Information and

Communication Technology

Textbook for Class IX

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 ISBN 978-93-5292-118-8

First Edition ALL RIGHTS RESERVED

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 Foreword

Information and Communication Technology (ICT) has influenced our

life in a great way. ICT has literally made inroads into almost all major
disciplines across science, social sciences, languages, arts and medicine,
etc. It has the potential to create newer avenues for employment, help us
communicate and collaborate better, learn, and understand the nature
and phenomena as well as improve our skills and standards of living.
Policymakers across the globe today agree with the potential of ICT in the
teaching-learning process and recommend ICT to be a part of school and
teacher education curriculum.
Rapid advancements in Information and Communication Technology
(ICT) have created unprecedented opportunities in the field of education
and school education in particular. Mastering ICT skills and utilising
ICT is of utmost importance for teachers and learners for creating a new
learning culture.
ICT is stated to have motivational power. It enables students to enjoy
learning as an active participant, such as by bringing the outside world
into the classroom or by enhancing one‑to‑one, one-to-many and many-to-
many interaction, among peers, teachers, experts and others. Furthermore,
ICT has also helped the students in learning new skills, such as searching
and locating appropriate information, making informed choices,
learning to recognise the authenticity of sources and collaborating with
other learners.
Today, we are living in an interconnected world where ICT-based
applications influence the way we learn, communicate, commute or
even socialise. Developments in the twenty‑first century skills, such
as communication, creative and critical thinking, problem solving,
collaborative learning, etc., are essential at the school level. ICT plays a
key role in developing these skills.
This book aims to introduce the world of ICT and its applications. It will
help students to learn, prepare, present and communicate their thoughts,
ideas and content through various digital formats, i.e., text, image, audio
and video, etc.
The book will also help students to understand the potential of Internet
as well as the safety and security issues related to it, and the ways in which
one can safeguard themselves against malicious activities and incidents
happening in the cyber world.

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 As an organisation committed to systemic reform and continuous
improvement in the quality of its products, NCERT welcomes comments
and suggestions from all the stakeholders, which will enable us to revise
the content of the textbook.

 Hrushikesh Senapaty
Director
New Delhi National Council of Educational
March, 2018 Research and Training

(iv)

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 Preface

It is well accepted that Information and Communication Technology (ICT)

has an immense potential to impact learning. Also understanding the
basics of ICT and mastering the skills is essential and must be regarded
as a core part of education, along with reading, writing and numeracy.
The recent efforts of the Government of India (GoI) seeks to deepen the use
of ICT in almost every sphere of life. The Digital India Campaign (2015)
strives to transform India into a digitally empowered society and knowledge
economy by focussing on three vision areas — Digital Infrastructure as Core
Utility to Every Citizen, e-Governance and Service on Demand and Digital
Literacy and Empowerment of Citizens. The three cardinal principals of the
draft New National Education Policy (2016) viz., access, equity and quality
could be served well by harnessing the huge potential of ICT. The National
Curriculum Framework (2005) recommends to recognise that given the
space, time and freedom, children generate new knowledge by engaging
with the information passed on to them by adults. The curricula for ICT in
education lays an emphasis on empowering the students in a way so that
they may get an access to a variety of resources, learn to critically appraise
information and resources, and make safe, productive, ethical and legal
use of resources.
The Present Class IX Textbook of ICT takes into account goals of the
New Education Policy, the recommendations of National Curriculum
Framework (2005), the Curricula for ICT in Education and visions of Digital
India Campaign (2015). This textbook is an attempt to foster creativity,
problem solving and to introduce students to the world of Information
and Communication Technology (ICT), which may also shape their future
career pursuits.
The textbook contains eight chapters under four learning strands
viz. 'Connecting with the World', 'Connecting with Each Other', 'Creating
with ICT' and 'Interacting with ICT'. It has been carefully designed with
meticulous efforts of the Textbook Development Team comprising School
teachers, subject experts, academicians and technical experts from
government, non-government and private entities. Some of the members
worked at the advisory level while others contributed towards the actual
development activity as core team members and members of the textbook
development committee. It is hoped that the students will appreciate
the immense potential of ICT and will be encouraged to explore and
learn further. The textbook writing team has tried to bring a conceptual

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 coherence. The pedagogy and the use of easily understandable language
are at the core of the efforts without sacrificing the technical aspects of
the subject.
This book has some features which are earnestly expected to enhance
its usefulness for the students and teachers. The book contains nine
Quick Response (QR) codes linked to relevant digital resources (text, audio,
video, and interactive content, etc.). The first QR code is to access the
complete digital textbook. The subsequent QR codes will help to access the
relevant digital resources linked to each chapter. There are some questions
which require critical thinking which would make students think about
real-time applications of ICT. The textbook also includes a large number
of examples in order to clarify the concept and to relate these concepts to
everyday real‑life situations. The inside box in the chapters are introduced
to highlight the special features of the concepts covered, which require
additional attention of the students.
Completion this book has only been possible due to the continuous
support of many professionals and experts. We express our gratitude to
Director, NCERT, for entrusting us with the task of developing this textbook
as part of a national effort for improving school education.
The draft received excellent academic inputs from students, experts
and other practitioners who sincerely suggested improvement during the
development of this book. We are thankful to all those who provided these
inputs to CIET, NCERT. We are also thankful to the all the members of
development and review workshops, language editors and to team DIKSHA
for rendering technical support for developing QR codes.
We welcome suggestions and comments from our valued users,
specially students and teachers. We wish our young readers of Class IX
have an exciting and enjoyable engagement with the world of ICT.

 Amarendra Behera
 Joint Director
 Central Institute of Educational Technology

(vi)

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 Textbook Development Committee

Chairperson, Advisory Group

A. P. Behera, Professor and Joint Director, Central Institute of Educational
Technology, NCERT
Members
Aerum Khan, Freelancer, E-210, Shaheen Bagh, Jamia Nagar, New Delhi
Ajita, Assistant Professor, DICT&TD, CIET, NCERT
Angel Rathnabai, Assistant Professor, DICT&TD, CIET, NCERT
Anu Bhatia, PGT, Computer Science, Sadhu Vaswani International School for
Girls, Shanti Niketan, New Delhi
Chetna Khanna, Freelancer, F-40, Mansarover Garden, New Delhi
Dharmender Singh, PGT, Computer Science, KVS, INA Colony, New Delhi
Indu Kumar, Head, DICT&TD, CIET, NCERT
Meetu Singhal, PGT, Computer Science, Kendriya Vidayalaya No.3, Agra cantt., Agra
Mohini Arora, HOD, Computer Science, Air Force Golden Jubilee Institute,
Subroto Park, Delhi Cantt
Sangeeta Rawal, PGT, Computer Science, Delhi Public School, Vasant Kunj, New Delhi
Sangita Chadha, Head, Department of Computer Science, Ambience Public
School, Safdarjung Enclave, New Delhi
Surbhi, Assistant Professor, DICT&TD, CIET, NCERT
Vineeta Garg, PGT, Computer Science, SRDAV Public School, Dayanand Vihar,
New Delhi
Member-coordinator
Mohd. Mamur Ali, Assistant Professor, DICT&TD, CIET, NCERT

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 Acknowledgements

The National Council of Educational Research and Training (NCERT)

gratefully acknowledges the valuable contribution of individuals and
organisations involved in the development of the textbook Information and
Communication Technology (ICT) for Class IX.
The Council expresses its gratitude to the syllabus developing team
including Sridher Iyer, Professor, Department of Computer Science and
Engineering, IIT Mumbai, I. L. Narasimha Rao, Project Manager, C-DAC,
Hyderabad, Radhika B., Academic Officer (ICT), National Institute of
Open Schooling (NIOS), Noida, Ashish Kalsi, India Outreach Lead, Trust
& Safety, Google India and Rejaul Karim Barbhuiya, Assistant Professor,
DESM, NCERT.
The Council acknowledges the contribution of Gurumurthy Kasinathan,
Director, IT for Change, Bengaluru, Devraj Goel, Professor (ET), CIET,
NCERT, Asha Jindal, Professor (Retd), Kamlesh Mittal, Professor (Retd), M.
P. Goel and Ramya Shriram, Teachers (Computer Science), Meridian School
K.P.H.B., Hyderabad, Ramesh Prasad Badoni (ICT Awardee) Lecturer,
Physics, Government Inter College, Dehradun, Monica Nagpal, Assistant
Professor, CIET, NCERT, for going through the first draft of the textbook
and making incisive comments on the manuscript.
The Council also acknowledges the reviewers — Anamika Gupta,
Assistant Professor, Department of Computer Science, Shaheed Sukhdev
College of Business Studies, Rohini, New Delhi, Harita Ahuja, Assistant
Professor, Department of Computer Science Acharya, Narendra Dev
College, Kalkaji, New Delhi, Gurpreet Kaur, Head, Department of Computer
Science, G.D. Goenka Public School, Vasant Kunj, Delhi and A. K. Dash,
PGT, Computer Science – Mother's International School, Adhchini, New
Delhi, for evaluating and giving suggestions for the improvement of
this book.
Silima Nanda, Director (I/C), International Division, IGNOU, New Delhi
and Anuja Krishan, Language Editor (Freelancer), New Delhi are also duly
acknowledged for editing this textbook.
The Council also acknowledges the contribution of the graphics
artists Tarkeshwar Gupta, Chandramauli Shukla, Divya Talwar, Insha
Humzad Afridi, Gaurav Gupta and project staff of DICT, Ruchi Sharma
and Shobit Saxena in shaping this book. The Council acknowledges the
copy editing of Shilpa Mohan, Assistant Editor (Contractual). The efforts of
Haridarshan Lodhi, DTP Operator (Contractual), Publication Division,
NCERT, are also acknowledged.

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 Contents

Foreword iii

Preface v

Chapter 1: Introduction to ICT 01–13

Chapter 2: Creating Textual Communication 14–38

Chapter 3: Creating Visual Communication 39–56

Chapter 4: Creating Audio‑Video Communication 57–69

Chapter 5: Presenting Ideas 70–77

Chapter 6: Getting Connected: Internet 78–92

Chapter 7: Safety and Security in the Cyber World 93–101

Chapter 8: Fun with Logic 102–122

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 Introduction to
Chapter
ICT
1

Muskan performed an experiment to find out the weight

of a solid metallic ball in different media like air, water
and mustard oil using spring balance. The weight of
the ball in every medium was noted by Muskan in her
notebook. The weight was found to be least in water and
comparatively higher in air than in mustard oil. Muskan
recorded the entire experiment as a video, explaining
about the variation of weight in various medium.
Muskan shared this video with her classmates using
a Messenger App. One of her friends suggested her to
create a blog to share her experiences. Muskan created
a blog and she regularly shares her learning experiences
and reflections on this blog. She also uses web tools
and technology that made her learning experience very
engaging. Muskan is excited about the potential of
technology used for learning.
This is only an example to describe how Information and
Communication Technology (ICT) has started influencing
the learning experiences. With the world becoming more
and more digital with time, schools are also progressing in
their use of ICT. In this chapter you will be introduced to
the basic ideas of ICT and its uses in the learning process.

What is ICT?
ICT is the short form of three basic terms — Information,
Communication and Technology. The representation

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 of data in a meaningful way is called Information.
For example, Muskan is a student of Class IX of the
Government School, Tajpur. She is 14 years old and
is a Table Tennis player. Her hobbies include singing,
drawing, reading, dancing, gardening, etc. This is the
description about Muskan available in her profile at
school. Based on this information, Muskan's teacher
selected her to participate in an inter‑school poster
making competition‑on “Dance forms of India”.
Thus information (meaningful data) can help in
decision‑making also.
The term communication may be referred as
imparting or exchanging of information by speaking,
writing, or using some other medium. In other words,
it may be referred as conveying your feelings, thoughts
and emotions in any verbal and non-verbal medium.
Any communication has four essential elements,
namely ‘sender’, ‘message’, ‘medium’ and ‘receiver’.
When all four elements are in sync with each other in
terms of sequence, relevance, appropriateness, etc.,
then communication becomes effective. Analyse the
elements of communication followed when Muskan
shared the video of experiment she recorded.

Activity 1
Identify the information communicated through
Figure 1.1.
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 Figure 1.1: Coast Scene
Source: https://goo.gl/ZsTCaq
Technology refers to methods, systems and devices,
which are a result of scientific knowledge, being used
for practical purposes. For example, Muskan went to
an excursion to Bhubaneswar and visited the State
Museum. She saw various mineral ores in the mineral
section of the museum. She decided to capture
photographs to share with others who may not have
seen the ores. She borrowed her teacher’s mobile and
clicked pictures of the rare collection. She shared all the
pictures on her blog along with a description of the ores.
Many viewers commented and appreciated Muskan for
sharing those pictures and description.
Technology can be used for creation and
communication of information. The term Information
and Communication Technology (ICT) includes various
forms of technologies that are used to create, display,
store, process, transmit, share or exchange information
by electronic means (UNESCO 2007). Such a discipline
which deals in the creation and communication of
information is called ICT (see Fig.1.2).
Radio, television, and print media (Newspaper,
Books, Magazines, etc.) are the popular technologies
used for communication. The digital revolution has
transformed the way these traditional technologies
function. For example, analog television has become

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 Figure 1.2: ICT around us
Source: https://goo.gl/vytpr7

digital television. In addition to printed newspapers

now we also have their electronic versions. Along with
traditional radio, we also have online radio.

