-toe. Take a piece of paper and draw three tic-tac-toe tables.
▪ Play three rounds of tic-tac-toe.
▪ After 3 rounds, answer the questions given on the
next slide. Now answer the following questions

▪ Who won round one?

▪ Who won round two?
▪ Who won round three?
▪ How many X’s were used in each round?
▪ How many O’s were used in each round?

If you answered any of the above questions, you collected data!

Activity

Data Visualization Using Tableau

Your favorite songs
● Think about songs! Which songs do you listen to? Which songs do you sing?
● Do you have a favorite song, artist, album, or playlist?
● Let's start thinking about the different aspects of a song, like instruments and lyrics. ● Do your
favorite songs have anything in common?

▪ Maybe your favorite music falls within the same genre.

▪ A genre refers to the different styles of music.
▪ Common genres include hip-hop, pop, alternative, and rock.
▪ Classifying songs by genre, and other traits allows us to see trends in our favorite music.
▪ All of this information is valuable data that we can count, summarize, and present!
Instructions
● Draw a grid with 6 columns as shown.
● Title the first column Song Name, then write down the names of 5-10 of your favorite songs
● For this activity, we're going to collect data about the Album, Artist, Genre, Year, and Song Length.
● Add those headings to your table.
● Fill out the table by looking up each song on Google, Spotify, or Apple Music.
Let’s visualize

● Count the number of songs that fall into each genre.

● Make a bar chart to visualize the number of songs within each genre using your counting. Color
each bar a different color.
● You will get a graph as shown in the image.
● Looking at the data visualization, can you tell which genre has the most songs?

Let’s see how Tableau makes it faster and easier for us to present data
Instructions

▪ Download Tableau public with the help of an adult using this link -
https://public.tableau.com/en-us/s/download
▪ Install the package via the install wizard.

▪ Once installed, double click the program to open the Tableau Public Desktop application.
▪ Once open, this is what you should see.

▪ Now we are ready to pull in our data!

▪ If you haven't already, make sure to enter all of your song data into the "Song Data" Excel template
provided.

▪ To pull in the data, click on Microsoft Excel in the top left corner.
▪ Now drag the sheet with your data to Drag tables here section.

▪ First, let's recreate the bar chart we made to visualize the number of songs per genre! ▪
Click Sheet1 in the bottom left corner of the screen

▪ Hover over the word “Genre”. You will notice a blue oval appear behind it.
▪ Click and drag “Genre” up and to the right, releasing it next to the word Columns when a little orange
arrow appears.
▪ Hover over the word “Genre”. You will notice a blue oval appear behind it.

▪ Click and drag “Genre” up and to the right, releasing it next to the word Columns when a little orange
arrow appears.

▪ Now drag “Sample (Count)” to Rows, following the same steps as above.

▪ “Sample (Count)” represents the total number of songs in your table.

▪ Tableau made us a bar graph!

▪ What if you want to make each bar a different color?

▪ Simply click and drag “Genre” out to where it says Color.

 ▪ Tableau colored our genres for us!

Let’s explore another way of visualization

▪ First, we'll start by duplicating our current bar chart sheet. This will create an exact copy in a new sheet.
▪ You'll do this by right clicking "Sheet 1" and selecting "Duplicate".

▪ In the upper right corner, click "Show Me”.

▪ will see all of the different types of visualizations that Tableau can create using Genre and Sheet
Count 1. Select “Packed Bubbles”.
▪ Tableau quickly transformed our bar chart to a chart of bubbles. ▪
Pop genre is the most popular because it is the biggest circle.

▪ We can make the text a little more fun and easier to read.
▪ To do that, click the label square.

▪ This opens up a box that allows us to change the font and text size. ▪
Let's change the font size to 12 and the font to "Chalkboard".
 ▪ We have our complete bubble chart now!

Useful Videos to watch

▪ https://www.youtube.com/watch?v=NLCzpPRCc7U
▪ https://www.youtube.com/watch?v=_M8BnosAD78

Note: You may also use Ms Excel or Datawrapper (https://www.datawrapper.de/) for the data visualization
instead of Tableau.

