ARTIFICIAL INTELLIGENCE (SUBJECT CODE 417)

CLASS – X (SESSION 2023-2024)

Total Marks: 100 (Theory-50 + Practical-50)
NO. OF HOURS MAX. MARKS for
UNITS for Theory and Theory and
Practical Practical
Employability Skills
Unit 1: Communication Skills-II 10 2
PART A

Unit 2: Self-Management Skills-II 10 2

Unit 3: ICT Skills-II 10 2
Unit 4: Entrepreneurial Skills-II 15 2
Unit 5: Green Skills-II 05 2
Total 50 10
Subject Specific Skills
Unit 1: Introduction to Artificial Intelligence (AI) 7
Unit 2: AI Project Cycle 9
Unit 3: Advance Python
--
(To be assessed in Practicals only)
Unit 4: Data Science (Introduction, Applications of
PART B

Data Sciences, Data Science: Getting Started (up to

4
Data Access),
remaining portion is to be assessed in practical
Unit 5: Computer Vision (Introduction,
Applications of Computer Vision, Computer Vision:
4
Getting Started (up to RGB Images),
remaining portion is to be assessed in practical
Unit 6: Natural Language Processing 8
Unit 7: Evaluation 8
Total 40
Practical Work:
Practical File with minimum 15 Programs 15
PART C

Practical Examination 5
• Unit 3: Advance Python
5
• Unit 4: Data Science
• Unit 5: Computer Vision 5
Viva Voce 5
Total 35
Project Work / Field Visit / Student Portfolio
10
PART D

(Any one to be done)

Viva Voce 5

Total 15

GRAND TOTAL 200 100

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 DETAILED CURRICULUM/TOPICS FOR CLASS X
Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-II 10
2. Unit 2: Self-management Skills-II 10
3. Unit 3: Information and Communication Technology Skills-II 10
4. Unit 4: Entrepreneurial Skills-II 15
5. Unit 5: Green Skills-II 05
TOTAL 50

Note: The detailed curriculum/ topics to be covered under Part A: Employability Skills
can be downloaded from CBSE website

Part-B – SUBJECT SPECIFIC SKILLS

❖ Unit 1: Introduction to Artificial Intelligence (AI)

❖ Unit 2: AI Project Cycle
❖ Unit 3: Advance Python
❖ Unit 4: Data Science
❖ Unit 5: Computer Vision
❖ Unit 6: Natural Language Processing
❖ Unit 7: Evaluation
UNIT 1: INTRODUCTION TO ARTIFICIAL INTELLIGENCE

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Foundational Understand the concept of Session: What is Intelligence?
concepts of AI human intelligence and its
various components such as Session: Decision Making.
reasoning, problem-solving, ● How do you make decisions?
and creativity ● Make your choices!
Session: what is Artificial Intelligence and what
is not?
Basics of AI: Understand the concept of Session: Introduction to AI and related
Let’s Get Artificial Intelligence (AI) terminologies.
Started and its domains ● Introducing AI, ML & DL.
● Introduction to AI Domains (Data Sciences,
CV & NLP)
● Gamified tools for each domain-
o Data Sciences- Impact Filter (Impact of
rise in temperature on different
species)
https://artsexperiments.withgoogle.com
/impactfilter/
o CV- Autodraw (It pairs machine
learning with drawings from talented
artists to help you draw stuff fast.)
https://www.autodraw.com/

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 SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL
o NLP- Wordtune (AI writing tool that
rewrites, rephrases, and rewords your
writing)
https://www.wordtune.com/
Explore the use of AI in real
Session: Applications of AI – A look at Real-life
Life.
AI implementations
Learn about the ethical Session: AI Ethics
concerns involved in AI ● Moral Machine Activity : a platform for
development, such as AI bias, gathering a human perspective on moral
data privacy and how they can decisions made by machine intelligence,
be addressed. such as self-driving cars.
http://moralmachine.mit.edu/

UNIT 2 : AI PROJECT CYCLE

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Introduction Understand the stages Session: Introduction to AI Project Cycle
involved in the AI project
cycle, such as problem
scoping, data collection, data
exploration, modeling,
evaluation.
Problem Learn about the importance of Session: Understanding Problem Scoping &
Scoping project planning in AI Sustainable Development Goals
development and how to
define project goals and
objectives.
Data Develop an understanding of Session: Simplifying Data Acquisition
Acquisition the importance of data
collection in AI and how to
choose the right data sources.
Data Know various data exploration Session: Visualising Data
Exploration techniques and its importance
Modelling Know about the different Session: Introduction to modelling
machine learning algorithms ● Introduction to Rule Based & Learning
used to train AI models Based AI Approaches
● Activity : Teachable machine
to demonstrate Supervised
Learning
https://teachablemachine.withgoogl
e.com/
● Activity : Infinite Drum Machine to
demonstrate Unsupervised learning
https://experiments.withgoogle.com
/ai/drum-machine/view/
● Introduction to Supervised,
Unsupervised & Reinforcement Learning
Models(Optional)**
● Neural Networks
Evaluation Know the importance of
evaluation and various metrics Session: Evaluating the idea!
available for evaluation