Evolution of ICT
We cannot live in isolation. We need to interact and
communicate with each other and with our surroundings.
In the ancient times people used smoke signals,
drum sounds, pigeons and messengers as modes of
communication. These were relatively slow, unreliable
and sometimes unsafe means of communication.
With the advent of new technologies, the modes and
methods of communication are changing very fast. Radio,
television, computers, telephones, smartphones, digital
camera, laptop and interactive board have revolutionised
the ways of communication. These are very fast and can
link distant locations within no time.
We can easily send messages across the globe and
learn about events all over the world in a blink of eye.
Numerous technological tools have come up which help us
not only to communicate but to create, store and manage
information. The diverse set of technological tools and
resources used to store, manage, manipulate, create and
communicate digital information come under information
and communication technologies (ICTs).

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 Why ICT?
ICT facilitates communication anywhere, anytime
and by anyone. It has become easier to communicate
worldwide through the use of ICTs, for example, social
media sites and apps, blogs, wikispace, etc. The use of
ICT is time saving and cost effective in various ways.
ICT has revolutionised the world. There was a
generation that did not have telephone; there was a
time when radio and television were considered as
the most advanced sources of information. However
now the new generation lives in the world of Internet,
wireless, augmented and virtual space. The world
around has drastically changed. The dramatic change
due to ICT has resulted in innovation in every field.
These innovations have reduced the size of the
technological tools and increased the speed with
which they operate to process data and communicate
information.
All these advancements and innovations give scope
for betterment and effectiveness.

Muskan has a cousin Nishi who lives in Bengaluru and

who is also of her age. She has same hobbies like her,
such as dancing and gardening. Both of them are very
fond of each other. They like to talk very often, they
discuss about new things they do in gardening for hours
together over phone. But making phone calls frequently
was very costly and unaffordable for them.
Hence they always had to restrict their discussions on
gardening. A friend of Muskan informed her about online
video calling facility like Skype, Google Hangout, etc.
which is more cost effective than making, phone calls.
Muskan installed Skype on her laptop and her cousin
also installed it on her Smartphone. They are now able to
discuss on several topics without any restriction.

• Access to instant data: Access to instant data

supports in predictions, decision making and also
knowledge acquisition.

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 Muskan’s family planned to go on a trip to Mount Abu.
While packing, her mother was a little confused about
carrying woollen clothes as she was unaware of the
temperature in Mount Abu. Knowledge about ICT helped
Muskan to help her mother. She checked the temperature
in Mount Abu during the past few days from meteorological
website. As the recorded temperature showed a higher
temperature for past 15 days, she informed her mother
to carry more semi woolen clothes. Instant access to data
helped them to reduce the luggage and have a pleasant
journey with required preparedness.

● Creation of information for communication: ICTs

can be used to create communication pieces in various
forms like text, image, audio, video, multimedia, etc.
Once the information is in digital form it can be used
for recreating resources out of the original. Digital
information is also easy to modify and share.

Muskan’s cousin Nishi visited a historical place ‘Hampi’ in

Karnataka. When she saw the beauty of the architecture
she thought of sharing it with Muskan.
Nishi decides to show Muskan the archeological site
through skype, but her father suggested her to share it
through Facebook live so that not only Muskan but her
other friends can also see her exploration. As the mobile
had a 4G network, the speed of the Internet supported
online streaming.
This act of Nishi helped Muskan to have a virtual trip
to Hampi. She thought for a while and found a solution
to make a great resource about Hampi that can be
shared with others. So she downloaded the video shared
by Nishi. Using a video editor, she edited the unwanted
content, added a background music and shared it with
her schoolmates who never saw Hampi. The knowledge of
ICT helped in capturing the events Muskan herself had
never seen and sharing them through online streaming.

● Store and organise: ICT helps in organising

information in various forms. This organisation of
information helps in retrieving the required data.
For example, in libraries, all the information
about books are organised as database by using
management software. When anyone wants to check

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 the availability of books, it is easy to search in the
database and find the availability.

Muskan's grandfather had a great collection of postage

stamps. He gifted his collection to Muskan on her birthday.
She was thrilled to get this collection but she observed
that the collection compiled in an album will perish over
time. She decides to give the collection a lasting life by
converting it into a digital collection. She along with
her brother scanned all the stamps and added tags like
country to which they belonged, date of release, event,
personality, phenomenon depicted on the stamp, etc. This
digital storing and organising helped her to retrieve any
stamp whenever she require and also to easily maintain the
record.

● Scope for learning: ICT provides a great opportunity

to learn. One can learn anytime, anywhere and at
his or her own pace. We can also create our own
personal learning environment. Availability of online
courses, e-tutorials have opened up avenues for
continuous and life‑long learning.

Muskan used to visit her grandmother's place for every

summer vacation, but this summer her parents were busy
with some work. She could not visit her grandmother.
She was very sad and did not know what to do during her
summer vacations. Hasmukh, a friend, suggested her to
do an online course on Puppetry. He sent her information
about this free course. When she further searched about
the course she found it to be a Massive Open Online
Course (MOOC). As she was not aware of MOOC, she
searched for information about MOOC and learnt that
MOOCs are free online courses that can be taken up
by anyone at anytime from anywhere. Muskan joined
the course immediately and started learning different
puppet‑making techniques as well as storytelling using
puppets. She enjoyed the online course on puppetry and
planned to do a puppet show in her class as a holiday
project once the school reopens.

● Plan and manage : Use of ICT tools can help in time

management by scheduling the works across devices
and using various features like alerts, priorities,

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 highlights, etc. ICT tools can also be used in planning
and managing the activities.

Muskan often forgets the deadlines of returning books

issued from the library. To avoid paying fines, she sets
the dates in her father's mobile using a calendar mobile
app. Also she schedules her exam dates using a digital
calendar.

Activity 2
Discuss with your friends, parents and other people
in your surroundings about how ICT is essential in
their daily life. Note down the main points emerged.
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HOW ICT IS USEFUL?

ICT has wide range of applications for the society but
the extent of its use depends on the user. ICT has its
existence in all fields. Some of the fields are shown in
Fig. 1.3.

Figure 1.3: Applications of ICT

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 1. Application of ICT in Everyday Life
ICTs have become a way of life in the present day world.
We are using various ICTs in our day-to-day life for
reading e-newspapers, e-magazines and e-books, online
shopping, paying bills for food, using mobile apps,
getting online appointments from doctors and so on.

Activity 3
Write a few observations on the uses of ICT at home.
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2. Application of ICT in Education

a. Teaching, Learning and Assessment: ICT
finds presence and expression in almost all the
functions of the schools, such as admission,
time table, classroom instruction, evaluation,
laboratory management, learning resources
management, examination and certification. It is
also being used for office automation. E‑resources
like websites, e-books, e-newsletters, Open
Educational Resources (OERs), etc., are used by
most of the schools.
b. Inclusive Education: ICT is used for catering
to the educational needs of every section of the
society, including children with special needs.
Various assistive devices and technologies are
being developed which play an important role
in fulfilling the specific needs of these children.
For example, talking books, talk back feature of
mobile phones, GPS inbuilt walking sticks, etc.,
are making substantial changes in people's lives.
3. Application of ICT in Art: Creative construction and
connection are being done in various domains with the
advent of ICT. Creative composition, compilation and
communication can be done quickly by compatible
ICTs. The role of ICT is vital in disseminating various art
forms popular in one area to another. The appreciation
of Art and Culture gained popularity through ICT. ICT
has made it possible to showcase the creative works to
the larger audience.
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 Activity 4
Write a few observations of ICT use in areas related
to art and culture.
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4. Application of ICT in Science and Technology

a. Health: The use of ICT in surgeries has made them
less invasive, highly precise and automated. Due
to this the recovery time has reduced many folds.
Robotic technology has got a positive impact on
present medical sciences. Now‑a‑days distance
is not a constraint for any complicated medical
intervention to be done jointly by doctors located
at different places through networking.
b. Telecommunication: The field of Information
Technology has seen a lot of advancement with
the help of ICT. The satellite communication
has advanced a lot and reached a number of
people belonging to different setups. Low‑cost
smartphones and very cost‑effective services have
made the availability of these to almost everybody
in the society. App based services available in
different areas have made people’s life easy.
c. Agriculture and Natural Resources: Frequent
and almost accurate weather updates have
revolutionised the agriculture sector. Early
prediction of rains or other weather conditions by
Metrological Department has equipped the farmers
in getting better yield. The sustainable use of
natural resources has become possible due to ICT
integration; now it is possible to locate the oil wells,
coal mines, etc., with the help of satellite technology.

Activity 5
Explore more areas of Science and Technology
where ICT is applied.
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 5. Application of ICT in Business Transportation
ICT is used very effectively in the area of transportation.
The GPS system is installed in vehicles, provide a lot
of security and easy navigation to the commuters.
Airplanes and trains use RADAR systems for their
control and path finding. Application-based services
have revolutionised the experience of transport system
by their users. Online reservations of flights, trains,
buses and other services have further made our
lives easier.
a. Marketing: Online marketing through various
websites and mobile applications is very popular
in today’s world. People find them useful and
hassle free. They are cost effective and save a
lot of time and effort of the people. The online
sales and services have generated a new type of
employment, which require very less investment
at the source.
b. Tourism: Various online hotel booking systems
have provided a great experience to the users.
With the advancement of ICT even checking the
overall scenario of a place before planning a visit
has become feasible. Also online payment facilities
have simplified the travel experience.
6. Application of ICT in Administration
a. Public Safety and Security: Deployment of ICT
makes it possible for the police departments
to collect, store and rapidly disseminate the
information to enhance public safety. ICT can
also be used for the identification of criminals by
tracing their digital footprints.
b. e-Governance and Public Administration:
e-Governance is generally understood as the use of
Information and Communication Technology (ICT)
at all the level of the Government in order to provide
services to the citizens, interaction with business
enterprises and communication and exchange
of information between different agencies of the
Government in a speedy, convenient efficient and
transparent manner.

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 Activity 6
List your observations of ICT use in areas related to
e-Governance.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Exercises
1. Which of the following are ICTs? Give reasons why it is or not
an ICT.

ICT
Items Yes/No Reason

Digital camera

Refrigerator

Smart TV

Telephone

DVD player

Computer

Headphone

WIFI

Radio

Hard disk

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 Exercises
2. Discuss with various professionals like tailor, shopkeeper,
milkman, doctor, engineer, nurse, etc., in your surroundings
and write the ways in which each of them use ICT in
their profession.

Profession Ways of using ICT

3. My principal wants to make a short movie of this function for

our school website, I will record the event and edit it using
______________ video editor.
All the students are willing to present gifts for teachers. They
selected the gifts from ______________ and ordered them, so
that they can reach us on time.

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 Creating Textual
Chapter
Communication
2

Tanya and Rishi had gone to a book fair. They had a

great time there. They wanted to share their experiences
with others. So, they decided to record their experiences.
Let us see how Tanya and Rishi recorded their
experiences. Consider Fig. 2.1 given below and put

Fig. 2.1: Book fair

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 yourself in place of Tanya and Rishi and think what
information may be shared with others about the
book fair.

What information I would like

to share with others?

• How many stalls are there in the book fair?

• Which category of books did we like the most?
• Who were the publishers of those books?

Let us see in Figs. 2.2 and 2.3 how they presented

their experiences.

Fig. 2.2: Tanya’s Report

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 Fig. 2.3: Rishi’s Report

Rishi was amazed to see Tanya’s report. It contained

text of varied colour, style and size. It also had a picture
and certain symbols before each category of books.
Tanya had communicated her ideas and thoughts in an
organised, systematic, effective and presentable manner
through her report. Rishi asked Tanya how could she
communicate her thoughts so effectively?
Tanya: Rishi, you should know that there are digital tools
which can be used to create effective and digital documents.

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 You can delete the errors and also take multipal copies of
a digital document. My elder sister helped me to create
this document using a word processor (LibreOffice
Writer 5.1.6.2) on a computer (fig. 2.4).