Revision Time:

1. At which stage of the AI project cycle does Tableau software prove useful?
2. Name any five graphs that can be made using Tableau software 3. In the below
excel sheet-
 ▪ Is the Year qualitative or quantitative?
▪ Is Song Length discrete or continuous?
▪ Is the Genre discrete or continuous?
What is the importance of data visualization?

4.

Unit 3: Math for AI (Statistics & Probability)

BC
3.1 Importance of Math for AI

Activity 1:
Purpose: observing and analyzing the numbers & Find the pattern.
Title: Math for AI▪ Find the missing number in the following series: Approach:
Interactive Session + Activity Learning objectives:2, 4, 6, 8, 10, 12, ?
▪ Discuss the applications of Mathematics in AI.4, 10, 16, 22, 28, ?
▪ To know the different mathematical concepts important for understanding AI?
34, 31, 28, 25, 22, ?
▪ How are statistics and probability used in different AI applications?
Summary:▪ If Year 1 Profit was INR In this chapter, Students are introduced to the mathematics required
for designing an AI 1000; Year 2 Profit was INR 1500; Year 3 Profit was INR 2000; Year 4 project. They will
know about the essential mathematical concepts required to understand an AI project Profit was INR
2500, can you predict the profit for Year 5? from the basics. They will be introduced to mathematical
conce pts of linear algebra, calculus, statistics, and probability through easy activities and examples.
Learners will also be able to identify the use of statistics and probability in everyday life. Learning
Outcomes:
▪ Students will be able to understand the importance of mathematics in the field of AI.
▪ Students will be able to identify the essential mathematical concepts required for the
understanding of A
▪ Students will be able to define statistics and probability and describe their applications in AI Pre-
requisites:
▪ Basic mathematical knowledge and analytical ability
▪ Basic familiarity with AI
Key- Concepts:
▪ Important mathematical concepts in AI
▪ Introduction to statistics and probability

Ask the learners

● “How did you solve these puzzles?”
 ● “Was there any pattern that you recognized which could help you solve the puzzles?”

How are Math and AI related?

Math is the study of patterns
▪ To solve the puzzles, you identify an order/arrangement in the list of numbers or the
images. ▪ This arrangement is called a pattern.
▪ These patterns exist all around us.
▪ We have patterns in numbers, images, and language.

Ask learners if they can identify any patterns around themselves.

AI is a way to recognize patterns

● AI can learn to recognize patterns, like human beings.
● AI can see patterns in different types of data - numbers, images, and speech and text.
● These patterns help AI to solve puzzles – like identifying dogs and muffins, or predicting
hurricanes!

Say “Just like we can recognize patterns in numbers, words, pictures, etc., AI can also recognize similar
patterns.”
Hence,
 ▪ Math is the study of patterns
▪ AI is a way to recognize patterns in order to take decisions
▪ AI needs Math to study and recognize patterns in order to take decisions Can
you identify any pattern in the image given below?

Activity 3:
Purpose:To find connections between sets of images and using that to solve problems, think smartly,
and grasp tricky ideas.

Complete the sequence in the left column by identifying the

correct missing piece in the right column out of A or B.

Understanding math will help us to better understand AI and its way of working, but what kind of math is
needed for AI?
Let us take a look!
Essential Mathematics for AI

Let’s think and answer the following questions:

▪ 11, 22, 33, 44, 55 – Can you find out the middle value from the given numbers?
____________________________________________________________________________

▪ In the given figure, which of the two lines is more slanted? Line 1 or Line 2?
 ________________________________________

▪ A has 2 plants, B has 3 plants, C has 1 plant, D has 7 plants. How many plants are there in total?
_______________________________________

▪ If the coin shown in the figure below is used for a toss, what can be the possible result?

Just like us, AI can also solve 4 type of problems using Math.