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UNIT 3 : ADVANCE PYTHON (To be assessed through Practicals)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Recap Understand to work with Session: Jupyter Notebook
Jupyter Notebook, creating
virtual environment,
installing Python
Packages.
Able to write basic Python Session: Introduction to Python
programs using
fundamental concepts
such as variables, data
types, operators, and
control structures.
Able to use Python built-in Session: Python Basics
functions and libraries.

UNIT 4: DATA SCIENCES (To be assessed through Theory)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Introduction Define the concept of Data Session: Introduction to Data Science
Science and understand its
applications in various fields. Session: Applications of Data Science
Getting Started Understand the basic Session: Revisiting AI Project Cycle, Data
concepts of data acquisition, Collection, Data Access
visualization, and exploration. Activities:
Game: Rock, Paper & Scissors
https://next.rockpaperscissors.ai/

UNIT 4: DATA SCIENCES (To be assessed through Practicals)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Python Use Python libraries such as Session: Python for Data Sciences
Packages NumPy, Pandas, and • Numpy
Matplotlib for data analysis • Pandas
and visualization. • Matplotlib
Concepts of Understand the basic Session: Statistical Learning & Data
Data Sciences concepts of statistics, such as Visualisation
mean, median, mode, and
standard deviation, and apply
them to analyze data using
various Python packages.
K-nearest Understand the basic Activity: Personality Prediction (Optional)**
neighbour concepts of the KNN algorithm
model and its applications in Session: Understanding K-nearest neighbour
(Optional)** supervised learning. model (Optional)**

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UNIT 5: COMPUTER VISION (To be assessed through Theory)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Introduction Define the concept of Session: Introduction to Computer Vision
Computer Vision and
understand its applications in Session: Applications of CV
various fields.
Concepts of Understand the basic Session: Understanding CV Concepts
Computer concepts of image
Vision representation, feature ● Computer Vision Tasks
extraction, object detection, ● Basics of Images-Pixel, Resolution, Pixel
and segmentation. value
● Grayscale and RGB images
Activities:
● Game- Emoji Scavenger Hunt
https://emojiscavengerhunt.withgoogle.com/
● RGB Calculator:
https://www.w3schools.com/colors/color
s_rgb.asp
● Create your own pixel art:
www.piskelapp.com
● Create your own convolutions:
http://setosa.io/ev/image-kernels/

UNIT 5: COMPUTER VISION (To be assessed through Practicals)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

OpenCV Use Python libraries such as
OpenCV for basic image Session: Introduction to OpenCV
processing and computer
vision tasks.
Hands-on: Image Processing

Convolution Apply the convolution operator Session: Understanding Convolution operator

Operator to process images and extract (Optional)**
(Optional)** useful features.
Activity: Convolution Operator (Optional)**

Convolution Understand the basic

Neural architecture of a CNN and its Session: Introduction to CNN (Optional)**
Network applications in computer
(Optional)** vision and image recognition. Session: Understanding CNN (Optional)**
● Kernel
● Layers of CNN

Activity: Testing CNN (Optional)**

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UNIT 6: NATURAL LANGUAGE PROCESSING

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Introduction Understand the concept of Natural Session: Introduction to Natural
Language Processing (NLP) and its Language Processing
importance in the field of Artificial Activity : Use of Google Translate for
Intelligence (AI). same spelling words
Session: NLP Applications
Session: Revisiting AI Project Cycle
Chatbots Explore the various applications of Activity: Introduction to Chatbots
NLP in everyday life, such as chatbots,
sentiment analysis, and automatic
summarization
Language Gain an understanding of the
Session: Human Language VS
Differences challenges involved in understanding
Computer Language
human language by machine.
Concepts of Learn about the Text Normalization Session: Data Processing
Natural technique used in NLP and popular • Text Normalisation
Language NLP model - Bag-of-Words • Bag of Words
Processing
Hands-on: Text processing
● Data Processing
● Bag of Words
● TFIDF (Optional)**
● NLTK (Optional)**