Fig. 2.4: LibreOffice

Rishi also wanted to prepare his report using word

processor. So he asked Tanya to help him. After taking
permission from their teacher, Rishi and Tanya went to
the computer lab of their school. Tanya opened the text
editor and asked Rishi to create a new document. Tanya
explained him user of various keys on the keyboard
(Fig. 2.5) for entering the text.

Fig. 2.5: Keyboard

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 Getting Familiar with a Keyboard
Enter key
• Press once to move to next line

Tab key
• Press once to move 5 spaces to the right of the
cursor

Insert key
• Press once more to replace the old text with the
currently typed text
• Press once again to activate the insert mode

Delete key
• Deletes the character to the right of the cursor

Backspace key
• Deletes the character to the left of the
insertion point

Caps Lock key

• Press once to type the alphabets in uppercase
• Press once more to revert and type in lowercase

Shift key
• Press along with the alphabet key to type in
Document: Any uppercase if Caps Lock is OFF and in lowercase if
piece of information Caps Lock is ON
created using a text
editor is called a • Press along with non-alphabet key to type the special
document. character/symbol that is above the main character
Cursor: A vertical
blinking line in a text
editor that indicates Tanya: Rishi, let’s open the text editor by double
the place where clicking on the Writer icon on the desktop. Let us try to
anything that is typed understand how we can work on the Text Editor. When
will appear. we open text editor, a blank document as shown below
(Fig 2.6) will appear. Tanya also demonstrated how
to open a new file in the text editor. Rishi followed
the steps demonstrated by Tanya for creating a
new document.
The title bar of the new document contains the name
of the document and the name of the application

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 Fig. 2.6: Creating a New Document

(OpenOffice Writer). As Rishi had not given any name

to his document, ‘Untitled 1’ is displayed on the
title bar.
Tanya: First fix the setting of the document (Fig. 2.7) so
that the page size, orientation, margins, and background
colour can be fixed for the report.
Rishi: Why do we need to do that?
Tanya: Rishi, you must have noticed that the pages of
your notebook are of the same size and contain margins
too. This gives a consistent look to your notebook
Similarly if you set the margins and size of the document
in the text editor, it will give a consistent look.
Rishi: What are the orientation types?
Tanya: If you want your document vertically elongated,
select ‘Portrait’ orientation, if you want it to be
horizontally elongated, select ‘Landscape’ orientation.

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 Rishi: OK, so I will select page size as A4, orientation
as Portrait and 0.79 inch margin on all four sides of
the page.
Tanya: Fine! And what about the background colour?
Rishi: My favourite colour is yellow ochre, so I will select
that as the background for my document.
Rishi was happy to see the outcome of the page setting
of his document and the coloured background of his
page. He started typing the text in his report. After
typing, his report looked as it is shown in Fig 2.8.
Rishi was happy to see the outcome of the page setting of
his document and the coloured background of his page.

Fig. 2.7: Formatting the Page

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 He started typing the text in his report. After typing, his
report looked as shown in Fig. 2.8.

Fig. 2.8: Rishi’s report

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 Activity 1
Create a text document on a topic of your choice. Choose
A4 as page size and 'portrait' as page orientation. Now
change the page orientation to 'landscape' and observe
the change in the document.

Once the report was typed, Tanya suggested him to

save the document as shown in Fig. 2.9 and then close
it. It is only when the document is saved by a name, it
can be opened again for viewing or editing. In fact, while
creating a document it must be saved at regular intervals
so that the changes made are permanently saved. To
close the file click File → Close option. To close the word
processor (Writer), you may click Close button on
the top‑left corner of the screen.

Fig. 2.9: Saving a File

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 Rishi saved the file by the name bookFairReportRishi.
odt and then closed it by clicking on the Close button.
Rishi wanted to learn more from Tanya, so he opened
his file again.

• Choose Save As
option when you
are saving the file
for the first time
or you want to
give a different
name to an
already saved file.
• Choose Save
option when you
want to simply
save the changes
made in an already
existing file.

You should always

save a file with a
meaningful name.
Fig. 2.10: Opening a Document This helps you to
easily identify the file
You can also perform a task using keys from the keyboard. when you want to
These are called Shortcut keys. Some of the shortcut keys open it later.
are listed below:
Opening a new document Ctrl + N
Saving a document Ctrl + S
Opening a document Ctrl + O

Rishi was excited to see his report on the monitor but

he wanted coloured text of different sizes in his report
with a bold and underlined title. Tanya demonstrated
the tools on the Formatting toolbar as shown in
Fig. 2.11 that would help Rishi add these features to his
report. He could choose the font name, size and style of
his choice. Tanya also showed him some fonts names
like Times New Roman, Courier New, Arial, Calibri, etc.
She further mentioned tools to edit the font size and
style — bold, italic or underlined.

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 Fig. 2.11: Formatting text

Rishi formatted the text in his document by using the

tools on the formatting toolbar, now he wanted the title
in the centre of the page and date on the top‑right corner.
Tanya then introduced Rishi to various alignment tools:
• Align left: aligns the text to the left margin of
the page
• Center horizontally: aligns the text to centre of
the page
• Align right: aligns the text to right margin of
the page
• Justified: aligns the text to both left and right
margin of the page
Rishi felt that his report was looking congested. He
wanted a little bit more spacing between the lines of
the paragraph. Tanya then explained that the spacing
can be set between the lines and also between the
paragraphs as shown in Fig. 2.12. The former is called

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 line spacing and the latter is called paragraph spacing.
Demarcating a new paragraph by adding few blank
spaces in the beginning of the first line of the paragraph
can also be done. This is called indentation.

Fig. 2.12: Formatting a Paragraph

Rishi was happy to apply all the formatting effects to his

document. Now his report, in Fig. 2.13 appeared more
effective as compared to that shown in Fig. 2.8.

Fig 2.13: Rishi’s Page with Formatting Effects

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 Activity 2
Shortcut keys Using a text editor, write a paragraph on ‘My Favourite
Festival’ and apply various formatting effects listed below.
Bold Ctrl + B
Also add a quote 'Festivals' in the beginning of the chapter.
Italic Ctrl + I Mark a tick in front of the features that you were able to
Underline Ctrl + U apply in your document.
• Title: Bold and Centre aligned
• Important points: Underlined, Bold
• Paragraph: Justified
• Background and Text: Coloured
• Font Style
• Indentation and Line Spacing

There were certain red and green wavy lines in

Rishi’s document. As Rishi asked her about the lines,
Tanya told him that the red wavy line appears below
a spelling mistake and the green wavy line appears
below a grammatical error. Now, Rishi tried to correct
the mistakes by placing the cursor at the appropriate
position and retyping them. Tanya explained that
instead of doing it manually, it can be done by using
the Spelling and Grammar check feature of the word
processor as shown in Fig. 2.14.

Fig. 2.14: Spelling and Grammar Check

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 Suddenly, Tanya noticed that the word ‘Pragati Maidan’
had a red wavy line below it although it was not a
spelling mistake. On the other hand, Rishi had typed
the word ‘fare’ instead of ‘fair’ in his document but it did
not have a red wavy line below it, as shown in Fig. 2.15.

Fig. 2.15: Errors in Rishi’s Report

Tanya again opened the Spelling and Grammar dialog

box, selected the words ‘Pragati Maidan’ and clicked
Add to Dictionary button. Since the words were now
added to the dictionary of the text editor, the red wavy
line no longer appeared below these words.
To delete the word ‘Fare’ and type ‘Fair’, Rishi placed his
cursor before the word ’Fare’. He had to repeat this
process for all occurrences of the word ‘Fare’. This is
how he learned to use the Find and Replace feature of
the text editor, as shown in Fig. 2.16.

Fig. 2.16: Find and Replace

Creating Textual Communication 27

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 Rishi wanted to change the position of the quote by
Shortcut keys
Stephen Hawking. One method is to delete it from its
Cut Ctrl + X
present position and retype at the new position. The
Copy Ctrl + C
Paste Ctrl + V
better way is to use the cut and paste commands,
Spelling & Grammar through which the text will be removed from the original
F7 position and pasted to the new position. If you want the
Find & Replace text to be duplicated and pasted at the new position,
Ctrl + H then choose the Copy command instead of Cut command
(Refer Fig. 2.17).

Fig. 2.17: Cut, Copy and Paste

Activity 3
Open the file that you created in Activity 2. Copy the quote
and Paste it at the end of the document. Thereafter do it
by Cut and Paste. What difference did you notice between
Cut and Copy options?

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 In Tanya’s report, Rishi had also seen certain symbols
preceding the names of the genres of books. When
Rishi asked her, Tanya explained that such a list can
be created using the Bullets and Numbering feature
of the text editor as shown in Fig. 2.18. Using Bullets
feature, the list is preceded by certain symbols. For list
items, shown by bullets ordering is not important, on
the other hand, Number and Alphabets feature can be
used when there is some order in the list.
Rishi used bullets as shown in Fig. 2.19 to list the
different categories of books he had seen in the book fair.

Fig. 2.18: Creating a Bulleted List

Fig. 2.19: Rishi’s List with Bullets

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 Activity 4
Tick the appropriate options given in the bracket and
create at least one bulleted and one numbered list using
a word processor.
• List of fruits you like (Bullets/Numbering)
• List of fruits you like in order of preference (Bullets/
Numbering)
• Steps to make a cup of tea (Bullets/Numbering)
• List of your favourite games (Bullets/Numbering)

During his visit to the book fair, Rishi had made a list
of his favourite books and CDs in his diary. He wanted
to create a table depicting Serial Number of the listed
books and CDs, Title of the book and CD and Name of
the Publisher. Tanya explained the table feature to help
him complete the task. He inserted a table (as shown in
Fig. 2.20) with three rows and four columns. Tanya also
explained him how to insert more rows and columns in
the table. He inserted two more rows at the bottom of
the table (as shown in Fig. 2.21), since he needed to add
5 names.

Fig. 2.20: Inserting a table

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 Fig 2.21: Inserting Rows in a Table

Rishi successfully inserted the table in his document.

He also wanted to add a border to his table, so Tanya
showed him how to format the table to add borders
(Refer Fig. 2.22).

Fig. 2.22: Borders tab

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 Rishi was able to apply green borders to his table. He
also gave headings to his table by using Bold tool on the
formatting toolbar. That is how Rishi's table looks (Refer
Fig. 2.23).

S. Name of the
Title of Book/CD Category (Book/CD)
No. Publisher

1. Science – Vigyan Textbooks NCERT

2. Urdu – Gulzar-e-Urdu Textbooks NCERT

3. Mathematics for Grade 6 Textbooks NCERT

4. Mind Map Your Brain Audio /Video CDs -------

5. Encyclopedia Audio /Video CDs Britannica

6. What on earth is energy? Children’s Book NCERT

7. Indian Education Journals NCERT

8. Barkha – A Reading Series for All Miscellaneous NCERT

Fig 2.23: Table Inserted by Rishi

He observed that the category

'Textbooks' was repeating in
three rows. He wanted the word
‘Textbooks’ to appear in such
a manner that it represents all
the books under this category.
Similarly he wanted 'Audio
and Video CDs' to represent
both type of CDs. This could
be done using Merge feature
of the text editor, as shown in
Figs. 2.24 and 2.25.

Fig. 2.24 : Merging Cells of a Table

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 S. No. Title of Book/CD Category (Book/CD) Name of the
Publisher

1. Science – Vigyan NCERT

2. Urdu – Gulzar-e-Urdu Textbooks NCERT

3. Mathematics for Grade 6 NCERT

4. Mind Map Your Brain -------

Audio /Video CDs
5. Encyclopedia Britannica

6. What on earth is energy? Children’s Book NCERT

7. Indian Education Journals NCERT

8. Barkha – A Reading Series for All Miscellaneous NCERT

Fig. 2.25: Table with Merged Cells

Rishi had a very good photograph of book fair saved on

the desktop. He wanted to insert that photograph in his
report. Tanya helped Rishi to insert the photograph in
his report (Refer Fig. 2.26).

Fig. 2.26: Inserting a Picture

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 To further enhance the report, Tanya demonstrated
how to insert headers and footers in the document as
shown in Fig. 2.27. A header contains the text that will
be displayed on the top of each page of the document
while the text in footer will be displayed at the bottom of
each page of the document. Rishi wanted to insert the
text ‘Rishi’s Report' as the header and page number as
the footer.

Fig. 2.27: Inserting a Header

Tanya explains him how to insert Header and Footer to
document (Refer Fig. 2.28).

Fig. 2.28: Inserting Page Number

Take any textbook

of Class IX and observe
what has been placed as
header and footer on the
pages of that textbook.

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 Activity 5
In the document created in Activity 2, do the following:
• Insert the list of food items prepared during the festival
• Insert the 'Favourite Festival' in the header and page
number in the footer
• Add a table describing atleast five activities that
happens during festivals
Tick mark the features you have added to your document.
• Bulleted list/numbered list
• Tables with headings
• Merge rows/columns
• Header and footer
• Picture/photograph
Answer the following questions based on the above
activity.
• In which menu option did you find the table option?
• Have you inserted a bullet list or a number list?
• How many rows and columns does your table have?
• What did you insert as a footer in your document?