AI uses Math for:

▪ Statistics (Exploring data): Example – What is the middle value of the data? Which is the most
common value in the data?
▪ Calculus (training and improving AI model): Example – which line is more slanted? Which figure
covers more area?
▪ Linear Algebra (finding out unknown or missing values): Example – How many plants are there in
total? How many cars are there in a city?
▪ Probability (predicting different events): Example – what will be the possible results of a coin
toss? Will it rain tomorrow?
3.2 Statistics
 Ask learners to answer some or all of these questions as an assignment. Meanwhile, take dummy
numbers and walk the learners through the questions.
● Can you find out the total weight of your family members?
● Can you find out the total number of students in your school?
● Can you find out the maximum temperature in your city during the last month?
Definition of Statistics:” Statistics is used for collecting, exploring, and analyzing the data. It also helps in
drawing conclusions from data.”
▪ Data is collected from various sources.
▪ Data is explored and cleaned to be used.
▪ Analysis of data is done to understand it better.
▪ Conclusions and decisions can be made from the data.
Applications of Statistics:
▪ Predict the performance of sports teams
▪ It can be used to find out specific things such
as: o the reading level of students o the
opinions of voters
o the average weight of a city’s resident
Activity 4:
● Purpose: Uses of Statistics in real life.
● Write any two applications of Statistics in real life.
___________________________________________________________________________________
___________________________________________________________________________________

●
Some more applications of Statistics Disaster Management
▪ Authorities use statistics to alert the citizens residing in places that might be affected by a natural
disaster in near future.
▪ The disaster management teams use statistics to know about the population, and about the
services and infrastructure present in the affected area.

Ask students to think about more ways in which statistics can be used for disaster management .
Sports
▪ The Tokyo 2020 Olympics were postponed due to the developing global situation in light of the Covid-
19 pandemic.
 ▪ Statistics revealed that COVID cases sharply increased in Japan during the planned period of
Olympics.

Ask learners to think of more ways in which statistics can be used in sports.

Disease prediction
▪ US government uses statistics to understand which disease is affecting the population the most.
▪ This helps them in curing these diseases more effectively.
▪ Example - government can analyze the areas where COVID cases are increasing, or where the
vaccination drive needs to be improved.

Weather forecast
▪ Computers use statistics to forecast weather.

▪ They compare the weather conditions with the information about past seasons and conditions.
Few more facts
• Kids watch around 1.5-3 hours of TV per day while being in childcare.
• 72% of teens often (or sometimes) check for messages or notifications as soon as they wake
up, while roughly four-in-ten feel anxious when they do not have their cellphone with them.
• 77% of children don’t get enough physical exercise.
• Almost a quarter (23%) of children aged five to 16 believe that playing a computer game with
friends is a form of exercise.
• 69% of all children experience one or more sleep-related problems at least a few nights a
week.
• Only 54% of US children aged 3 to 5 years attend full-day preschool programs.

Activity 5: Car Spotting and Tabulating

Purpose: To implement the concept of data collection, analysis and interpretation.
Activity Introduction:
● In this activity, youth will engage in data collection and tabulation.
● Data collection plays a key role in Artificial Intelligence as it forms the basis of statistics and
interpretation by AI.
● This activity will also require youth to answer a set of questions based on the recorded data.

• At least 264 million children worldwide (about 12%) don’t go to school.

Activity Guidelines
Data Collection
● Visit the following link:
https://www.youtube.com/watch?v=4A5L3x3TVuc&ab_channel=CarvingCanyons ●
Fill the table while watching the video using tally.
Reference Tally

Data Analysis
● How many cars are spotted in total?
________________________________________________________________

● Which colour has been spotted the maximum amount of time?

Data Interpretation

● What is the most common colour choice for the residents of this area?
_______________________________________________________________ ●
Answer hint: The colour observed the maximum number of times.
_______________________________________________________________

3.3 Probability
Activity-6
Purpose: To understand the possibility of occurrence of an event.
Introduction to probability
Probability is a way to tell us how likely something is to happen. For example – When a coin is tossed,
there are two possible results or outcomes: heads (H) or tails (T)
The probability equation defines the likelihood of the happening of an event. It is the ratio of favorable
outcomes to the total favorable outcomes. The probability formula can be expressed as,