UNIT 7: EVALUATION

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Introduction Understand the role of Session: Introduction to Model Evaluation
evaluation in the development ● What is Evaluation?
and implementation of AI ● Different types of Evaluation techniques-
systems. Underfit, Perfect Fit, OverFit
Model Learn various Model Session: Model Evaluation Terminologies
Evaluation Evaluation Terminologies ● The Scenario - Prediction, Reality, True
Terminology Positive, True Negative, False Positive,
False Negative
● Confusion Matrix
● Activity- to make a confusion matrix
based on data given for Containment
Zone Prediction Model
Confusion Learn to make a confusion
Session & Activity: Confusion Matrix
Matrix matrix for given Scenario
Evaluation Learn about the different types Session: Evaluation Methods
Methods of evaluation techniques in AI, ● Accuracy
such as Accuracy, Precision, ● Precision
Recall and F1 Score, and their ● Recall
significance. ● Which Metric is Important? - Precision or
Recall
● F1 Score
Activity: Practice Evaluation

417 – Artificial Intelligence Class IX & X - 2023-2024 Page 16 of 20

 PART-C: PRACTICAL WORK

Suggested ● Write a program to add the elements of the two lists.

Programs List ● Write a program to calculate mean, median and mode using Numpy
● Write a program to display line chart from (2,5) to (9,10).
● Write a program to display a scatter chart for the following points (2,5),
(9,10),(8,3),(5,7),(6,18).
● Read csv file saved in your system and display 10 rows.
● Read csv file saved in your system and display its information
● Write a program to read an image and display using Python
● Write a program to read an image and identify its shape using Python

Important • https://cbseacademic.nic.in/web_material/Curriculum21/publication/secondar
Links y/Class10_Facilitator_Handbook.pdf
• Link to AI Activities & Jupyter Notebooks (including sample projects)
https://bit.ly/class_X_activities_jupyter_notebooks

PART-D: Project Work / Field Visit / Student Portfolio

* relate it to Sustainable Development Goals
Suggested Projects/ Field Visit / Portfolio (any one activity to be one)

Sample 1. Student Marks Prediction Model

Projects 2. CNN Model on Smoke and Fire Detection

Field Work Students’ participation in the following-

• AI for Youth Bootcamp
• AI Fests/ Exhibition
• Participation in any AI training sessions
• Virtual tours of companies using AI to get acquainted with real-life usage

Student • Maintaining a record of all AI activities

Portfolio (to • Hackathons
be continued • Competitions (CBSE/Interschool)
from class IX)
Note: Portfolio should contain minimum 5 activities
**NOTE: Optional components shall not be assessed. They are for extra knowledge

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LIST OF ITEMS/ EQUIPMENTS (MINIMUM REQUIREMENTS):

The equipment / materials listed below are required to conduct effective hands-on learning sessions
while delivering the AI curriculum to class 10 students. The list below consists of minimal configuration
required to execute the AI curriculum for class 10 and create social impact real time solutions/ projects.
The quantities mentioned here are recommended for a batch of 20 students keeping the human-
machine ratio as 2:1. An exhaustive list may be compiled by the teacher(s) teaching the subject.

S. NO. ITEM NAME, DESCRIPTION & SPECIFICATION

A SYSTEM SPECIFICATIONS
Processor: Intel® Core™ i5-7300U Processor or equivalent with minimum SYSmark®
1
2018 Rating of 750 or higher
2 Graphic Card: Integrated graphics

3 Form Factor: - USFF (Ultra Small Form factor) System chassis volume less than One Litre

4 RAM: 8GB DDR4 – 2400MHz or above

5 Storage: 500 GB HDD – 7200 rpm

6 Display: 18.5” LED Monitor with HDMI, in-built-speaker,

7 Keyboard: Keyboard with numerical keypad (recommended)

8 Mouse: Optical Mouse

9 Webcam: Full HD Camera

10 Headphones with Mic
11 Dual Band Wireless Connectivity Min 800 Mbps

12 Bluetooth V4.2 or Higher

Ports: 4 USB 3.0 ports, dual high-definition display ports (HDMI 2.0/DP/thunderbolt 3.0
13
ports), High definition 8-channel audio through HDMI interface or through audio jack.
VPU: - Integrated or support for VPU - vision processing unit to accelerate AI machine
14
vision applications.
B SOFTWARE SPECIFICATIONS

1 Operating System: Any

2 Anti-Virus Activated

3 Internet Browser: Google Chrome

4 Productivity Suite: Any (Google+ Suite recommended)

5 Anaconda Navigator Distribution (https://bit.ly/AI-installation-guide)

6 Conceptual installations (https://bit.ly/AI-installation-guide)

7 Intel Open VINO tools

8 Python

NOTE: In keeping with the spirit of Recycle, Upcycle and Reuse, it is recommended to make use of
any equipment/ devices/ accessories from the existing inventory in school.