Rishi was very happy to see his document now. He Keep saving your
wanted to show it to his teacher and parents. So, he document at
decided to take two printouts. Before giving the print regular intervals.
command, Tanya clicked the File→Print Preview button

Fig. 2.29: Print Preview

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 to show Rishi how the document would appear on paper.
By doing so both the pages of Rishi's report were
displayed as shown in Fig. 2.29. Tanya told him how to
set the number of pages that he wanted to see while
previewing the document. Since Rishi was happy with
his final report, he clicked Close Preview button to close
the preview. Tanya again reminded him to save the
document and Rishi clicked the Save command. Now it
was time to print Rishi’s report. He switched on the
printer and made sure that the printer was connected
to the computer. Then he opened the Print dialog box
Take a print out only
if it is required. Avoid and selected ‘2’ for the number of copies of the document
wasting paper and to be printed as shown in Fig. 2.30.
contribute your bit
towards saving trees.

If the report is in
digital form, either
saved in some storage
device or seen on the
monitor, it is called a
soft copy.
The report that is
printed on the paper
is called a hard copy.

It is not ethical to
see or edit other Fig. 2.30: Printing a document
people's documents
and material without Next day, Rishi and Tanya opened the document to
seeking permission. show it to their friends in the computer lab of their
school. On opening the file, they were surprised to see
that the document was not the same one that they had
saved a day before. Some student might have altered
the report. Their teacher explained that their document
had been saved in an editable format, so it could be
modified or edited by anybody. If they wanted that their
document should not be edited or modified in any
manner, then they should convert and save their file in
a non-editable format. One such format is a Portable
Document Format (pdf). Once a document is saved in

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 this format (as shown in Fig. 2.31), it becomes
non‑editable. Their teacher then explained how to
convert the final document into pdf format.

Fig. 2.31: Converting to PDF Format

Tanya and Rishi were delighted to show the report
to their friends. They had learned to use the various
features of a text editor. Their teacher was also very
proud of them and encouraged other students to learn
how to use a text editor. This will help them to create
their own digital document.

Exercises
Do it Yourself
1. Identify whether the following statements are True or
False
a. Spelling and Grammar check is a part of text editor.
b. Bullet listing and numbering can be done using
Format option in a text editor.

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 c. Copy feature is used to make copies of a picture.
d. Before taking a printout, check if its Print Preview is
favourable.
2. In your school, Independence Day was celebrated.
Prepare a detailed digital report using a text editor so
that it could be printed in the school magazine.
3. Using a text editor, create a document to express your
thoughts on your favourite movie.
4. You got a chance to view a cricket match in the stadium.
Create a document to share the experiences with your
friends.
5. The Red Cross Society is organising a Cleanliness Drive
in your locality. Create a document to summarise the
welfare activities performed by them during that period.
6. Collect the family details (5–6 families) of the people
living in your locality and present that information in a
tabular form. Format the table and check, if some rows
or columns can be merged to simplify the table. After
creating the document, save it and submit the printout
to your teacher.

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 Chapter
Creating Visual
2
1
Chapter
Communication
3

Fig 3.1 : Village mela

Samayra and Shirom visited a fair organised in a
village and wanted to write and send an article in a
newspaper consisting of a writeup and a collage. They
were very happy as Samayra was fond of photography
and Shirom was good at writing articles. Samayra took
pictures throughout the day and in the evening they
both sat down to check those pictures. When they saw

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 the pictures they were not happy as the pictures were a
little dull and not focussed properly.
Shirom: Samayra, don't get upset I am familiar with a
graphics editor software which will help us in modifying
and enhancing these images.
Samayra: Shirom, do you know editing can also be done
GIMP is a multimedia with a smartphone.
tool suitable for a
variety of image Shirom: Yes Samayra, you are absolutely correct, but
manipulation tasks, I know a Free and Open Source Graphics Editing Tool
such as photo editing, which can help us to enhance images we have.
collage creation and
free from drawing. Check Yourself
GIMP stores an image What needs to be checked for selecting a picture for an
in .xcf format. article?
(a) Clarity of picture
(b) Information in the picture
(c) Size of the picture
(d) Any other ______

Shirom: Samayra, now tell me what modifications you

want in these images. I will demonstrate how we can use
various features of the graphics editor for modifications
in these images.
Shirom: Let's first open the image we want to modify.
(Refer Fig. 3.2).

Canvas is the area

where you insert and
modify an image. A
canvas can have
many layers. A layer
comprises one
image. The New
option of File menu
also opens a new
canvas where we can
mention the size of the
image. The size of an
image is measured in
pixels. A pixel is the
smallest illuminated
area on a screen.
Fig 3.2: Opening an image

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 Samayra: Shirom, see this image. It contains some
unwanted areas which I don't want. Refer Fig. 3.3.

Fig. 3.3: Image showing unwanted area

Shirom: Don't worry Samayra let me tell you how you

can remove the unwanted area of the picture. This is
known as cropping as shown in Fig. 3.4.

Fig. 3.4: Cropping an image

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 Samayra: Yes Shirom, this is exactly what I wanted.
A Tool box is an area
which contains tools
to perform basic
tasks. Tools can be
added or removed as
per our requirements.
The toolbox is placed
by default on the
left side when you
open GIMP interface.
One can also select the
portion to be cropped
by using Tools
Selection Tools
Rectangle Select.
Select and then select
Image Crop to
Selection to crop an
image.

Fig. 3.5 : Tool Box

Moving the mouse pointer over the tool in the toolbox,

as shown in Fig. 3.5 and letting it rest for a moment,
usually displays a ‘tooltip’ that describes its usage.
Short cut keys are also frequently shown in the tooltip.
In many cases, you can hover the mouse over an item
and press the F1 key to get help about the tool that is
underneath the mouse.
Shirom: Samayra, let me now tell you how to create a
copy of an image. For this we will have to create a new
layer. Refer Fig. 3.6 to add a new layer.

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 Fig. 3.6 : Layering an Image

Paste the copied image to new layer using Edit → Paste

as → New Layer.
A new layer with the image is created on top of the
previous layer. Click on the image and using the Move
Tool to move the image to right side of the existing image.

Fig. 3.7 : Copied image

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 Samayra: Shirom, I was thinking of creating a replica of
this image but in the opposite direction.

Before flipping
should a copy of
the image be kept?

Shirom: Oh, that's known as flipping an image.

To do that we first need a copy of the image you want to
flip. Refer Fig. 3.8 to flip an image.

Fig. 3.8: Flipping an image

Fig. 3.9: Flipped image

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 Shirom: Samayra, just like flipping we can also rotate
an image. Refer Fig. 3.10 to rotate an image.

Fig. 3.10: Rotating an image

Check Yourself
Download an image of a flower.
1. Create a copy of this image.
2. Use the shortcut key to crop certain areas of this
image
which you think are not required.
3. Flip the cropped image vertically.
4. Rotate the flipped image by 90 degrees.

Shirom: Another important aspect is to reduce the

size of an image so that it can be mailed or used for
any other purpose. The solution for this is to scale the
image. Scaling down is the process of reducing the size
of an image. This will change the number of pixels it

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 contains and resize the canvas accordingly. An image
can be scaled in two ways.
a) Using Tools → Transform Tools. Refer Fig. 3.11(a)
b) Using Image → Scale Image. Refer Fig. 3.11(b)

Fig. 3.11(a): Scaling an image using Tools menu

Fig. 3.11(b): Scaling an image using Image menu

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 Shirom: So, now another important feature of GIMP is
the brightness control tool which helps us in enhancing
an image. Let me tell you about how to use this feature
to make dull images bright. Refer Fig 3.12 to brighten
an image.

DPI stands for Dots

Per Inch which
technically means
Printer resolution.
Today, it is a term
Fig. 3.12: Brightening an image often misused,
usually to mean
Shirom: Samayra, let me now tell you another very
PPI, which stands
interesting feature with the help of which I will create
for Pixels per Inch
the reflection of an image. which is the display
Samayra: Oh that's great! Shirom, this will further help resolution. Higher
us to enhance our images. the resolution better
the printing quality.
Samayra: Shirom, I want you to reflect the given image
(Refer Fig. 3.13).

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 Fig. 3.13: Image to be reflected

Shirom: Samayra, now I will describe the steps to reflect

an image.
1. Create a new file (1080 × 760) with a transparent
background. The transparent background can
be given by choosing Transparency option in Fill
with from Advanced Options while creating a new
image. Refer Fig. 3.14.
2. Copy the image you want to reflect and drag it on
top with the Move Tool and Scale to its half of the
image canvas size in Height.
3. Duplicate the layer by right clicking on the layer
of the image then choose — Duplicate Layer.
Layer palette displays 4. Flip vertically the copied image, using the Flip
all the layers in the Tool. The duplicate layer with flipped image is
canvas and can be made added on top of the existing layer.
visible by choosing
5. Drag the new flipped image just below the original
Windows -> Dockable
Dialogs -> Layers.
image. (Refer Fig. 3.15).

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 6. Right click on the new layer in the Layer palette
and click on Add Layer Mask and choose White
(for full opacity). Click on Add. (Refer Fig. 3.16).
7. Add a gradient with the Blend Tool and to be more
precise, click on Ctrl key while using this.
8. In the Layer Window set the opacity of the new
layer to 65% and right click on the layer to Merge
it down (Refer Fig. 3.17).
9. Click on the vertical rule and drag mouse and add
a perspective by choosing the Perspective tool.

Fig. 3.14 Creating an image with transparency Fig. 3.15: Flipped layer of an image

Fig. 3.16: Layer palette Fig. 3.17: Merging down a layer from layer palette

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 Fig. 3.18: Reflected image

Samayra: The reflected image looks so beautiful (Refer

Fig. 3.18).
Shirom: Samayra, now I will tell you how to add text
with effects as an image.
For adding text as an image follow the given steps:
1. Create a new image of appropriate size (256 x 128
for the logo/caption/heading/title.
2. Set the Background colour of the canvas to black
by changing the RGB values to (0,0,0).

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 3. After setting the RGB values choose the Bucket
Fill Tool, to fill colour in the canvas.
4. Now choose the Text tool from the toolbox.
5. Next step is to change the foreground to white
RGB (255, 255, 255) as on black canvas white
coloured text will be visible clearly.
6. After setting the text boundary type in the
required text. “A VILLAGE MELA”. The text will
beadded as a new layer (Refer Fig. 3.19). The
Layer palette will have two layers now. The newly
added text layer and the background layer.
7. Now right click on the new canvas with text and
choose New from Visible option. This again adds
a third layer with the name “Visible” in the layer
palette (Refer Fig. 3.20).
8. Give effects to text as per your requirement by
choosing Filter→Blur. Here we are invoking the
Gaussian Blur.
9. Now, I am going to add a new layer with
plasma effect. To add plasma effect choose
Filter → Render → Clouds Plasma effect. (Refer
Fig. 3.21).
10. The next step is to generate a fake 3D shape
on this plasma layer. The process is known as
‘bump mapping’. To do this select Filter → Map →
Bump Map.
11. Now, I will isolate our bump mapped text. For
the same add a Layered Mask with White (Full
Opacity) to the plasma layer: L ay er → Mas k →
Add Layer Mask. (alternatively Right‑Click on the
plasma layer and choose “Add Layer Mask…”).
12. Now, copy the ‘Visible’ layer and paste it into the
layer mask for the plasma layer.
13. Make plasma layer active by Left-Clicking on it
and Paste the “Visible” layer on it. Edit→Paste.
This will now insert a Floating Selection (Pasted
Layer) into your image.
14. The next step is to get this Floating Selection into
the mask so we need to Anchor it by choosing
Layer → Anchor Layer.

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 Finally, save the file by clicking
on the File Menu → Save As and
then give the name of the file (for
example, Myfair1). The final image
can be seen in Fig. 3.22. By default
the image is saved in .XCF Format.
Fig. 3.19: Text as an image Close the image file once you finish
working on it by clicking on File
Menu → Close View or Close All.
Samayra: Shirom, I don't like the
red color of the text on the board of
the given image. (Refer Fig. 3.23).

Fig. 3.21: Layer with plasma effect

Fig. 3.20: Layer palette with three layers

Fig. 3.22: Text as an image

How to remove the

text and merge it
with the background?