Probability of an Event =
Number of Favorable Outcomes / Total Number of Possible Outcomes
We say that the probability of the coin landing H is ½ and the probability of the coin landing T is ½ When
we talk about probability, we use a few terms that help us understand the chances for something to
happen.
Probability can be expressed in the following ways:
▪ Certain events: An event will happen without a doubt
▪ Likely events: The probability of one event is higher than the probability of another event
▪ Unlikely events: One event is less likely to happen than another event
▪ Impossible events: There's no chance of an event happening
▪ Equal Probability events: Chances of each event happening is same
The probability of an event occurring is somewhere between impossible and certain.
• If an event is certain or sure to happen, it will have a probability of 1.
For example, the probability that it will rain in the state of Florida at least once in a specific year is 1.
• If an event will never happen or is impossible, it will have a probability of 0.
For example, the probability that you can pick a red ball from a bag containing only blue balls is 0.
 Imagine you have a bag full of stars where 7 stars are and 3 stars are

Try to fill in the blanks with – likely, unlikely, certainly, impossible, equal probability

1. If you pick a star from the bag without looking, it is __________ that you will pick .

2. If you pick a star from the bag without looking, it is __________ that you will pick a .

3. If you pick a star from the bag without looking, it is __________ that you will pick a .

4. If you remove 4 from the bag, and pick a star without looking, there is an __________ that

you will pick either or .

5. If you pick an object from the bag without looking, you will __________ pick a star.
Let’s try to understand the concept of Probability using a relatable example. Consider a
relatable scenario!
You want to go to your best friend's birthday party next Saturday. Your parents decide to make a deal
with you. Scenario 1
Scenario 2

Scenario 3
 Scenario 4

Hope the terms impossible, unlikely, even, likely and certain are clearer now!
Moving on, take a look at some applications of Probability in Real Life!

Probability - Applications Sports

▪ Probability can be used in estimating batting average in Cricket.
▪ Batting average in Cricket represents how many runs a batsman would
score before getting out.

▪ For instance, if a batsman had scored 45 runs out of 100 from only
boundaries in the last match. Then, there is a chance that he will
score 45% of his runs in the next match from boundaries.

Weather Forecasting
▪ One of the most common real-life examples of using
probability is weather forecasting.

▪ It is used by weather forecasters to assess how likely

it is that there will be rain, snow, clouds, etc., on a
given day in a certain area.
 ▪ Forecasters may say things like “there is a 70% chance of rain today between 4 PM
and 6 PM” to indicate a medium to high likelihood of rain during certain hours.

Traffic Estimation
▪ Regular people often use probability when they decide to drive to
someplace.

▪ Based on the time of day, location in the city, weather conditions,

etc. people tend to make probability predictions about how bad
traffic will be during a certain time.

▪ For example, if you think there’s a 90% probability that traffic will
be heavy from 6 PM to 7:30 PM in your vicinity then you may
decide to wait during that time.

Let’s discuss
1. Does math play a crucial role in AI life cycle?
_____________________________________________________________________
2. What is statistics?
_____________________________________________________________________
3. What is probability?
_____________________________________________________________________

Key Takeaway:
1. Math is essential for understanding AI models in depth.
2. Different math concepts used for AI are Statistics, Probability, Linear Algebra and Calculus.
3. Applications of math can be found in everyday life.

Reflection
▪ Why is math necessary for designing an AI project?

