INFORMATION & COMMUNICATION TECHNOLOGY · PDF fileemail : contact@itschool ... introduced to database management, which is in fact a ... Information & Communication Technology X CHAIRMAN

X

INFORMATION & COMMUNICATION TECHNOLOGY

STANDARD

GOVT. OF KERALAGeneral Education Department

Prepared byIT@School Project for State Council of Educational Research

and Training (SCERT), Kerala2012

Prepared by :

IT@School ProjectPoojappura, Thiruvananthapuram-12, Keralafor State Council of Educational Research and Training (SCERT)Poojappura, Thiruvananthapuram - 12, Kerala

First Edition : 2012

Website : www.itschool.gov.in, www.scertkerala.gov.inemail : [email protected], [email protected] : 0471-2529800, 0471-2341883, Fax: 0471-2529810, 0471-2341869Type setting : IT@School ProjectLayout : IT@School Project

Printed at : KBPS, Kakkanad, Kochi

© Department of Education, Government of Kerala

National AnthemJana-gana-mana adhinayaka, jaya heBharatha-bhagya-vidhatha.Punjab-Sindh-Gujarat-MarathaDravida-Utkala-BangaVindhya-Himachala-Yamuna-GangaUchchala-Jaladhi-taranga.Tava subha name jage,Tava subha asisa mage,Gahe tava jaya gatha.Jana-gana-mangala-dayaka jaya heBharata-bhagya-vidhata.Jaya he, jaya he, jaya he,Jaya jaya jaya, jaya he!

PledgeIndia is my country. All Indians are my brothers andsisters.I love my country, and I am proud of its rich and variedheritage.I shall always strive to be worthy of it.I shall give respect to my parents, teachers and allelders and treat everyone with courtesy.I pledge my devotion to my country and my people.In their well-being and prosperity alone lies myhappiness.

Dear Children,

Information and communication technologies (ICTs) have become sopervasive that we cannot imagine a world without them. The growthof ICTs means that our grip on the world’s facts is increasingly be-coming stronger. It is necessary that we cope with this speed ofchange. It is by keeping in mind this need that the ICT Text book forClass X has been prepared.

In this book you will find the first lessons in graphic designing andalso how to animate pictures as per your own script. You will also getintroduced to database management, which is in fact alogical continuation of studying ‘office’ tools.

We have been familiarising with the various aspects of Pythonprogramming over the last couple of years. This text book has moreexercises which will help you write more programmesusing the language. While you use various software applications anddo programming, you may seek to know more about themachine that computer is and its operations. Therefore, we haveincluded sections on the hardware aspects and networking too.

We have understood about web pages and web sites. What aboutpreparing a website for your school? The chapter ‘A Website for Us’introduces certain software applications that help you handle thecontent and design of web sites well.

You must have seen India’s and Kerala’s maps. But how many of youwould have seen your panchayat’s map? Scientificallyprepared maps are needed for local level development planning. Wehave a chapter on ‘QGIS’ software that helps in preparingcomprehensive resource maps. Simulation software Stellarium andmathematical software Geogebra are also included.

Practise the activities given in this text book and make your owncontributions to the ICT field.

Wishing you all success

Prof. K.A. HashimDirector

SCERT

Muhammed AslamDistrict Co-ordinatorIT@School Project, Alappuzha

Shanavas. KMaster TrainerIT@School Project, Palakkad

Pradeep Kumar MattaraMaster TrainerIT@School Project, Malappuram

Hassainar MankadaMaster TrainerIT@School Project, Malappuram

Pramod. K. VMaster TrainerIT@School Project, Malappuram

Babu. V. KDistrict Co-ordinatorIT@School Project, Kozhikkode

Abdul HakkimMaster TrainerIT@School Project, Malappuram

Members

Textbook CommitteeInformation & Communication Technology X

CHAIRMANK. Anvar SadathExecutive DirectorIT@School Project

Sankaradas. K. VDistrict Co-ordinatorIT@School Project, Malappuram

Vasudevan. K. PMaster TrainerIT@School Project, Thrissur

Tony AntonyMaster TrainerIT@School Project, Kottayam

Harikrishnan. R. SMaster TrainerIT@School Project, Trivandrum

Sabarish. KMaster Trainer (Co-ordination)IT@School Project, Malappuram

Rajesh. K. OMaster Trainer (Co-ordination)IT@School Project, Kuttanad

Muhammed Abdul NazarMaster TrainerIT@School Project, Kozhikkode

Co-ordinatorT. A. Ravisankar

Academic Officer (ICT)IT@School Project

IllustrationsSuresh. E

Cartoonist, PallikkaraKozhikkode

Translation

Sajith SukumaranConsultant

(Development Communication)Thiruvananthapuram

1. The Beautiful World of Pictures ........................... 07-15

2. New Methods of Data Analysis ............................. 16-24

3. My Resource Map .................................................. 25-35

4. Computer Language .......................................... 36-47

5. The Machine Called Computer ...........................48-60

6. Let Us Give Life to Sketches ................................ 61-71

7. Let Us Share Information ...................................72-80

8. A Website for Us .................................................... 81-93

9. World in Your Palms .............................................. 94-107

Contents

CONSTITUTION OF INDIAPart. IV A

FUNDAMENTAL DUTIES OF CITIZENS ARTICLE 51 A

Fundamental Duties - It shall be the duty of every citizen of India :