Shirom: No problem Samayra. GIMP

has a feature with which you can
Fig. 3.23: Image with unwanted remove patches and merge it with the

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 background. The Clone tool is used to copy from an
The default file format
image or a pattern by using the current brush. It helps of GIMP is .xcf. These
in repairing images having problem areas by ‘painting files are heavy and have
over’ them with pixel data from other areas. This works low resolution. There
just like the ‘Format Painter tool’ of a text editor. are various other file
formats into which these
Follow the given steps to use the clone tool.
.xcf files can be exported.
1. Insert the image which requires correction. JPEG: Accepted
2. Select the Tools Paint Tools Clone or By worldwide good quality
compressed format.
clicking on the tool icon in Toolbox. Adjust the PNG: Good quality bulky
opacity if it is less than 100, to make it look more format which is
natural. Adjust the scale and the brush size supported by all
depending on what you are covering. browsers.
3. Hold down the Ctrl key on the keyboard while TIFF: Bulky but good
dragging the mouse. If required change the size quality format
the clone brush by moving the scale button. If supported by all image
processing software.
Alignment is set to None, Aligned, or Fixed in tool
It is a good practice to
options, then the point you click on becomes the modify your .xcf files
origin for cloning. The image data at that point and export it to a format
will be used when you first begin painting with the like JPEG.
Clone tool. In source‑selection mode, the cursor By clicking on File →
changes to a reticle cross symbol. Export, the ‘Export
4. You can click on as many areas as you want to image JPEG’ window
clone. The Ctrl key is used to select the source, if will open. Here the
quality of the image can
you are cloning from an image.
be changed.
Refer Fig. 3.24 for the final image without text.

Fig. 3.24 Image without unwanted text

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 Samayra: Now, how do we club all these images together
in one canvas?
Shirom: That's not a difficult task Samayra. Let me show
you how to do that. Refer Fig. 3.25 to club all images
together to create a collage.

Fig. 3.25(a): Creating a collage

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 Fig. 3.25(b): Creating a collage

Exercises
1. Fill in the blanks
a. GIMP is an acronym for _________ Image _____________
Program.
b. An image has some unwanted portion which should be
removed by ______________ tools.
c. Crop tool is found under ________________ Menu.

2. Identify whether the following statements are True

or False
a. Flip/Rotate tool is part of selection tool. (T/F).
b. Flip tool can flip at any angle. (T/F).
c. GIMP has a brightness control tool which helps in
enhancing an image. (T/F)
d. Scaling down is the process of reducing the size of an
image. (T/F)

Do it yourself
1. You have taken a photograph in low light and it appears
dull. Using different tools in GIMP, convert this dull
photograph into a brighter one.

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 2. You have a photograph with your friends along with
some unknown person in one corner of the photograph.
Make an image that has only your friends and submit it
to your teacher.
3. You celebrated a festival at home. Make a collage to
show different scenes from the celebration.
4. You have an old photograph without any caption. Write
a proper caption on the photograph.
Test yourself
1. While using the crop tool which area of the image is
cropped? Darkened area or remaining area.
2. Brightness control tool is used for what purpose in
GIMP?
3. For what purpose is an image scaled in GIMP?

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 Creating Audio
Chapter Video Communication
4

In the last chapter we learnt how to create still images

and enhance them, now it will be interesting to see how
to create audio and video resources.
The use of more than one medium of expression or
communication is called multimedia. Multimedia uses
Interactives
a combination of text, audio, images, animation, videos mean a two-way
and interactives. This is different from traditional forms communication
of printed or hand produced material. where the user
Content means something that can be expressed interacts with the
content and gets
through some media like speech, writing or any other
feedback.
form of art.
Students in a class are discussing about the activity
they have performed for purification of water.
Neer: Why is this activity necessary? List of waterborne
Nancy: What is the use of this activity? diseases
• Diarrhoea
Raima joins school after a long gap. She is surrounded
• Dysentery
by her friends, everyone is curious to know the reason
of her long absence from the school. • Typhoid Fever
• Cholera
Neer: Raima, you were always very regular in attending
• Hepatitis A
school, why were you absent for a week?
• Jaundice etc
Raima: I was suffering from diarrhoea and fever.
Nancy: Oh! What did the doctor say?

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 Raima: The doctor said it was due to drinking
contaminated water. The doctor also told me that
many people are dying because of water pollution and
waterborne diseases every year.
Neer: Oh, it is a very serious issue.
Nancy: You know Raima, yesterday only, we did an
activity on water purification.
Raima: Oh! It is good that you performed such a relevant
activity. Can you explain me what you learnt.
Neer and Nancy explained all the activities they
performed yesterday.
Raima: Had I performed the activity myself, I would
have learnt better by performing the activity.
Neer: Let us do something, so that you may not miss
out the learning.
Nancy: Specially this water purification activity is very
useful for everyone.
Neer: We can create posters to generate awareness on
the importance of water purification.
Raima: Let us make something which can be more
impactful and interesting than a printed material.

Activity 1
Imagine yourself as a part of this activity, what media will
you use to explain this?

Nancy: Can we record an audio?

Raima: It is similar to what you explained to me but I
did not understand it. I think we need to demonstrate
the process.
Neer: So, you want us to do the activity all over again.
Raima: Yes, and this time we will record it. We will also
add posters, text, images, audios and may be some
more materials and create a small video film.
Nancy: Yes, it will help us understand the concept better
and we can also share it with others.
Neer: What all do we need to do for making this video film?

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 Raima: We already have a topic, the title of our video
film will be ‘Waterborne diseases and their prevention.’

Activity 2
Think about what content should be included to make a
video film on Water Pollution.

Nancy: So we need to have information on water pollution,

causes of water pollution, effects of water pollution,
waterborne diseases and methods of purification of
contaminated water.
Raima: So first of all, we had to collect all relevant
information to make this video film, we also need to
know sources of information.
Neer: We can use books in the library to collect
information about Water Pollution and its effects and
present it through images and audio narration.
Nancy: We can talk to a doctor to learn more about
waterborne diseases and then present it through text
and audio narration.
Raima: We will request our science teachers to help us
in identifying more activities for water purification. We
will record a video of water purifying techniques.
Nancy: So now we have to decide who will do what.
Raima: I can go to the doctor and collect more information
on waterborne diseases.
Neer and Nancy: Raima can learn more water purifying
techniques form the science teacher then we will record
a video on the techniques of purifying water.
Nancy: I can search information from the library.
The students have collected all the information in the
form of text and images. They have also recorded a video
showing the techniques of water purification.
Neer: Now we have to write the audio script based on
the information we have collected from various sources.
Raima: But how are we going to record an audio?
Neer: Let's record it in the evening through my mom's smartphone.

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 In the evening, they all gathered at Neer's house to record
How to record an
the narration. But while playing back they noticed some
audio?
disturbance in the audio.
There are two types
of recording devices: Nancy: How to remove this disturbance from the audio?
analog and digital.
Raima: We can use software to edit the audio narration.
It has its own merits So, let’s first get familiar with the Audacity interface.
and demerits and
(Refer Fig. 4.1).
they may be used as
per need of the task.
List of recording
devices
• Mini Disc
Recorder
• DAT Recorder
• Desktop and
headphone
• Laptop Audio
Interface
• Smartphone
List of audio tools
• Audacity Fig. 4.1 : Audacity Interface

• Mixxx Let’s begin with Audacity and Record Narration.

• Ardour 1. Go to file and click “New”. A new window will appear
(Refer Fig. 4.2).
Raima: Let us start creating our audio resource.

Audacity
• Audacity is a free
open source digital
audio editor to
record computer
software
application,
available for
Windows, macOS/
OS X, Linux and
other operating
systems.
• Interestingly, you
do not need sound
mixer or any other Fig. 4.2 : Getting started

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 Raima: Let us add a new track (Refer Fig. 4.3).
sophisticated
device to use it.

Using Audacity you

can
1. record by default
microphone
or by external
microphone.
2. edit, import and
export audio files.
3. mix tracks by
using envelop.
4. create effects and
even increase
Fig. 4.3 : Adding a new track
amplitude.
A new track will appear in which you can record your
voice or sound using either default microphone or the 5. use multiple
tracks.
external microphone. Ensure that proper silence is
maintained while recording. To start the recording click
on the Red recording button (Fig. 4.4) and speak. To
finish recording, press the Stop button or the Space Bar
on your computer. You can insert more tracks in a
similar fashion.

Fig 4.4 : Recording an audio

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 Nancy: While recording, you have coughed a couple of
times. How can it be removed?
Raima: After recording, editing can be done to remove
unwanted sounds, such as fumble, repeated sentences,
coughing, pops, etc. Using the selection tool we can
select the portions to be deleted, as shown in Fig. 4.5.

Once selected, press Delete on your keyboard or delete using the Edit menu.

Fig. 4.5 Editing the track

Neer: Can we add music and sound effects?

Raima: Add a new Track to put Music or Sound effects.
Make sure that you already have the required music
file on your computer. Click on the File in the menu
bar and choose the Import option. After clicking on the
Import option, browse and select the audio file.
It will be imported on the new track.
Neer: How do we mix these tracks?
Raima: You can mix tracks using the Tracks
Menu option.

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 Fig. 4.6 Mixing of tracks
The software will mix your narration and other sound
tracks effects, as shown in Fig. 4.6.
Raima: Before going further, lets save our file. The final
track can be saved in the default .aup format (Audacity
Project) which is an editable format.
Nancy: Is it possible to add this track in my presentation?
Raima: For this you have to convert it into a suitable format
like .mp3 or .ogg using the Export option. Refer Fig. 4.7.

Fig. 4.7 Exporting the audio

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 Nancy and Neer: Now we have learnt the creation and
Types of Video
editing software
editing of audio file. Let’s now learn about the Video
editing tool.
• Openshot video
Editor
Raima: I know an editing tool OpenShot video editor for
• Blender editing videos, as shown in Fig. 4.8.
• DScaler
• Pitivi shortcut Nancy: Let’s try and edit the video showing the techniques
• Videolan movie of water purification that we have recorded earlier.
creator
• Video Editor
• Avidemux, etc.

Fig. 4.8 Openshot Interface

Neer: I am sure the first

step is to compile all the
information and organise
the video files and record
audio narration in a folder.
Raima: You are very right
Neer. Once, you complete
organizing the information,
you need to import all
images and video files to
the openshot video editor,
as shown in Fig. 4.9(A) &
Fig. 4.9(B).

Fig. 4.9 (A) Importing files (Method 1)

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 Raima: Interestingly, there are two ways to
add images on the timeline. One of them is
to drag the three pictures one after the
other to “Track 2”, as shown in Fig. 4.10.
Remember that it is possible to change the
sequence in which these images will appear
in the slide show by dragging and
Fig 4.9 (B) : Importing files (Method 2)
re‑arranging them in the timeline.

Fig. 4.10: Adding images on the timeline (Method 1)

Raima: The other way is to select one image at a time by

using the Add to Timeline option, as shown in Fig.
4.11(A) and Fig. 4.11(B).

Image and sound

files can also be
imported using the
shortcut key
“Ctrl+F”.
Fig 4.11 (A) : Adding images on the timeline (Method 2)

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 Fig. 4.11 (B): Adding images on the timeline (Method 2)

Neer : Can we add some background music to the

slideshow to make it more interesting.
Raima: Yes. You can easily add an audio file by dragging
it from “Project File” window and dropping it in “Track
1” of the timeline, as shown in Fig. 4.2.

Fig. 4.12: Adding sound to the timeline

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 Nancy: Does this “♫” mean that an audio has been Click on the save Icon
added on Track 1? in the toolbar or use
Raima: Good observation Nancy. shortcut key Ctrl+S
to save your project.
Nancy: Can I now preview the project?
Raima: Yes. You can do that by
clicking on the “Play” button in the
preview window. Refer Fig. 4.13.
Remember, if you need to re-arrange
any clips, just drag and drop the
clips to move them.
Neer: Can I use this video in my
presentation?
Raima: First let’s save this video in
the default .osp format (as shown in
Fig. 4.14) which will allow us to edit
it later. But to use this video in our
presentation, we will have to export
it in a suitable format like .mp4 or Fig. 4.13: Project Preview

.ogg., as shown in Fig. 4.15.

Fig. 4.14: Save the project

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 Fig. 4.15: Export the project

Exercises
1. Prepare a narrative on the following topics:
a. A story you heard from your grandparents or parents
b. Mimicry of different cartoons
c. Collection of animal sounds
2. Prepare a video on the following topics:
a. A tree speaking to our citizens to safeguard its life
b. Different sources of water like river, sea, lake,
groundwater, etc., speaking to each other on how
various pollutants affect them.
c. Advertisement for implementing rainwater
harvesting at home and school

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 3. Test yourself
a. Match the following

Audacity Recording Device

Smart Phone Audio Tool

Open Shot File Format

.osp Video Editor

.aup Audacity

b. Identify whether the following statements are True

or False

i. .MP3 is the format in which video files can be saved.