Revision Time
Part A
1. Match the following:
A B
I) Probability a) exploring data
ii) Calculus b) finding out unknown or missing values iii) Statistics c)
predicting different events iv) Linear Algebra d) training and improving AI model.
2. If you are to throw an arrow to this pie chart, in which color
is the arrow more likely to fall? a) Red
b) Blue
c) Yellow
d) Green
3. If you select a balloon without looking, how likely is it that
you will pick a blue one? a) Probable
b) Certain
 c) Unlikely
d) Impossible
4. With one throw of a 6-sided die, what's the probability of getting an even
number? a) 1/5
b) 2/5
c) 5/6
d) 1/2
5. Which of the following is an equation?
a) 2x + 5
b) x + 2 = 4x
c) x^2 + 2x
d) 5 + 5x + 5x^2
6. What is the value of x? 10x-8=6x
a) 8
b) 4
c) 2
d) 6
7. Which two are examples of descriptive statistics?
a) Median and correlation.
b) Mean and standard deviation.
c) Mode and regression analysis.
d) Variance and Hypothesis testing.
8. What is the probability of getting head when you toss a coin once?
a) 0.75
b) 1
c) 0
d) 0.5
9. Getting seven in die throwing is a possible event. (True/False).
10. The median of the data: 155, 160, 145, 149, 150, 147, 152, 144, 148 is
a) 149
b) 150
c) 147
d) 144
Answer the following question:
1. Explain the relationship between Mathematics and Artificial Intelligence, providing justification for
their interconnection.
2. Aman is confused, how probability theory is utilized in artificial intelligence, help Aman by
providing two examples to illustrate its importance.
3. Define Certain events and likely events with examples.
4. Write any two examples of Impossible and equal probability events.
Age (in years) 10 12 14 15 16
Cases admitted (in a day) 5 7 9 22 11
5. Radhika collected the data of the age distribution of cases admitted during a day in a hospital. Find
the average number of cases admitted in hospital. Also, draw a line graph to represent the data
graphically.
6. Identify the likely, unlikely, impossible and equal probability events from the following a. Tossing a
coin
b. Rolling an 8 on a standard die
 c. Throwing ten 5’s in a row
d. Drawing a card of any suite

Unit 4 - Generative Artificial Intelligence

Lesson Title: Introduction to Generative AI Approach: Interactive Session + Activity

Summary:
The lesson covers four main topics, including an introduction to Generative AI, how it works,
how to use it, and the ethical considerations that come with its use. By the end of the lesson,
students will have a basic understanding of Generative AI, how it can be used, and the
potential ethical implications to consider.
Learning Objectives
● To understand Generative AI and its types.
● To know examples and benefits of using Generative AI.
● To identify popular Generative AI tools and their applications.
● To sensitize the students about the ethical considerations of using Generative AI.
● To explain students about the potential negative impact of Generative AI on society.
Learning Outcomes:
● Students will be able to define Generative AI & classify different kinds.
● Students will be able to explain how Generative AI works and recognize how it learns.
● Students will be able to apply Generative AI tools to create content.
● Students will understand the ethical considerations of using Generative AI.
Pre-requisites:
● Knowledge of AI project cycle.
Key-concepts:
● Generative AI
Programs/Applications Used:
● MS PowerPoint
● MS Word
● Web browser (any)
Activity: Guess the Real Image vs. the AI-Generated Image
Purpose:
● To understand the difference between real and AI-Generated Images.
Examine the images and determine whether either of the images is a real image or an AI-
●
generated image. Also, give reasons for your answer.

Image Source: Ingram, D., Goode, J., & Nair, A. (2022, December 30). You against the machine: Can you spot which image was
created by A.I.? www.nbcnews.com. https://www.nbcnews.com/specials/ai-generated-art-photo-quiz/index.html

Let's look at the concepts behind the generation of these images.

Supervised Learning and Discriminative Modeling

Image Source: Generative AI, Explained by Humans. (n.d.). https://lingarogroup.com/blog/generative-ai-explained-by-humans

The classification of data elements into categories or labels was initially taught to the machine learning
models by humans.

Unsupervised Learning and Generative Modeling

Image Source: Generative AI, Explained by Humans. (n.d.). https://lingarogroup.com/blog/generative-ai-explained-by-humans

In unsupervised or self-supervised learning, the machine learning model takes unlabeled datasets and
figures out patterns and inherent structures within them — without human intervention.

What is Generative AI?

▪ Generative artificial intelligence (AI) refers to the algorithms that generate new data that resembles
human-generated content, such as audio, code, images, text, simulations, and videos.
▪ This technology is trained with existing data and content, creating the potential for applications such as
natural language processing, computer vision, the metaverse, and speech synthesis.