(a) to abide by the Constitution and respect its ideals and institutions,the National Flag and the National Anthem ;

(b) to cherish and follow the noble ideals which inspired our nationalstruggle for freedom ;

(c) to uphold and protect the sovereignty, unity and integrity of India ;

(d) to defend the country and render national service when called uponto do so ;

(e) to promote harmony and the spirit of common brotherhood amongstall the people of India transcending religious, linguistic and regionalor sectional diversities ; to renounce practice derogatory to thedignity of women ;

(f) to value and preserve the rich heritage of our composite culture ;

(g) to protect and improve the natural environment including forests,lakes, rivers and wild life and to have compassion for livingcreatures ;

(h) to develop the scientific temper, humanism and the spirit of enquiryand reform ;

(i) to safeguard public property and to abjure violence ;

(j) to strive towards excellence in all spheres of individual andcollective activity so that the nation constantly rises to higher levelsof endeavour and achievement.

(k) who is a parent or guardian to provide opportunities for educationto his child or, as the case may be, ward between age of six andfourteen years.

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The Beautiful World of Pictures

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1 The Beautiful World of Pictures

You know how to make a collageusing GIMP software. You also knowthat GIMP is appropriate software formaking posters.

Haven’t you seen daily use prod-ucts carrying the logos of the compa-nies that make them? Various institu-tions have their emblem or logodisplayed in their premises. Can youdownload the logo of the IT@SchoolProject under the Department of

Raster and VectorThere are two ways of recording pictures in a computer – either as Raster filesor as Vector files. In Raster files, the colour of every point on the picture isrecorded. In these files, a picture is divided into numerous squares. For ex-ample, consider a picture with 10 cm length and 8 cm breadth. This picturecould be divided into 1000 parts along length and 800 parts along breadth.Then the area of each of the squares would be 0.01 square mm. These squares,which are the smallest elements of a Raster file, are called Pixels (from ‘PictureElements’).Suppose we want to print such a picture. The quality of the printed picture willdepend on the number of pixels within a given area. In the above-mentionedpicture, there would be 100 parts in each centimetre. In other words, we couldsay that the picture has a size of 100 dots per centimetre. However, tradition-ally the size is usually mentioned in dots per inch (dpi). We can decide thedots per inch that we require in a picture that we handle. By increasing the dpi

Education, enlarge it and see? Does thelogo blur when you make it bigger? Canyou think of the reason for this? This isa problem that we face when we engagein such creative work. Increasing thesize of a picture blurs it. Have youheard of mechanisms used for manipu-lating pictures without losing theirclarity? Read the following note, discussamong yourselves, and reach aconclusion.

Information and Communication Technology

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Pic. 1.1

we can enhance the clarity and beauty of the picture. For better print quality,we need pictures of higher dpi.When we draw a line in a Raster file, what the composer deos is colouring thesquares along that line. When we enlarge the picture, the squares get enlargedas well. You can view this while enlarging a picture in GIMP.In a Vector file, it is only the colour of lines and the coordinates of the endpoints that are recorded in the computer. When the picutre appears, the com-puter will interpret the coordinates of end points adn interpolate to mark allthe points that fall between. When a picture stored as a Vector file is enlarged,new points get marked in the enlarged surface. As more points are added alongwith enlargement, the clarity of the picture remains. Vector files store picturesas geometric shapes such as lines, squares, circles and arcs.Pictures drawn using GIMP software are Raster images composed of pixels.But Inkscape stores images as Vector files. This means that Inkscape remem-bers geometric shapes drawn in it in terms of mathematical formulae. This iswhy Vector images are able to maintain clarity and beauty when enlarged aswell.

Enlarge Pictures withoutLosing Clarity

Now we know the properties ofRaster and Vector images. We need spe-cial purpose software to construct andedit pictures without losing out on clar-ity. Open Office Draw, Coral Draw,Inkscape, Adobe Illustrator, Dia etc., aresoftware applications used for makingVector images. Among these, Open

Office Draw, Inkscape, and Dia areopen source software.

Let us now see how to make pic-tures using Inkscape software. SelectInkscape Vector Graphic Editor fromGraphics menu.

Observe the Inkscape window(Picture 1.1). Find out the similaritiesand differences between Inkscape andGIMP and fill up Table 1.1.