(T/F)
ii. Blender is a video editing software. (T/F)
iii. Audacity is a free and open source digital audio
editor.  (T/F)
iv. Open Shot is a software used for audio editing.
(T/F)
v. Music files can be imported in Audacity to prepare
audio resource.  (T/F)

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 Chapter
5
Chapter Presenting Ideas
5

During their recent school trip, Samayra and Shirom

got the chance to explore the historical places of Delhi,
the capital of India. Few of their classmates were not
able to join them.
Samayra: I wish all our friends were here with us. They
not only missed the fun but also the knowledge about
our rich heritage.
Shirom: It does not matter. Let us do something so that
they don’t miss out on the learning.
Samayra: That would be nice. But how can we do it?
Shirom: Let us compile our experiences, highlighting
the captured moments of the trip in a report.
Samayra: But this report will not give our friends the
real picture of our experience and our interaction with
the guide, etc.
Shirom: True. Then let's make a presentation.
Samayra: Shirom, what do you mean by a presentation?
Shirom: A presentation is used to present information
using text, images, audio,video and animations. Do you
know we can even add our narration to the slides ?
Samayra: Oh is it? This would be wonderful.

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 Shirom: There are various ways to make effective
presentations by including voice overs, videos and
animations. It is going to be very interesting. Let us use
Impress, a presentation tool from Libre Office Suite.

Shirom: Let us start. The first step is to open it by

clicking on the Impress icon present on the desktop.

Fig. 5.1: Impress interface

Shirom: By default a slide with Title Layout will appear,

when we open a blank presentation as shown in Fig.
5.1. We can choose the desired
Layout from the various
layouts, as shown in Fig. 5.2.
Samayra: Let us start.
Shirom: We can start with
the first slide by giving a title:
‘Historical Place of Delhi’ in the
top placeholder and subtitle
below it in the wokspace area,
as shown in Fig. 5.3.
Samayra: Shirom, can we add
our names also? Fig. 5.2: Choosing the slide layout

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 Shirom: Sure, let us do that.

Fig. 5.3: The title slide

Samayra: Can we add more content, such as text (as

shown in Fig. 5.4), photographs or images, audio and
Layout helps to videos, which we have collected during the visit.
decide the placement
Shirom: No. We will need more slides for that. Let us add
of text or pictures on
a slide.
more slides to our presentation.
Samaira: Great! Seems interesting. I hope our presentation
will help them to get the feel of the trip.

Fig. 5.4: Adding text content

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 Samayra: Shirom, can we add a picture of the Red Fort?
Shirom: Yes, we can do that by using the Insert Menu
(Refer Fig. 5.5).

Fig. 5.5: Inserting an image

Samayra: Once, we have inserted the image, can we also

add some special effects to our images and text to make
our presentation more attractive and grab attention of
the audience.
Shirom: Yes, indeed! Let us select the text or object to be
animated and add some custom animation to it, as
shown in Fig. 5.6.

Fig 5.6 : Animating the image

For example, you may choose to apply various effects

that may change the Font Size and apply special effects
to the text, such as Blink and save that effect on the text.

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 Similarly, you can apply different effects in your slide to
make your presentation interesting and attractive.
Samayra: Oh! Great but tell me how to check what we
have done so far?
Shirom: For this we will preview our presentation using
Slide show option, as shown in Fig. 5.7. To do, press F5
key or using the Slide Show menu. Let me now tell you
one more interesting feature: Slide Transition which
can be added from the view menu.

Fig. 5.7: Slide show

Samayra: I have taken a recording clip of the guide

narrating the story. Also if we could insert the audio
clip too! Moreover we have some video clips that also
could be inserted in our presentation. It will make our
presentation lively and more informative.
Shirom: Yes, let us do it using the Audio or Video
option of the Insert Menu, as shown in Fig. 5.8.
Samayra: Tell me the steps how I should do it.

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 Custom animation
helps us to add
emphasis on an
object area on a
screen.

Avoid adding too

many animation
effects on a slide as it
reduces the focus on
the main content.

Fig. 5.8: Adding sound

Shirom: Now, if you wish, you can add more information

in your presentation to enhance it with various colourful
slides, animations, transitions effects and media and
make it ready for the show. You can share your
experiences of the trip with our classmates in the class
with the help of projector and cherish the moments by
viewing the slideshow. Once the show has started and
in between if we would like to go to the next slide or
previous one at a time, then Right-clicking anywhere on
the screen brings up the floating menu that allows
navigation of the slides as shown in Fig. 5.9.

Fig. 5.9: Navigating in slide show

Samayra: Shirom, can we view the sequential
arrangement of all the slides on a single screen?

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 Shirom: Yes, we can. The slide sorter view (as shown in
Fig. 5.10) shows all the slides on the same screen which
may help us re-arrange them if required.

Fig. 5.10: Slide sorter view

Samayra: Now we are ready to share our presentation

with all our classmates.

Shirom: No wait. To share the presentation we should

convert it into Portable Document Format (PDF) (as
shown in Fig. 5.11) which is an open standard file format
for file viewing and sending it to someone.

Fig. 5.11: Exporting to PDF

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 Samayra: It was so interesting to learn how to make a
No effects or
presentation and share it with our friends. animations can be
seen in PDF.
Exercises

1. Prepare a presentation on the following topics:

(i) Your personal experience of meeting people in
orphanage, old age home, etc.
(ii) Experience of summer vacation
(iii) School's Annual day celebrations
(iv) Biography of a scientist or a historian
2. Test yourself
(a) Identify whether the following statements are True or
False
(i) We can make changes in the PDF version of any file.
(T/F)
(ii) We can insert video and audio clips in a presentation.
(T/F)
(iii) The number of slides that can be added in a
presentation has a limit. (T/F)
(iv) Impress is a free and open source presentation tool.
(T/F)
(v) The background and design of the presentation
cannot be changed once saved. (T/F)

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 Chapter Getting Connected
2
1
Chapter Internet
6

Recall the instances in previous chapters when

• Muskan shared video of her experiment with her
classmate using a messenger app.
• she created a blog and shared the images she
clicked when she visited the state museum of
Bhubaneswar.
• she thought of placing the song on web which she
sang in a school function.
• she started speaking to Hasmukh or Skype instead
of telephone.
• she shared the digital album of her birthday with
Hasmukh through email.
• she decided joining an online course on puppetry
during her summer vacation.
Reflect how all this was possible.
Internet is used to search and gather resources to
enhance knowledge and to complete your projects. In
earlier times Library was the most sought after place for
gathering information from books and encyclopaedias.
But now‑a‑days Internet has made it possible to search
and gather variety of multimedia resources for learning.
Take example of a project on “Role of youth in the
development of a nation”.

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 You can get resources on the above topic from the
World Wide Web
Internet. These days, almost all information and services (WWW) is an
are available on the Internet. For logging on to the information space on
Internet, you just need an electronic device (preferably the Internet where
computer/laptop/smartphone/tablet) with an Internet documents and other
connection. You can access a large number of resources resources are stored.
and information stored on the World Wide Web (WWW).
In order to access the resources in WWW, we need a A Web browser
software called Web Browser. Web browsers are generally is a software for
present in our computer system. A few popular web accessing
browsers have been shown in Fig. 6.1 , fill in the blanks information and
with any two other web browsers. resources on the
World Wide Web.

Fig. 6.1: Web browsers

When you click on the browser icon in your computer,

the following window will be opened. On top of the
browser window, there is an address bar as shown
in Fig. 6.2.

Fig. 6.2: Layout of Mozilla Firefox browser

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 The address bar lets you type the address of the resource
A Webpage is a
collection of which you want to access on the web. Every resource
information in the is available in a web page on the web. Once you type
form of multimedia the URL in the address bar, the webpage will open from
resources. where you can access the resource.
The Website is a
A website contains many webpages. The first page that
collection of
you see, when you open a website is the Home Page.
Webpages.
Activity 1
• Open the website by typing the address
creativecommons.org in the address bar.
• Keeping in mind the title “Role of youth in the
• development of a nation”, explore resources related to
your project.

While exploring the website, you might have noticed

that when you hover the mouse over certain text/
images, the cursor changes to <insert hand symbol>.
This signifies that the text/image is a link to another
webpage or resource which is known as Hyperlink.

Activity 2
• List and click on any of the three hyperlinks in the
website: creativecommons.org
___________________________________________________
___________________________________________________
___________________________________________________

A Search Engine is a Suppose you are not aware of the URL of the website
tool that allows from where you can access the resources or if you
to search for want to search the web for finding more information/
information on web. resources, you can take help of the Search Engine.
Following are a few popular search engines:

Name Address

Google google.com

Bing bing.com

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 Yahoo yahoo.com

Ask ask.com

DuckDuck duckduckgo.com
Table 6.1: Popular search engines

To search information/resources using a search engine

you need to use keyword in the Search Box as shown in
Fig. 6.3.

Fig. 6.3: Search Engine

While using search engines, a good plan can save

your time. Before searching ask yourself the following
questions like:
• What type of information am I seeking (ideas,
facts, opinions, options)?
• What form will this information take (text, images,
videos)?
According to the above questions, select the keywords.
Use words related to the type of information you seek.

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 Select precise words and avoid common words, such as
Word or phrase
entered in the search
the, of, apply etc.
box helps the search
engines to list those
Activity 3
webpages which
contain that word As per the project titled “Role of youth in the development
or phrase. Now for of a nation”, you need to get the information and
your specific search resources. So you can use the keyword “Role of youth
the entered word or in the development of a nation” in the search engine to
phrase becomes search for resources. Explore the result page and answer
the keyword. the following questions:
• What types of multimedia resources you could see?
• Did you find any hyperlinks in the result page?
• How can you get a different result page for the same
keyword?
• Were you able to find a result page for your search
containing only images?

Did you get what you were looking for, by using the
keyword which you had listed above? If not, reframe the
keyword by answering the following questions:
• What exactly are you looking for?
• What words will describe your search best?
• What if you want only images related to your
keyword?
If you are sure about the type of multimedia resource
you are looking for, then the search engine helps you
filter the resources based on your requirement. If you
notice in the result page, by default the results are
displayed under the heading ‘All’ but there are other
headings that help you to categorise the search result
on the result page as shown below.

Fig. 6.4: Heading in search engine

In order to get a result page containing only images, you

can click on the Images heading or if you are looking for
only videos, you can click on the Videos heading. This
helps to categorise the search based on particular type
of resources.

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 Sometimes while accessing multimedia resources you
might come across a prompt asking you to install a
‘plug‑in’ by clicking on the link mentioned in the prompt.
Go ahead and click on the link to install plug‑in and
access the resources. A plug‑in is a
software which
Activity 4 provides additional
functionality to the
Use the keywords written in the above graphic browser allowing it to
organiser to search only for images in search engine. display the content.

Note: Whenever you use the resources taken from the

web, you should cite reference to the source from where
you have taken it. It ensures that you are giving credit
to the owner who actually created it.
To plan further for your event and to collect resources
according to your requirement, you need to identify the
keywords for the programme items. Fill in the graphic
organiser depicted in Fig. 6.5 with appropriate keywords
for the listed programme items and write programme
items of your choice along with keywords for searching
resources for these programme items using the
search engine.

Fig. 6.5: Identifying keywords

Now you must be comfortable using simple keywords

in search engines to collect resources for your event.
But if you want to search information/resources very
specific to your requirement, then you can do advanced
search using search operators like AND, OR, “ ”, … as

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 mentioned in the table given below. These operators
help the search engine to narrow down the focus of
search (Refer Table 6.2).
Table 6.2: Search operators

Operator Example Purpose

The result shown will include pages
AND youth AND nation
having all the keywords.
The result shown will include pages
OR youth OR nation
having at least one of the keywords.
“Role of youth in the The result shown will include pages
“”
development of nation” having the entire keywords.
The result shown will include pages
… “Role of youth” 1990…2018
having the specified number range.

While searching for resources, you might come across

certain web pages which you wish to refer to later. You
The process of saving
the URL of the can take a print out of the web page but that would lead
webpage for future to paper wastage. So instead you can bookmark the web
reference is known as page to enable quick access to the webpage in future.
Bookmarking. To bookmark the webpage or website, click on the
Bookmark icon (which looks like a star) in the address
bar as shown in Fig. 6.6.

Fig. 6.6: Bookmarking

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 Evaluation of the Resources
You must have gathered lot of information from the
Internet for your event by now. But you should remember
that all the information available on the Internet cannot
be guaranteed for quality or accuracy. So it is important
to evaluate the resource or information. Keep in mind
that anyone can publish anything they wish on the Web.
It is often difficult to determine the ownership of the
Web resources. So it is your responsibility to evaluate
the resources effectively based on the following criteria:
• Who has made the website and how to contact the
website owner?
• What is the website about? Is it commercial,
educational, etc.?
• Is the website for teachers or for students or for
both?
• Is the information reliable on the website? Always
cross check the given information from other
websites and other authentic sources like books,
experts, etc.
• Check whether the website offers free information
or paid information?
After gathering resources, it is time to make use of them
for your event. You might have downloaded text, images,
audio, videos related to your programme items. Use
your creativity by customising the resources gathered
from the web using the ICT tools. You should identify
the right ICT tools to prepare the programme using the
resources you have gathered.