Activity
Watch the video: https://www.youtube.com/watch?v=26fJ_ADteHo and Share your views

Let us have a look at timeline of Generative AI

Source: https://www.desdevpro.com/blog/talk-rise-of-generative-ai

Generative AI has evolved over several years to reach its current form. Over time, advancements in neural
networks and deep learning techniques have significantly enhanced its capabilities. From early
experiments in generative models to breakthroughs in natural language processing and image generation,
the development of generative AI has been a continuous journey of innovation and refinement. Today,
generative AI encompasses a wide range of applications, including text generation, image synthesis, and
creative content creation, showcasing the culmination of years of research and development efforts.

What do you understand about generative AI?

_____________________________________________________________________________________
_____________________________________________________________________________________
Give a few examples of generative AI.
_____________________________________________________________________________________
_____________________________________________________________________________________
What do you know about Deep Fake?
_____________________________________________________________________________________
_____________________________________________________________________________________

Generative AI vs Conventional AI
In contrast to other forms of AI, Generative AI is specially made to produce new and unique content rather
than merely processing or categorizing already-existing data. Here are some significant variations:
Generative AI creates new content, whereas
Goal conventional AI analyzes, processes, and
classifies data.

Generative AI models use vast libraries of

samples to train neural networks and other
Training complicated structures
to produce new content based on those
patterns.
Conventional AI employs fewer complex
algorithms and training methods.

Generative AI output is fresh, innovative, and

often unexpected.
Output Conventional AI produces more predictable
output based on existing data.

Generative AI benefits art, music, literature,

gaming, and design.
Applications Conventional AI is used in banking,
healthcare, image recognition, and language
processing.
Types of Generative AI
Generative AI comes in a variety of forms, each with unique advantages and uses. Some of the most
typical varieties are listed below:

GANs (Generative Adversarial Networks)

GANs are neural networks that collaborate to produce fresh data

Made up of two neural networks: Generator Network & Discriminator Network
The generator network produces the data, while the discriminator network analyses the data and provides
feedback.
Until the generator can generate data that is identical to real data, the two networks collaborate in a
feedback loop.
Examples-creating portraits of non-existing people, convert images from day to night, generate images

based on textual description, generate realistic video etc.

Another class of generative models is VAEs. In order to produce fresh data, VAEs learn the distribution of
the data and then sample from it.
Examples - Generation of new images similar to given training set, image reconstruction, generating drafts
for writer, generating new sounds and music composition etc.

RNNs are a special class of neural networks that excel at handling sequential data, like music or text.
They function by ingesting past inputs and applying that knowledge to anticipate future inputs.
Example- Generating novel text in the style of a specific author or genre, predicting next character or word in

a sequence etc.

These are Neural networks that have been trained to learn a compressed representation of data

They function by compressing data first, then decompressing that compressed data to restore it to its original form.
Auto encoders can be applied to denoising or picture compression applications.

Examples- artistic image creation, drug discovery. They generate highly realistic samples.

Examples of Generative AI
Generative AI has many applications, from art and music to language and natural language processing.
Here are some examples of how generative AI is being used in various fields: ▪
Art: Generative AI is being used to create unique works of art.
 ▪ For example, The Next Rembrandt project used data analysis and 3D printing to create a new
painting in the style of Rembrandt
(Watch video: Video source: The Next Rembrandt. (2016, April 5). The Next Rembrandt [Video].
YouTube. https://www.youtube.com/watch?v=IuygOYZ1Ngo)
▪ Music: Generative AI is being used to create new music, either by composing original pieces or by
remixing existing ones.

▪ For example, AIVA is an AI composer that can create original pieces of music in various genres.
(Watch video: Video source: TED. (2018, October 1). How AI could compose a personalized soundtrack to
your life | Pierre Barreau [Video]. YouTube. https://www.youtube.com/watch?v=wYb3Wimn01s)
▪ Language: Generative AI is being used to generate new language, such as chatbots that can hold
conversations with users or natural language generation systems that can produce written content.
(Watch video: Video source: BBC News. (2023, January 15). What is ChatGPT, the AI software taking the
internet by storm? - BBC News [Video]. YouTube. https://www.youtube.com/watch?v=BWCCPy7Rg-s)

Benefits of using Generative AI

Overall, generative AI offers a range of benefits, including increased creativity, efficiency, personalization,
exploration, accessibility, and scalability. By leveraging these benefits, businesses and organizations can
improve their content creation processes and provide better experiences for their users.