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Similarities Differences

• Various toolsand canvasesare available

• Tools and can-vases are in thesame window inInkscape. They arein different win-dows in GIMP.

• .................................

• .................................

• .................................

• ............................................

• ............................................

• ............................................

Table 1.1

Pic. 1.2

Pic. 1.3

Remember the tools that you haveused in GIMP. Are all of them availablein Inkscape? Do you see any tool inInkscape which was not available inGIMP? You know about GIMP toolsfrom your previous class. Now let ustake a look at Inkscape tools. Bringmouse pointer above the tools that arenumbered and identify their names. Tryusing each tool and tabulate their uses.(Table 1.2).

Tool Name Use

1. Selection Tool For selecting an Object

2. ............................ ............................................

3. ............................ ............................................

4. ............................ ............................................

5. ............................ ............................................

6. ............................ ............................................

7. ............................ ............................................

8. ............................ ............................................

9. ........................... ............................................

Table 1.2

Activity 1

Constructing a LogoWhat is shown in Picture 1.3 is a

logo constructed in 600X150 pixel size.Let us construct the same logo usingInkscape software. Think about the vari-ous tools that could have been used inconstructing this logo? Observe andnote down your inferences below.

♦ ..............................................................

♦ ..............................................................

Steps

♦ Open Inkscape software and pre-pare a canvas. For this, click Docu-ment Properties in File menu. In thewindow that opens, use Custom Size


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option to make adequate changes.Close the window (You can selectcanvas of different sizes from Tem-plates in the window).

♦ Use Create Rectangle Tool toconstruct three squares as shown inPicture 1.3.

♦ Select the squares and adjust the sizeby changing Object Size. This couldbe done by altering the Height andWidth in the Tools Control Bar.

♦ Colour the squares by selecting themand clicking appropriate colours inthe colour palette.

♦ Type IT@School inside the square

using Text Tool .

♦ Adjust the text size to suit thesquares using Select and Transform

Object Tool .

♦ Render appropriate colour to thetext by selecting colours from thepalette.

♦ Save the file in your folder.

♦ Magnify the logo using Zoom in or

out tool .

Compare the following.

♦ The logo magnified using Zoom Intool after opening it through GIMPsoftware.

♦ The logo prepared using Inkscapeand magnified using Zoom In tool.

Can you note down the differ-ences?

♦ ............................................................

♦ ............................................................

♦ ............................................................

Try moving around the logo thatyou have made in Inkscape. Do youexperience any problem? It is not pos-sible to move the objects together; isn’tit? Analyse the note below and exam-ine.

Each shape (line, circles, square etc.)drawn using Inkscape is an object. Wecan select all the objects in aworkspace using Select All (Ctrl+A)in the Edit menu. We can also selectthe objects in a portion of theworkspace. When you click on theSelect tool and drag, all the objectswithin the rectangle that forms getselected. In order to select more thanone object, click on each whilekeeping the Shift key pressed. Thepart thus selected can be dragged toany slot within the workspace. We canalso convert the selected objects intoa single unit using Group function inthe object menu (ctrl+G). The objectsthat are ‘grouped’ can be movedaround as a single unit.

In order to prepare good picturesin Inkscape, creativity should be sup-ported by sound understanding of vari-ous tools and menu options, and theiruses. You should be able to use thesetools and options effectively. This re-quires regular practice with a lot of pa-tience. You can develop these skills bypractising the activities provided in thesubsequent section.

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Pic. 1.4

Pic. 1.5

Activity 2

You must be familiar with spheres,cylinders, pyramids etc., from yourmathematics lessons. You might havealso drawn these objects on paper.While drawing on paper, these objectscan be represented only in two dimen-sions. How do we make these objectslook three dimensional? It is throughappropriate use of light and shade thatwe render these pictures a three dimen-sional effect. Let us see how we canmake a sphere using Inkscape.

♦ Draw a circle using Create Circle

Tool and colour it

♦ Select Gradient Tool and click onCreate Radial Gradient on tools con-trols bar (Picture 1.5)

♦ Double click within the circle. Youwill get a gradient corresponding tothe selected colour

Did you notice the three nodes re-lated to gradient? Try moving the nodesusing Edit Path by Node Tool .

What difference do you notice?

Select the square node at the inter-section of the two lines and click on thecolour palette. Select one of the othernodes and take another colour. Repeatthese using different colours. Observethe colours and the nodes at which theyhave been selected that made the circleappear spherical. Change the positionsof light and shade by moving the nodes.Now you can also try constructing otherobjects in the same method. While con-structing a cylinder, try to understandthe use of Union in Path menu with thehelp of your teacher.

Activity 3

You must have studied aboutamoeba in your biology class. Do yourecollect the properties of amoeba?They are single cell organisms withoutany specific shape. Now let us trydrawing an amoeba using Inkscape(Picture 1.6).