Fig. 6.7: ICT tools in identification

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 Safe Practices while Searching
• While searching information for your event on the
internet, few questions might have struck your mind like
• Is the Internet safe for me?
• How can I differentiate between a real and a fake
website?
• What do I have to do to be a safe user of Internet?

All computer users ask these questions to themselves

every day. The Internet offers so many opportunities
to explore. But it is important to keep yourself safe
and secure, so that you can make the most of it. The
tips given below will help you to search the web safely
and securely.
• It is always advisable to access resources from
websites which have “https” in the URL as it indicates
that it is a secured website.
• Make sure the “Safe Search” Setting of the web
browser is ON.
• Think twice before clicking the links as it might lead
to websites not appropriate for your age.
• Most of the interaction with the Web is through the
browser. So the choice of the Web browser should be
of utmost priority.
Now you are ready to present a great show with a variety
of multimedia resources created by you for the event.
Ensure the required hardware resources like projector,
speaker, etc., are available to use these multimedia
resources during the event. Such remarkable effort will
lead to an exceptional result but it is advisable to take
feedback and remedial measures to ensure an effective
event execution.
You have taken the first step of showcasing a
remarkable event that was appreciated by the audience
who were present there. With the appreciations you
received, you are motivated to share your experience,
the photographs and videos taken during the event to
your friends.

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 Activity 5
Can you think of various ways through which you can
share your experience with your friends?
_______________________________________________________
_______________________________________________________
_______________________________________________________

You have effectively acquired the skills of searching

information using a search engine. Besides searching
you can also communicate and share information with
the people using Internet. There are many ways of
communicating and sharing information on the Internet,
one of them is Electronic mail (Email). Emails can be sent
from anywhere, anytime through the Internet‑enabled
devices, such as like PC, laptop, smartphone, etc. To
send and receive emails you need to create an account
with any of the email service providers some of which
are mentioned in Table 6.3.
Table 6.3: Email service providers

Email Service Providers URL

Gmail gmail.com

Yahoo mail login.yahoo.com

mail mail.com

Outlook outlook.com

To create an email account on the email service provider

you need to follow the below given steps.
• Type the URL of any of the email service provider
in the browser and click Create account/Sign Up/
Register.
• Specify a unique username. (The email service
provider prompts in case the username is already
chosen).
• Choose a strong password consisting of uppercase,
lowercase letters, numbers and special symbol(s).
Passwords are case sensitive.

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 • Fill in the mandatory personal information like
first name, last name, date of birth, gender, etc.
• Carefully go through the Terms and Conditions
before clicking on Agree button.
The account created will be in the format username@
email-service-provider like [email protected] or
[email protected]

Checklist for a strong password

Did you
• use combinations of letters (uppercase and lowercase),
numbers and symbols?
• use at least six to eight characters?
• set a unique password for each of your important
accounts?
Example: 13Hlt@8L
Note: Don't forget to change password frequently.

After creating an email ID you can now use it to share

experiencs and resources that you have created for the
event with your friends who are staying in different
cities. To do so, you need to do the following as shown
in Fig. 6.8:
• Login to your account
• Click Compose/Write
• Enter your friend’s email ID in “To” box
• Write the subject of your email
• Write the content of the message
• Attach your document(s) if needed as shown in
Fig. 6.9.

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 Components of email message
To – Mail ID of the person to whom we want to send the
mail.
Subject – It is a description of the topic of the message
Cc (Carbon copy) – Mail ID of the person to whom we want
to send the copy of the mail
Bcc (Blind Carbon Copy) – Mail ID of the person to whom
we want to send the copy of the mail but these mail IDs
will not be visible in the email.
– Attachment icon to insert documents in the mail.
Send – A button which sends the mail when clicked.

Fig. 6.8: Compose/write an email

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 Attaching a
document to your
email is also known
as uploading.

Fig. 6.9: Attaching a document

You have successfully sent the mail to your friends

about your event experience with some documents
as attachments.
Inbox is an One of your friends, Taleem who received your email
electronic folder in also shared the script written by him for a similar event
the email account
that he has planned and is asking for your opinion. You
where all the received
mails are stored.
can see his mail in the inbox. You can click on the email
to read its content as shown in Fig. 6.10.

Fig. 6.10: Inbox

If there is any attachment in the mail then you need to
be careful and question yourself before downloading the
attachment as there is a chance that the attachment is
infected with virus.

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 Checklist for Downloading
A virus is a harmful
Always be alert. An attachment can be a malware, such program which
as virus which are harmful to the computer and its user. when enters the
So check for the following before proceeding. computer, affects
• Is it from a trusted source? the performance of
the computer and
• Is it in a known format? destroys its data.
• Did you perform anti‑virus scan?
Once you get answers for the above questions positively,
and then follow the steps shown in the Fig. 6.11.
Anti‑virus
programmes are used
to detect and destroy
computer virus.
Examples of Anti‑
virus programs are
Norton, Kaspersky,
Mcafee, etc.

Fig. 6.11: Inbox

We learnt how to access the Internet and communicate

using email. You must have also heard about the various
security concerns in this Internet‑based world known Transferring
as cyber world. The threats associated with technology documents/files
are largely due to inappropriate use of technology and from Internet to the
to expect that all the users will exhibit ideal behaviour computer is called
is unreal. Hence, it becomes our primary responsibility downloading.
to exercise caution and at the same time behave
responsibly like we do in the real world by setting an
example for others. We will learn about safe internet
practices in Chapter 7.

Exercises

1. Open the websites given below and identify the purpose

for which they can be accessed.

Website Address Purpose

mygov.in

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 swayam.gov.in
ndl.iitkgp.ac.in
farmer.gov.in
ors.gov.in

2. Using a search engine try to find the website address of

the following and enter it in the Table given below:
• Indian railways website
• Tourism website
• NCERT website
Searched for Website Address
Indian railways
Delhi tourism
NCERT

3. Identify keywords and the type of resources required

and create multimedia resources (presentation
video) on the following topics:
• Technology — the latest trends
• Plastic — A friendly foe
4. Identify the invalid email ID and specify the reason.
i. Aayush. gmail.com
ii. School_yahoo.com
iii. [email protected]
5. Download your syllabus from the NCERT website. Save
it on your device and email it to your friends. Also, send
the same syllabus file to your parents.
6. My teacher has asked me to write an essay on ‘Green
Revolution’, and also I need to prepare a list of ‘Keywords’
for searching information on the topic. I have prepared
a list, help me to identify which of the key words are not
much useful among the following:
• Agriculture
• Norman Borlaug
• M.S. Swaminathan
• Wheat farming
• Dairy farming
• Fish farming
• Crop yield
• Genetically modified crops
• Biotechnology

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 Safety and Security
Chapter in the Cyber World
7

Since childhood our parents and elders have been

guiding and suggesting us to take care of our eating
habits, practice hygiene, be wary of strangers,
communicate effectively and so on to ensure that we
develop into confident, strong and positive individuals
who are able to cope up with the competition and
complexities of the real world. With the advent of

Digital footprint is
the information
about a particular
person that exists
on the Internet as a
result of their online
activity even after its
Fig. 7.1: Cyber World deletion.

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 Internet, all of us have also become a part of a cyber
world wherein we share and access resources, connect
and interact with many people. Just like real world we
need to be cautious and alert while working in this cyber
world as well.
We all use email to send and receive information and
messages but one needs to be careful while using email
as many a times one may find emails which are from
unknown source saying that you are a lucky winner
or asking you to provide personal information. These
mails will tempt you to follow the instructions written
in the contents of the mail. Such emails are called spam
mails and are sent with malicious intent to get you
into trouble.
Let’s look at some of the examples of spam mails.

Fig. 7.2 : Sample email-1

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 In the Fig. 7.2 given above, you can find some common
signals that you would usually find in a spam email.
Assume there is another email in your inbox asking you
to download a popular game for free which otherwise
costs `3,500/- as shown in Fig. 7.3.

Fig. 7.3: Sample email‑2

Activity 1
In the Fig. 7.3 given above, which one of the following
proves that it is a fake email? Choose the option from
the list given below.
• The offer is valid only for the next 48 hours.
• Incorrect spelling of FIFA in the email ID in ‘From’
Box.
• The cost of the game mentioned in the mail is not
correct.

Assume there is another email in your inbox which

contains links asking you to provide account details
for verification purpose. If you click on such links or
download any attachments, they may lead you to a
phishing website or install harmful malware (malicious
software) on your device, as shown in Fig. 7.4.

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 Fig. 7.4: Sample email-3

Activity 2
Identify the URL(s) which are indicative of a fake
Phishing is an
website?
attempt to obtain
sensitive information http://www.uiidai.gov.in/
such as username, http://www.incometakindiaefilling.gov.in/
password and credit https://onlinesbi.com
card details etc. for
malicious reasons,
The above scenarios are examples of fraudulent emails.
by osing as a
trustworthy source in You need to be cautious before proceeding with any of
email. the instructions given in the email.

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 Protection from email fraud
• Do not reply to emails from unknown senders even if
it looks like a genuine email.
• Do not provide personal information like name, date
of birth, school name, address, parent’s names or any
other information.
• Do not fall for lucrative offers/discounts as they might
be coming from unknown source and it may not be
reliable. Ignore/delete those mails.
• Do not open attachments or click on links from
unknown senders, since they may contain
malicious files that might affect your device. Only
click the links and downloads from websites that
you trust.
• Beware of phishing websites — check the URL to
confirm if the website is secure.
• Do not forward spam or suspicious emails to others.
• Do not send excessive forwards as it might be
distracting to the receiver.

You have learnt how to use email for sharing information

and what safety precautions to be taken while using
email. Through email you can reach out to people only
if you have their email ID.

Activity 3
Can you think of ways to share your event with a larger
audience?

The Internet allows us to exchange and share

information, connect with people online across the
world and create our own networks through social
networking sites.
In order to create an account on a social networking site
you need to use your email ID as username.

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 Activity 4
Search and write the names of any three social
networking sites
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________

Though social networking is very interesting as it gives

you a chance to get connected with people around
Social networking the world you should make sure you follow all safety
site is an online precautions while using social networking as it is
platform to connect
extremely difficult to judge and recognise a person
and network with
here. We only know them by the identity they choose to
people around the
world. One can also present.
send and exchange While creating an account on social networking sites,
messages and share you need to take care of the following:
photos, videos, • Avoid revealing too much of your personal
etc., through such
information like your age, address, contact details,
platforms.
school name, etc., as this can lead to identity theft
• Do your privacy settings very carefully on social
networking sites
Check your privacy Anyone on social networking, needs to take care of the
settings Make sure following:
you know what
• Never reveal your password to anyone other than
information is being
your parent or guardian
shared publicly.
• Change your password frequently
• Communicate and collaborate only with people
known to you
• Do not post anything which hurts others feelings
• Always be careful while posting photographs,
videos and any other sensitive information on
social networking sites as they leave digital
footprints which stay online forever
• Do not post your friends’ information on social
networking sites, which may possibly put them at
risk. Protect your friends’ privacy by not posting
the group photos, school names, locations,
age, etc.

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 • Avoid posting your plans and activities on
Identity theft is
networking sites
the deliberate use
• Do not create fake profiles for yourself on any of someone else’s
social networking sites identity to obtain
• If you suspect that your social networking account credit and benefits
details have been compromised or stolen, report in the name of
another person or
immediately to the support team of networking
to sometimes even
site
defame that person.
• Do not forward anything that you read on social It is one of the
media without verifying it from a trusted source. most common cyber
• Always avoid opening links and attachment crimes. It poses a
through social networking sites severe threat to a
person’s reputation,
• Never leave your account unattended after login, unlike the real world
log out immediately when you are not using it the cyber world has
a far larger reach,
The photographs and the resources you share might
hence it is essential
get you positive feedback and comments. However, at that we exercise the
times you might face instances of cyber bullying. Cyber following precautions
bullying includes: to prevent any such
• nasty comments on your posts or posts about you. incident:
• someone creating a fake profile in your name and • Never share
trying to defame you. password with
anyone
• threatening or abusive messages online or on the
• Keep strong
mobile phone.
passwords
• being excluded from online groups and forums. • Do not divulge
• embarrasing photographs put online without your your personal
permission. information
• rumors and lies about you on a site.
• stealing your account password and sending
unwanted/inappropriate messages from your
account.
• offensive chat. Cyber bullying
• fake online profiles created with an intent to includes sending,
posting or sharing
defame you.
negative, harmful,
If you become a Victim of Cyberbullying, do the following: false or mean
information and
• Do not Respond content about
If someone is cyber bullying you, do not respond or someone. It is a
retaliate by doing the same thing back. Responding or serious offence which
retaliating to cyber bullying may make matters worse or is punishable under
even get you into trouble. Cyber Law.