Limitations of Using Generative AI

01 Data Bias
If generative AI is trained on biased or incomplete data, the output may be similarly biased or flawed. This can
lead to inaccurate or problematic results in certain applications, such as in facial recognition or natural
 language processing.

02 Uncertainty
Generative AI can produce unexpected and often unpredictable results, which can be both a benefit and a drawback.

03 Computational Demands
Generative AI requires significant computational resources to train and generate its output, which can be expensive
and time -consuming.

Hands-on Activity: GAN Paint

▪ GAN Paint directly activates and deactivates neurons in a deep network trained to create pictures.
▪ Each left button ("door", "brick", etc.) represents 20 neurons. The software shows that the network
learns about trees, doorways, and roofs by drawing.
▪ Switching neurons directly shows the network's visual world
model.
▪ To use GAN Paint, you will first need to select a base image
from the website's library. You can then use the brush tool
to add objects and textures to the image. As you paint, the
GAN network will learn to generate more realistic images.
▪ You are encouraged to experiment with GAN Paint and see
what you can create. Have fun!

Link: https://ganpaint-v2.vizhub.ai/

Generative AI tools
There are many generative AI tools available today that enable users to create and experiment with
generative models. Here are some popular tools:
▪ Artbreeder: Artbreeder is a web-based tool
that enables users to generate new images by
combining different GAN models. Users can
select and combine different GAN models to
create new and unique images.
Hands-on Activity
Generate Images with Text Prompt
1. Go to artbreeder.com
2. Select Create from menu bar and click on New
Image under Prompter category.
3. Give cool text prompt and see how AI
generates a picture from those prompts.
▪ Runway ML: Runway ML is a platform for
creating, training, and deploying
generative models. It provides a user-friendly interface for building and training various types of
generative models, including GANs, VAEs, and image classifiers.
(Watch video: Video source: https://www.youtube.com/watch?v=trXPfpV5iRQ)
Explore AI Magic Tools Of Runway ML
1. Go to https://runwayml.com/
2. Explore the AI Magic Tools
3. Take any tool of your choice and generate new content with it.
 ▪ ChatGPT
Link: https://chat.openai.com/
I asked ChatGPT to introduce itself. And here is the response

▪ Gemini
Link: https://gemini.google.com/
I asked Gemini to introduce itself. And here is the response!

Image source: Khare, Y. (2023, April 10). Google VS Microsoft: The Battle of AI Innovation. Analytics Vidhya.
https://www.analyticsvidhya.com/blog/2023/04/google-vs-microsoft-the-battle-of-ai-innovation/

Hands-on Activity
Chit-Chat with ChatGPT & Gemini
▪ Sign up & Login into both ChatGPT and Gemini.
▪ Chat with the ChatGPT and ask it to write a paragraph on How it Works? - ChatGPT
▪ Similarly, Chat with Bard and ask it to write a paragraph on How it Works? - Gemini
Here are 6 prompts that can be tried on ChatGPT and Gemini:
1. Write a summary of the history of the internet.
2. Explain how to code a simple website.
3. Write a blog post about the latest trends in artificial intelligence.
4. Create a presentation about the benefits of cloud computing.
5. Write a research paper about the future of technology.
6. Design an app that solves a real-world problem.
Document the findings from above activity on ChatGPT vs Gemini vs Copilot based on the parameters
below:
▪ Parameter 1: Human-Like Response.
▪ Parameter 2: Training Dataset and Underlying Technology.
▪ Parameter 3: Authenticity of Response.
▪ Parameter 4: Access to the Internet.
▪ Parameter 5: User Friendliness and Interface.
▪ Parameter 6: Text Processing: Summarization, Paragraph
Writing, Etc.
▪ Parameter 7: Charges and Price.

How to Use Generative AI Tools in Real-world Scenarios

The table shows popular Generative AI tools that can be used in various fields.