Steps

♦ Draw a polygon using Draw Bezier

Line Tool .

♦ Manipulate the sides of the polygonappropriately using Edit Path byNode Tool

♦ Click on the Gradient tool to selectradial gradient and colour it

♦ Use circle tool to draw the parts ofthe cell such as nucleus andpseudopodia, and colour them us-ing gradient tool

♦ Use Object →→→→→ Fill and Strokemethod to give appropriate colourto the cell mass fluid (Pictures 1.7and 1.8)


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Fill and Stroke

See Picture 1.7. The stroke of this object is the back circle. The blue portion iscalled Fill. In order to see the various options relating to these, open the dia-logue box shown in Picture 1.8 by clicking Object →→→→→ Fill and Stroke. Select theobject and try out the tabs and options for understanding their uses.

Pic. 1.7 Pic. 1.8

Pic. 1.6

♦ How will you mark the parts of acell? Find out the method and markthe parts

Try drawing an amoeba bymanipulating a circle. Can you figureout a way to make copies of the amoebathat you have drawn? By understand-ing a few more techniques, you will beable to easily make copies. Use Edit →→→→→

Duplicate to make a copy. Now useselection tool to move that object fromthe original slot. This was you can copyany number of amoeba by grouping andduplicating objects drawn in Inkscape.

Stack two or more objects oneabove the other, select anyone of them,and press the following keys – PageDown, Page Up, End, Home. Note

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Pic. 1.9

Pic. 1.10

Key Changes Observed

Page Down The selected object movesbehind the other object.

.

Table 1.3

Page Up .................................................

End .................................................

Home .................................................

down your observations in Table 1.3.

Usually it is object that has been madethe last which appears at the top(Picture 1.9). Sometimes you mayhave to bring them below otherobjects. In order to do this, select thatparticular object and use the option:Object →→→→→ Lower. Instead of this, youcan also use Page Down key.

Activity 4

You must have noticed arches thatare typically part of school gates. Seesuch an arch shown in Picture 1.10.Discuss the tools needed to draw thisand note them down.

Required Tools:

♦ The tool to draw circles

♦ .............................................................

♦ .............................................................

♦ .............................................................

♦ ............................................................

Use Picture 1.10 and the steps listedbelow to construct a banner for yourschool in Inkscape.

Steps

♦ Draw a circle

♦ Convert it into a semi circle usingEdit Path Node

♦ Make two duplicates using Edit →→→→→Duplicate. Reduce the size of the du-plicates and arrange them as shownin Stage 3 of Picture 1.11

♦ Type in your school’s name usingtext tool

♦ Select the semicircle in the middleand the text together. Select Text →→→→→Put on Path option. Your school’sname gets arranged along the cen-tral semicircle. Provide adequatespace before the text and do properspacing.

♦ Select the central semicircle and re-move its stroke colour and fill colour

♦ Select the other two semicirclestogether and click on Path →→→→→ Differ-ence option.


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Pic. 1.13

Pic. 1.14

Pic. 1.12

Let us now see how to save selectedobjects in a picture as raster files. Firstselect the required portion of thepicture. Take File →→→→→ Export Bitmapoption. Click on Selection tab, assigna file name and Export. The selectedportion alone gets saved as raster filein .png format (Picture 1.11). Observethe other options in Export Bitmapdialogue box. Try out and understandtheir uses.

Pic. 1.11

♦ Use the following note to savePicture 1.11 in .png format.

Activity 5

What is shown in Picture 1.13 is a

flower drawn in Inkscape. In additionto the tools that you have already used,a few additional ones have also beenused here. Draw a flower using thesteps given in Picture 1.14 and save itin your folder.

♦ Draw a line by clicking Pencil tool

at the top and bottom

♦ Select the line, use Edit →→→→→ Clone →→→→→Create Tiled Clones. In the dialoguebox that opens, select PM:Reflectionfrom Symmetry tab. Provide 1X2 forRow and Column, click Create andclose the dialogue box.

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♦ Select the line, use Edit →→→→→ Clone →→→→→select original option. Click on theline using Edit Path by Node tooland drag the line to one side. Theline bends symmetrically to bothsides. Make it into the shape of apetal. Select it fully and use Filloption to colour it.

♦ Now select the petal in full and useEdit →→→→→ Clone →→→→→ Unlink Cloneoption. Select Path →→→→→ Union. Thismakes the petal an independentobject.

♦ Make duplicates of the petal andarrange them in the shape of a flowerusing tools such as Rotate and Flip

in the Object menu.

♦ Select all the petals together and usePath →→→→→ Union.

In order to rotate an object in a givenangle, open the dialogue box usingthe option Object →→→→→ Transform. Usethe tools in Rotate tab in the dialoguebox. It is possible to arrange thepetals by double-clicking on thepetals also.