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 • Screenshot
Take a screenshot of anything that you think
could be cyber bullying and keep a record
of it.
• Block and Report
Most online platforms have this feature, if
someone bothers you, make sure you block
and report the offender to the social media
platform.
• Talk About It
Cyber bullying may affect you in many
different ways. Dont feel that you are alone.
Let your parents and teachers know what is
going on. Never keep it to yourself.

Fig. 7.5: Block

Fig. 7.6: Talk about it

• Be Private
Keep your social media privacy settings high and do not
connect with anybody who you do not know offline. You
would not talk to random people on the street, so why
do it online?
• Be Aware
Remain updated with all the preventive and security
measures in the cyber world.

Exercises
1. Fill in the blanks
a. ______________ often directs users to a fake website
whose look and feel are almost identical to the
actual website.

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 b. Undesired or illegal email messages are often known
as ______________.
c. The protection of internet connected systems
including hardware, software and data from cyber
attacks is termed as _____________________.
d. A __________________ is a form of malicious software
program which can corrupt or destroy systems
or data.
2. Match the following
1 Malware a. Email
2 Spamming b. Virus
3 Cyber law c. Stealing data
4 Phishing d. Cyber crime
3. Identity whether the following statements are True
or False
a. Hacking is a cybercrime.
b. Phishing is a type of attack which is capable of
stealing your password or credit card number.
c. Social networking sites are used to share passwords
and other secret information.
d. When you are receiving harmful messages on your
computer, you may block or delete them.

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 Fun with Logic
Chapter
8

Jason is the sports captain of his school. He was thrilled

to receive the Chief Minister’s scholarship for his
outstanding performance in sports. But his scholarship
amount has to be credited to his bank account and Jason
does not have a savings bank account. He does not even
know how to open a bank account. So he approaches
a bank in his locality and the bank employee at the
helpdesk gives him instructions to complete the task as
given below.
1. Take the account opening form from the counter.
2. Fill the details in the form carefully.
3. Put your signature at the designated place on the
form.
4. Attach a copy of the photo identity card.
5. Submit the form at the counter with a minimum
deposit.
After understanding the process to open a bank account,
Jason gets on to work. When he went to complete the
final step, which was to submit the form, the clerk
informed him that his account could not be opened.
What would have gone wrong? What reasons can you
think of?
_____________________________
_____________________________
_____________________________

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 Once again Jason checked the steps to open the bank
account. It was then that he realized that he had missed
Step no 3 which was to put signature at the designated
place on the form and that was why the task of opening
the bank account could not be completed. Thereafter,
he put his signature and submitted his form again. His
account was finally successfully opened.
Have you ever faced such a problem while completing
a particular task? What happens if you do not follow
the correct sequence of steps? Will you get the desired
result?

Activity 1
On the eve of the Independence day, you want to listen to
the Prime Minister’s address on the radio. Write the steps
to complete the task.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Now ask your friend to follow the steps written by you.
Are you able to tune in to listen to the Prime Minister’s
address? What happens if you interchange any of the
steps? Are you still able to get the desired result?

By now, you must have understood the importance of

instructions and the sequence of instructions to
complete a particular task. To accomplish a task and
to get the desired output, you have to mention each
instruction clearly, sequentially and logically, as
shown in Fig. 8.1. So to achieve a task, the steps are
listed below.
1. Clearly identify the output that you want.
2. Analyse the instructions required to find a solution
to get the desired output.
3. Finalise and give instructions in the proper
sequence.
4. Verify whether the output produced is as desired
by you in Step 1.

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 Identify the Output • Do you clearly know what output has to be produced?

• Do you have multiple solutions?

• Which is the best possible option?
Analyse
• Have you identified the correct sequence of
instructions?

Finalise
• Give the instructions in logical sequence.
Instructions

Verify the Output • Is the output same as you had identified in Step 1?

Fig. 8.1: Steps to complete a task

By now, you must have understood the importance of

instructions and the sequence of instructions to
complete a particular task. To accomplish a task and to
get the desired output, you have to give each instruction
clearly and also sequentially. Consider a situation where
the Twirly cat has lost the way to her house as shown in
Fig. 8.2.

Fig. 8.2: Twirly cat finding its way

What instructions would you give her to help her reach

the house? Write them in the space provided below:

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 Step 1: Move forward by 10 steps
Step 2: Turn right by 90 degrees

Have you given the right instructions? Will Twirly cat

reach its home? Can you check the given instructions
using any software application or tool? Yes, you can
do so by using the Scratch application. Using this
application you can create your own stories, games and Scratch is a free
various other animations using simple drag and drop programming
instructions. language developed
by MIT in the
Animations in Scratch can be created in offline as well year 2005.
as online mode. As it is an open source software you
can download it from https://scratch.mit.edu , install it
on your computer and then use it. You can also create
and share your animations online using the above URL.
On opening Scratch, you see the interface as shown in
Fig. 8.3. Each object on the scratch window is called a
sprite. This object can be any person, an animal, an
automobile, a building or even text.

Fig. 8.3: Scratch Interface

After learning about the Scratch interface let us now

verify the steps that would take out Twirly cat home. In

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 the Scratch window, our Twirly cat will be called a cat
sprite. To make the sprite move on a specific path, you
have to choose the appropriate instruction block and
drag it to the script area. Make sure you choose the
instructions in a logical sequence. When the script is
complete, you need to execute it to see the output on
the stage. (Refer Fig. 8.4).

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 Fig. 8.4: Path traversed by cat sprite

Activity 2
Build a script to make the cat sprite follow the paths
drawn below.

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 Scratch is not just about static shapes. You can even
create an animated story using various characters
(sprites), instructions and tools using Scratch.
Have you ever thought that instructions have to be
given in a logical sequence to communicate your ideas
too? In the previous chapters you have learnt to
communicate your ideas through text, images, video
and audio using various tools and applications. The
audio and video tools helped you to communicate
realistic images and videos. But what if you had an
imaginary concept or story to communicate with your
friends? Such a story may not have any realistic
character. For example, a fairy tale or a story of two
animals going on a space voyage or two fishes talking
in water. Can that be done using any text editing,
image editing or presentation tool?

What are the two

main characters of
my favourite fairy
tale?

Let us create a story where the underwater animals are

talking about water pollution. Our imaginary characters
will be a star fish named Twinkle, an octopus named
Octi, a whale named Blue and a fish named Laali. In
our story we need the following objects:
• Underwater background
• Octi, an octopus
• Twinkle, a starfish
• Blue, a whale
• Laali, a fish
• Text in the form of dialogues or messages
• Sound of cough
• Sound of water drops and ripples

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 Script for the story to be created

(Underwater backdrop with water, water plants and water animals)

A red fish glides from right side, comes towards the centre and then slowly
moves out from left side)

(sound of water drops and ripples will be heard at frequent intervals

throughout the movie)

Twinkle : Cough… Cough (sound of male cough)

Octi (glides from left side) : Hey Octi … Are you OK? What happened? (moves a
bit)
Twinkle: Oh Octi…Cough Cough…This dirty water will kill me. (sound of male
cough)
Octi : OHH!!
Blue: (glides from right side) OH GODD!! My eyes are burning.
Octi : These humans , they pollute our water and we suffer. (sound of male
cough)
Blue: What’s wrong with the water today?
Blue: We all will die one day. (Blue whale glides down)
Octi: Let’s all request them. (Twinkle and Octi move towards their left)
Message pops up on the screen
“ Stop Water Pollution”

So in your story, you will need an underwater background

with four sprites that you can add from the variety of
sprites provided by Scratch. When you open Scratch,
the default cat sprite will be present in the centre of
the stage. All sprites that you will further add will also
appear on the stage, as shown in Fig. 8.5.

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 Fig. 8.5: Adding a sprite
You can select
multiple sprites from
the Sprite Library By default, the cat sprite is displayed in all Scratch
by keeping the Shift projects but in your story you do not need it. So it has
key pressed while to be deleted, as shown in Fig. 8.6.
selecting the sprites.

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 Fig. 8.6: Deleting a sprite

You want to give a message at the end. For this purpose

you need to add a text sprite also (Refer Fig. 8.7).

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 Fig. 8.7: Adding a text sprite

You may require to move a sprite from one position

to another. Scratch helps you to specify position of a
particular character using coordinates. The stage on
which the characters are placed is just like a coordinate
plane with x and y coordinates as shown in Fig. 8.8.

Fig. 8.8: Coordinates of X-Y plane (stage)

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 According to this plane any character placed on the
centre of the stage has the X any Y coordinates as
(0,0). The maximum and minimum values for any of
the coordinates can be 240 and –180, respectively. As
you move your mouse pointer on the stage, the x and y
coordinates displayed on the right bottom of the stage
keep on changing.

Fig. 8.9: Coordinates of mouse pointer

You might need to specify these coordinates while giving

instructions for movement of the selected sprite from
one position to another.
As per your story six sprites (4 characters plus 1 text
sprites) have been added to the project. But the stage is
having a white backdrop while your script requires a
backdrop that depicts the underwater world. (Refer
Fig. 8.10).

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 Fig 8.10: Adding a backdrop to animation

So now you are in

the water world.
Next, you might
need to select
different forms
of the added
sprites. Each
form is known
as a costume.
You can add as
many costumes as
required by you
for the story (Refer
Fig. 8.11).

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 Fig. 8.11: Adding costumes to a sprite

After the costumes for each sprite are added, add the
sounds required in your project for each sprite, as
shown in Fig. 8.12.

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 Fig. 8.12: Adding sound

After adding sprites, costumes and sounds, our next

step is to build an animated story using these sprites,
their costumes and sound effects. This process involves
giving instructions in a logical sequence and the set of
instructions for each sprite is called a script. The script
will contain instructions for each and every action
for that particular sprite. These actions may include
movement, sound, change of costume, etc., as shown
in Table 8.1. Each instruction is dragged from the
Scripts tab to the script area. You can drag as many

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 instructions as you want and add them to the script
stack in the script area on the right side of the Scratch
window. The added instructions will be executed in the
same sequence as you have stacked them. Some of the
commonly used instructions are listed below along with
their explanations.
Table. 8.1: Types of instructions

Some commonly used script categories and instructions

Category Instructions Explanation

Motion Move <n> steps Move the sprite by n number of steps

Turn <n> degrees Turn right by n degrees
Glide <n1> secs to Move while gliding in n1 seconds to xn and yn
x:<xn> and y: <yn> coordinates

Looks Hide Hide the sprite

Show Show the sprite
Say <text> Display text in speech bubble
Say <text> for <n> Display text in speech bubble for n seconds
secs Change the costume of the sprite to any of the
Switch costume to <cst> added costumes (cst)

Sound Play sound <audio> Play audio and move to next instruction block
Play sound <audio> Play audio till it is complete and then move to
until done next block
Stop all sounds Stop all sounds

Events When clicked Run the script when green flag is clicked

Control Wait <n> secs Wait for n seconds, then move to next block of
instruction

After learning about some of the instructions that can

be given to the sprites, you can now start forming the
scripts for each sprite, as shown in Figs. 8.13 and Fig. 8.14.
Once you have formed scripts for your sprite, you would
like to see the output (Refer Fig. 8.15).

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 Fig. 8.13: Forming a script for Starfish Sprite

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 Fig. 8.14: Scripts for all characters of the story

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 Activity 4

Fig. 8.15: Playing the animation

Create an animation in which your name appears in an

animated manner. (Hint: Use letter sprites)

After completing the activity, answer the following

questions:

1. How many sprites did you add?

2. Did you add costume for any of the sprite?

3. Did you add sound?

4. Did you run the script in full screen mode?

Exercises

Do it Yourself

1. Use Scratch to draw the following alphabets:

A, E, F, H, M, W, Y, Z

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 Exercises
2. Draw the following figures in Scratch

3. Create an animated story using Scratch for the

following:
a. A jungle where a lioness is giving safety tips to her
cubs.
b. A spacecraft moving in space.
c. A dance performance on stage by a fairy.
4. Identify True and False Statements from the
following:
a. You can create animated stories with imaginary
characters by Scratch. (T/F)
b. Animations in Scratch can be created online only.
(T/F)
c. By using Scratch we can create static shapes as
well as animated stories using various sprites,
instructions and tools.  (T/F)
d. Each object on the Scratch window is called a
sprite.  (T/F)
e. Scratch has an inbuilt library of sprites. (T/F)

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 Notes

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