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TEACHER’S/ TRAINER’S QUALIFICATIONS:

Qualification and other requirements for appointment of teachers/trainers for teaching this subject, on
contractual basis should be decided by the State/ UT. The suggestive qualifications and minimum
competencies for the teacher should be as follows:

Qualification Minimum Competencies Age Limit

Diploma in Computer Science/ Information • The candidate should
Technology have a minimum of 1 year • 18-37
OR of work experience in the years (as
Bachelor’s Degree in Computer Applications/ same job role. on Jan.
Science/ Information Technology (BCA, B. Sc. 01 (year))
Computer Science/ Information Technology) • S/He should be able to
OR communicate in English • Age
Graduate with PGDCA and local language. relaxation
OR to be
DOEACC A Level Certificate. • S/He should have provided
knowledge of equipment, as per
The suggested qualification is the minimum tools, material, Safety, Govt.
criteria. However higher qualifications will also Health & Hygiene. rules
be acceptable.

Teachers/Trainers form the backbone of Skill (Vocational) Education being imparted as an integral
part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in teaching of Skill
(vocational) subjects and also serve as a link between the industry and the schools for arranging
industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging quality
Teachers/Trainers in the schools. Various parameters that need to be looked into while engaging the
Vocational Teachers/Trainers are mode and procedure of selection of Teachers/ Trainers,
Educational Qualifications, Industry Experience, and Certification/ Accreditation.
The State may engage Teachers/Trainers in schools approved under the component of scheme of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in following ways:
(i) Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education (PSSCIVE), NCERT or the respective Sector Skill
Council (SSC).
OR
(ii) Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF Level
2 or higher.
* The National Quality Assurance Framework (NQAF) provides the benchmarks or quality
criteria which the different organizations involved in education and training must meet in
order to be accredited by competent bodies to provide government- funded education and
training/skills activities. This is applicable to all organizations offering NSQF-compliant
qualifications.

The educational qualifications required for being a Teacher/Trainer for a particular job role are clearly
mentioned in the curriculum for the particular NSQF compliant job role. The State should ensure that
teachers/ trainers deployed in the schools have relevant technical competencies for the NSQF
qualification being delivered. Teachers/Trainers preferably should be certified by the concerned
Sector Skill Council for the particular Qualification Pack/Job role which he will be teaching. Copies of
relevant certificates and/or record of experience of the teacher/trainer in the industry should be kept
as record.

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 To ensure the quality of the Teachers/Trainers, the State should ensure that a standardized procedure
for selection of (Vocational) Teachers/Trainers is followed. The selection procedure should consist of
the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.
In case of appointment through VTPs, the selection may be done based on the above procedure by
a committee having representatives of both the State Government and the VTP.
The State should ensure that the Teachers/ Trainers who are recruited should undergo induction
training of 20 days for understanding the scheme, NSQF framework and Vocational Pedagogy before
being deployed in the schools.

The State should ensure that the existing trainers undergo in-service training of 5 days every year to
make them aware of the relevant and new techniques/approaches in their sector and understand the
latest trends and policy reforms in vocational education.
The Headmaster/Principal of the school where the scheme is being implemented should facilitate and
ensure that the (Vocational) Teachers/Trainers:

• Prepare session plans and deliver sessions which have a clear and relevant purpose, and
which engage the students;
• Deliver education and training activities to students, based on the curriculum to achieve the
learning outcomes;
• Make effective use of learning aids and ICT tools during the classroom sessions;
• Engage students in learning activities, which include a mix of different methodologies, such as
project-based work, teamwork, practical and simulation-based learning experiences;
• Work with the institution’s management to organise skill demonstrations, site visits, on-job
trainings, and presentations for students in cooperation with industry, enterprises and other
workplaces;
• Identify the weaknesses of students and assist them in up-gradation of competency;
• Cater to different learning styles and level of ability of students;
• Assess the learning needs and abilities, when working with students with different abilities
• Identify any additional support the student may need and help to make special arrangements
for that support;
• Provide placement assistance
Assessment and evaluation of (Vocational) Teachers/Trainers is very critical for making them aware
of their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the (Vocational) Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically to
ensure the quality of the (Vocational) Teachers/Trainers.
Following parameters may be considered during the appraisal process:
• Participation in guidance and counseling activities conducted at Institutional, District and State
level;
• Adoption of innovative teaching and training methods;
• Improvement in result of vocational students of Class X or Class XII;
• Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
• Membership of professional society at District, State, Regional, National and International level;
• Development of teaching-learning materials in the subject area;
• Efforts made in developing linkages with the Industry/Establishments;
• Efforts made towards involving the local community in Vocational Education
• Publication of papers in National and International Journals;
• Organisation of activities for promotion of vocational subjects;
• Involvement in placement of students/student support services.

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