What all need to be done now todevelop this into the flower shown inthe picture? Use the other techniquesthat you have learned to complete thepicture.

Additional Activity

Inkscape is a software application usedin drawing pictures to produce animation.Try making such a picture using this soft-ware. In order to animate a picture, we haveto drawn each of the moving parts separately.You know that the pictures drawn in Inkscapeare combinations of objects. You also knowhow to do grouping of objects. In addition,you know how to select parts of a picture andsave them as raster files. Now try drawingthe picture of a bird for animation. Save itsbody, wings, beak, and eyes as separate files.The files thus saved can be used when youlearn animation.

Pic. 1.15

Follow up Activities

♦ Construct your school’s logo usingInkscape and save it as a raster filein your folder. Include this logo inthe home page of your school’s website.

♦ Draw the different stages of phago-cytosis in the safety and health carechapter of your biology text bookand save it in your folder. ��

♦ Refer to the dialogue betweenDamayanti and the swan inNalacharitam Attakkatha given inyour Malayalam textbook. Preparethe drawings of different body partsof a flying swan and save them asindividual files in your folder forlater use in animation.


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We know the importance of datacollection for academic activities. Thereare various methods for data collectionand analysis. You have done data col-lection and analysis on the health as-pects of children in Class IX. In order tomake reliable inferences through appro-priate analyses, it is necessary to firsttabulate the data systematically.

What were the problems that youfaced while tabulating the data on thehealth habits of children in Class IX?

♦ Size of the table

♦ ............................................................

♦ ............................................................

♦ ............................................................

How did you address these prob-lems? What were the techniques thatyou used?

♦ Cell freezing

♦ ............................................................

♦ ............................................................

♦ ............................................................

♦ ............................................................

Now let us understand some newways of addressing the problems facedin tabulating data

Data Form for Tabulating data

Let us see how to use Data Form totabulate data. Let us do this by prepar-ing a table comprising the names of thechildren in your class, their housenames, age, addresses, and parents’names. In order to do this, type in therequired titles in Open Office Spread-sheet and select (Picture 2.1).

2 New Methods in Data Analysis

New Methods in Data Analysis

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Now open the Data Form windowby selecting Data → Data Form (Pic. 2.2).

See the boxes that appear in DataForm. Each box corresponds to a titlegiven in the spreadsheet. Type data inall the boxes and click New button. Seethe changes that occured in the table.Practise entering data in other tables toousing Data Form.

Let us prepare Health Card

It has been decided to collect infor-mation on the heights and weights ofchildren as part of total physical effi-ciency programme. Can we tabulate thedata collected and prepare health cardsfor the children in your class? We canuse Data Form for tabulating the datarequired for health card.

What are the types of information

to be included in health card?

See the model questionnaire fordata collection.

Prepare a similar questionnaire inOpen Office Writer and collect informa-tion on all the children in your class.

We can include body mass index(BMI) and some analysis based on it toimprove the health card. For this, wehave to tabulate the available data andanalyse it. As a first step, tabulate thedata collected using Data Form tool inspreadsheet.

Look Up Function forClassification

From the table that you have pre-pared, children can be classified basedon BMI. Let us have four categories –Those who are underweight, childrenof normal weight, those who are over-weight, and those who are obese. Letus label these categories as ‘Under-weight’, ‘Normal weight’, ‘Overweight’,and ‘Obese’. In order to do this classifi-cation, calculate BMI for all in the table.BMI is calculated by dividing theweight in kilograms by the square of theheight in metres. Children can be clas-sified based on BMI as mentionedabove using Lookup function in

Pic. 2.1

Pic. 2.2

Health Card - Questionnaire for Data Collection

Admission No. ......................................................

Name ......................................................

Class and Division ...............................................

Height ......................................................

Weight ......................................................

Age ......................................................


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spreadsheet. For this, you have to prepare a Lookup chart in the table that youhave made. See the model given below (Picture 2.3).

For classifying children using Lookup chart, select the Lookup chart, anduse define Range from Data menu. Assign a name and save it.

Pic. 2.3

Pic. 2.4


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data for each student and preparingreports is laborious. We can make thiseasier by arranging the data relating toeach student appropriately. MailMerge is a technique that helps us dothis.

Once the database for preparinghealth card has been completed, makea template for health card using OpenOffice Writer. A model is given onPage 21.

Now we have to include relevantinformation from the database that youhave prepared into the template file. Forthis, select Mail Merge Wizard fromTools menu. In the window that opens,click on Insert Address Block. SelectAddress and click on Add button. Thisinserts the table into the document. Iftick marks are seen in the window,de-select them, and click Create Saluta-tion. In the window that opens,de-select tick marks and select EditDocument option. Then you can pressEdit Document button and return to themain document. Now click Data Sourcein Edit menu (Picture 2.5); the inserted

Select the cell containing data onthe first student (the shaded cell) andclick on Function from Insert menu.From the list that appears, selectLookup. The subsequent windows(Picture 2.4) will ask for three param-eters – Search Criterion, Search Vector,Result Vector. What do these indicate?