Some more tools

 Ethical considerations of using Generative AI
While Generative AI offers many benefits, there are also several ethical considerations that should be
considered when using this technology.

There are questions about who owns the content generated by

generative AI. This is particularly relevant in creative fields such as
Ownership music, literature, or art, where
generative AI can create original works that blur the lines
between human and machine authorship.

Generative AI raises questions about human agency and control. As

technology becomes more sophisticated, it may become
Human Agency increasingly difficult to distinguish between content generated
by humans and machines, which could lead to a loss of human
autonomy and agency.

Generative AI can replicate and amplify existing biases

present in the data used to train the model.
Bias This can lead to harmful or discriminatory outcomes,
especially if the generated content is used in high-stakes
applications such as hiring, loan approvals, or criminal
justice.
Generative AI can be used to create fake news or
deepfakes, which can be used to spread misinformation
and manipulate public opinion.
Misinformation This can have serious consequences for democracy and
trust in institutions.

Generative AI can potentially be used to generate

Privacy sensitive personal information, such as credit card numbers, social

security numbers, or medical records.
This could be used for malicious purposes.

The Potential Negative Impact on Society

● Generative AI can be used to create fake news or deep fakes that can spread misinformation and
manipulate public opinion.
● Lead to job displacement for humans who previously performed these tasks.
● Generative AI has the potential to generate sensitive personal information, such as social security
numbers or medical records, which could be used for malicious purposes.
Responsible Use of Generative AI
● Ensuring that the training data used are diverse and representative.
● The outputs are scrutinized for bias and misinformation.
● Prioritizing user privacy and consent,
● Having clear guidelines around ownership and attribution of generative content.
● Engaging in public discussions around the social and ethical implications of this technology to
ensure that it is developed and used in ways that are beneficial to society.
In short, responsible use of Generative AI is essential for ensuring that this technology is developed and
used in ways that benefit society!
By emphasizing ethics, creating trust, limiting negative repercussions, defining legislation, and
encouraging innovation, we may maximize Generative AI’s potential to improve society!

Revision Time
● What do you understand about Generative Artificial Intelligence? Give any two examples.
● Write any two AI tools each for the following- ▪ Generative AI image generation tools
▪ Generative AI text generation tools
▪ Generative AI audio generation tools
● Give full forms of the following-
▪ GANs
▪ VAEs
▪ RNNs
● How Generative AI can be helpful in following fields-
▪ Architecture
▪ Coding
▪ Music
▪ Content Creation
● Sakshi has been assigned a homework essay on the topic, “The Impact of Climate Change on Coral
Reefs.” The essay requires Sakshi to research and explain various aspects of climate change, such
as ocean acidification and rising sea temperatures, and their effects on coral reef ecosystems. His
friend suggested using some text generation tool. List some guidelines for Sakshi to prevent
misuse of Generative AI and use it constructively.

● How do you think generative AI can revolutionize the creative industry, such as art and fashion, by
enabling the generation of unique and innovative designs?

● Considering the ethical challenges associated with generative AI, what are your thoughts on
establishing guidelines or regulations to ensure responsible use of these technologies? How can
we balance the potential benefits and risks?

Answers to MCQ
Unit 1
Subunit 1.1
1. b,
2. b
3. c
4. c
5. a
 6. a

Subunit 1.2.3
1. b
2. b 3. d
4. a
5. d

Subunit 1.2.5

1. b,a,d,c,f,e
2. b
3. c
4. True
5. A-AI, B-ML, C-DL

Subunit 1.2.6
1. a
2. a

Subunit 1.3

1. Ethics
2. AI principles
3. No, it is not considered theft. It is an ethical concern.
4. Data Privacy
5. Bias
6. True

7. Bias

8. True

Unit 2:
Part A
1. i. c
ii. d
iii. a
iv. b
2. b
3. b
4. d
5, d
6. b
7. c
8. b
9. d
10 Part B .....................................................................................................................................................................
1...................................................................................................................................................................................
2..................................................................................................................................................................................

UNIT 3
Subunit 3.1.5
1. b
2. a
3. b
4. c
5. a

Subunit 3.2
1. c
2. d
3. a
4. c
5. b