Search Criterion: What is the databased on which the student has to becategorised?

Search Vector: The name assignedwhile defining Data Range.

Add the relevant information andclick OK to get information on the firststudent in the corresponding cell. Howcan we get similar information in thecells below?

Individual Data from Table

The table that you have just madecan be considered a database. How canwe prepare individual report of eachstudent (Health card for example) fromthis database? Copying the individual

Database

An organised collection of various information on a subject is called a data-base. Once a large database is prepared, finding specific information from it isdifficult. However, information in a computer database can be easily foundusing software. Computer databases store data in digital form. Such databasescan be considered as collection of files containing different types of informa-tion. Files in a database are usually called tables. A database may have singleor multiple tables. While a database is the collection of various files, differenttypes of information is stored in different tables. For example, if the informa-tion on the students and teachers in a school are part of a database, informationon students and teachers would be typically stored in different tables.

Unlike other file types, database files do not allow direct access for communi-cation. We communicate with them through database management systems orapplication programmes. And for the same reason, files in databases are moresecured.


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table appears at the top of the document(Picture 2.6).

You can click and drag the titles inthe table to place them appropriatelyin the document. Click on the windowto return to Mail Merge Wizard; selectSave Merge Document in the new win-dow and save. Examine the pages in thenew file. Now you can print the healthcard.

What are the other reports thatcould be prepared from this database?

♦ Identity Card

♦ Conduct Certificate

♦ ............................................................

♦ ............................................................

GHSS AVITANALLURHealth Card

Name .............................................................

Address .............................................................

Class .............................................................

Age .............................................................

Height .............................................................

Weight .............................................................

BMI .............................................................

Comment .............................................................

Signature of the Class Teacher

Model of Health Card

Pic. 2.5

Pic. 2.6


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purposes. You have now familiarisedyourselves with some preliminaryforms of databases. You have also un-derstood the way the information froma database is used for different pur-poses. Spreadsheets have several limi-tations in database preparation. Sup-pose the same admission number wasgiven wrongly to two students in theearlier database. Spreadsheet savesboth the entries as there is no inherentmechanism to check such errors. Whenwe handle large databases in a securedway, we have to consider several as-pects like this. We need cross checkingmechanisms for that. Avoiding dupli-cate entries, eliminating the possibilityof letters getting typed into cells meantexclusively for numbers etc areexamples.

Software applications that allowsecured handling of databases withmechanisms to pre-empt common er-rors are called database managementsystems (DBMS). Open Office Databaseis such a database management system.Open and see the Open Office Databasefrom the Office menu. What all does thesoftware ask for? Examine each win-dow, provide the required informationand construct a new database. Beforeopening your new database, the soft-ware asks you to save it. Why does itdo so? Discuss.

CERTIFICATE

Certified that Master/Kumari. Rajeev. K,Standard 10 A is Selected to participate inthe Volley Ball Team Selection Camp 2012.His/Her height is 162 cm.

Place Signature of Class TeacherDate

Practise by making similar reports.

A new Method forClassification

The training camp for selection tothe school volley ball team is about tobegin. It is those with more than 160 cmheight who will be included in thecamp. Class teachers have to issuecertificates to the children shortlisted foradmission into the camp.

How can you prepare a list ofeligible students using the database thatyou already have? You can do that bycategorising students who have morethan 160cm height and those who donot. An easy way is to mark ‘Selected’in the column next to the one with thedata on height for children with morethan 160 cm height. Others can bemarked ‘Not Selected’. Once this isdone, Mail Merge tool can be used togenerate the certificate. But how do wemark these? A simple way is to useconditional statements. We can use ‘If’function for this. Click on the cell inwhich we have to mark the status ofselection and select ‘If’ function. In thewindow that opens, mark the conditionfor height (H>=160) in the Test field andthe corresponding result (Selected) inThen_value field. Type ‘Not Selected’in the Otherwise_value field and clickOK. What do you see in the cell? Howcan you include the details of otherchildren in the rows below? Nowprepare certificates for all studentsusing Mail Merge tool in the modelgiven below.

Let us prepare a Database

Databases are pools of informationcollected and consolidated for specific


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define their data types. In order todistinguish across data sets, we have todefine a primary key. Data defined asPrimary key has to be unique as well asmandatory (In other words, data whichis not further repeated in the database,and the fields of which cannot be leftempty/null). Decide on the data thatyou would like to define as primarykey, and right-click on its left side.Select the option ‘Primary Key’ (Picture2.8). Please do not forget to assign aname and save the table.

Form for adding informationinto the Table

A technique called ‘Form’ can beused for adding information to the table.Click ‘Form’ button in the Open OfficeDatabase window and select the secondoption (Use Wizard to Create Form).Proceed further and you will be able toselect the table that you have preparedand the specific pieces of data / infor-mation that you want to include in‘Form’. Proceed after selecting a

Pic. 2.7

Observe the Open Office Databasewindow (Picture 2.7). Find out andtabulate the various functions for whichyou can use this database application.

Tables : For tabulating dataQuaries: For finding out specific infor-

mationForms : ..................................................Reports: ..................................................

Tabulation

There are three ways of tabulatingdata using Open Office Database.Select the first method (Create Table inDesign View). We can decide on thetitles and the data type to be includedunder each. For example, admissionnumber is a ‘Numeric’ data while nameis ‘Text’.

Let us prepare a database whichcontains the admission numbers ofstudents, name, class, date of admis-sion, and parents’ names. As a first step,we have to specify the titles needed and


23

Pic. 2.8

Pic. 2.9

layout from ‘Arrangement of the main form’. Save the form after selecting a suit-able layout and colour for the Form (Picture 2.9).


24

Now try using this ‘Form’ totabulate data. After adding data in eachof the fields that you have created, youcan use ‘Tab’ key to go to the next field.Once you press ‘Tab’ or ‘Enter’ keyafter adding the data on a student, theinformation get stored in the table thatyou have made. Enter data this way andopen the table and see. This table canbe used for other purposes too usingtechniques such as Mail Merge. Practisemore by creating new databases usingOpen Office Database.

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♦ Collect the required data for mak-ing identity cards of all your class-mates and use Open Office Data-base to prepare the database. Pre-pare identity cards using MailMerge technique and print them.

♦ Collect data on household watersources in a ward. Tabulate the datausing Open Office Database andprepare a Form for data input.

My Resource Map

25

How beautifully S.K. Pottakkaddepicts the changes in the naturalsurroundings even as Athiranippadamdeveloped into a habituated area! Don’tyou see similar changes in and aroundyour place as well? Is it possible tomark the geographic and manmadechanges in your area in a map? Whatkind of a map can we use for it? Inorder to decide on this, let us take alook at different types of maps.

Wall MapsObserve any wall map that you are

familiar with and find out the detailsavailable in it (Picture 3.1).

♦ Roads♦ Railway♦ ............................................................♦ ............................................................

‘It was through the slow drying up of a large swamp that Athiranippadamevolved into a habituated area. In ancient time, a small river used to flow throughit and drain out into the sea a mile towards the western end. As centuries passedby the river dried up, silted, and transformed into a large canal. Even now thatarea is called Riverside. Slowly the canal too dried up and changed into a swamp.When eventually the swamp started drying up, people entered the fields. Signsof hard work became apparent on the fields. Sugarcane farms, fields where pulsesgrew, and residential plots came up there...’

’Oru Desathinte KadhaS.K. Pottakkad

3 My Resource Map


26

Satellite MapsVisit the website www.wiki

mapia.org and identify your locality.What additional information is avail-able in these maps in comparison witha wall map?

♦ Houses

♦ Panchayat Roads

♦ Pond

♦ ............................................................

♦ ............................................................

We can mark the names of places,roads, institutions, places of worshipetc., in wikimapia. Locate your schoolin the map.

Pic. 3.1

Pic. 3.2 Satellite View

My Resource Map

27

How do we mark the name of ourschool in wikimapia?

My School Too in WikimapiaAfter opening wikimapia you can

locate your school either through searchor mouse scroll. We can see the map intwo views – Satellite view and Mapview. Once you have located the school,select ‘Add Place’ from ‘Edit Map’ menufrom the tools available atop within themap window.

Pic. 3.3 Map View

Pic. 3.4

Pic. 3.5


28

You can mark your school bycreating nodes by mouse clicks on themap. Similarly mark your own housealso in the map.

Click ‘Save’ button. Provide the in-formation asked for in the windowwhich opens and save the changes.

QGIS MapNow visit the web site

keralaresourcemaps.in and see thewebQGIS map of Akathethara GramaPanchayat in Malamuzha Block ofPalakkad District. See the legends pro-vided on the left side of the map on thegeographic information of the GramaPanchayat available in the map. Whatare the themes that are available in themap? We can see any of the availablethemes in the map by clicking in thecheck box given on the left side of thecorresponding legend. Find out the at-tributes available in different categoriesby activating the corresponding

Pic. 3.6

Theme / Sub theme Layer in GIS♦ Bordering Grama Panchayats♦ Assets of the Panchayat♦ Block boundaries♦ Canals♦ Sea boundary♦ Locations for Check Dams♦ Spots for rain pits♦ ......................................................♦ ......................................................♦ ......................................................You can see several such layers inQGIS map.

legends and clicking on the map.

We have already examined threetypes of maps. Among these, QGISmaps have the most information avail-able on natural and manmade features.Information provided in QGIS maps can

My Resource Map

29

be used for local level planning andanalyses.

Please take note of the descriptionof the uses of such maps in the secondchapter of the Social Science II text bookof Class X. Now let us understand aboutQGIS maps and their uses.

See the ward map given in Picture3.7. See the main road shown in it.Suppose it has been decided to increasethe road’s width by 10 m. Can we findout which all buildings will be affectedby such a development? This ispossible in a QGIS map as the softwarehas a feature that facilitates this. The

Pic. 3.7

QGISSuppose you have prepared an ordinary wall map which captures most of

the important features of your place. It would take a lot of effort to analyse theinformation in the map and use it for any purpose.

On the other hand, suppose we construct a map by preparing individuallayers of spatial themes. And suppose we have the facility to analyse theinformation by overlaying these layers as well as separating them as per ourrequirement. Then extracting information and analysing them using such mapswould be easy. It would also add to the precision of our analysis. QuantumGISor QGIS is an important software application that helps us construct maps byarranging spatial themes in different layers.


30

technique used for this is called‘Buffering’. Let us see how buffering isdone.

BufferingIn order to do this, we need the

digital form of the QGIS map shown inPicture 3.7 (QGIS Project). We can openthe map in the geographic informationsystem software Quantum GIS. Afteropening QGIS, use ‘Open Project’ com-mand in ‘File’ menu to open QGISProject in your software. Observe thelegend box on the left side and note thelayers visible in the map. Activate thelayers shown in legend box by clickingin the check boxes.

We can find out the buildings thatwill be affected by a ten metre widen-ing of the main road in the followingway.

♦ First select the layer ‘Road’.

♦ Use ‘select single feature button’ to select the main road button inthe map.

♦ Click in the following order:Vector → Geo processing Tool →Buffer(s).

♦ Select ‘Roads’ as ‘Input VectorLayer’

♦ Provide 10m as ‘Buffer Distance’for Main Road

♦ Click the ‘Browse’ button in ‘Out-put Shapefile’, assign an appropri-ate file name for the layer, and saveit. Also allow for adding new lay-ers.

♦ In the layer box, drag ‘Road Layer’to place it above ‘buffer_roads’layer. Similarly, drag and place

Pic. 3.8

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‘House Layer’ above ‘Road Layer’.

Now can you observe the map andidentify the buildings that are likely tobe affected by the proposed road wid-ening?

We can ‘Zoom in’ to see moredetails. For finding the buildings thatare likely to be affected, click on theHouses layer. Click on the ‘Identify

Features’ tool and click on thepoints indicating each of the houses.See what all information have beenincluded on the houses while

constructing the map.

Adding a New LayerDid you notice that all the houses

are marked on the same layer of themap? There are usually open wells nearthe houses. However, wells have notbeen marked here. How can we markthem?

♦ Click in the following order fromQGIS menu Layer → New → NewShapefile Layer.

♦ In the dialogue box that appears,

Pic. 3.9

Geo-referencing

Geo-referencing is the process of establishing relationship between theplanar coordinates of a map and real world coordinates (latitudes andlongitudes). Once we scan a map and bring in the image into QGIS, we needto geo-reference it. The first step in doing this is to identify major landmarksin the area shown in the map. We can find out the latitudes and longitudes ofthese landmarks by means of Global Positioning System (GPS). The map isthen scaled up based on these. Once geo-referenced, we can identify everypoint in a map with respect to the actual locations.


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Pic. 3.10

Table 3.1

Layer (Layer Type) Attributes

Boundaries Polygon Name of Grama Panchayat/Ward/Population, Number of houses etc.

Ponds Polygon etc. Ownership, Water availability, Use

Household Land Polygon Survey Number, Land Use, SoilType, Ownership

Rivers Lines Name, Width, Water availability etc.

Streams Lines Name, Width, Water availability etc.

Paths Lines Name, Type (Main Road orPanchayat Road), Width,Surface type etc.

House Point House Number, House Name,Number of inhabitants, roof (RCCor tiled or thatched)

Well Point Ownership, Water availability, use,state, depth, water quality etc.

Public Building Point Name, type, building number etc.

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33

mark the Layer Type (From thegiven table).

♦ In the Name box below Newattribute, provide appropriateAttributes.

What are the Attributes that can beused? Find out from the table. In thetype box below Attributes, you may addadditional attributes as well. While us-ing alphabets (letters), you may specify‘text data’. Similarly for numbers, youmay specify ‘Whole Number’ or ‘Deci-mal Number’. After giving every At-tribute, do not forget to click on the tab‘Add to attributes list’. After entering allthe required information, do not forgetto assign the file name ‘well’ and saveusing ‘OK’ button. See the new layertitled ‘well’ appearing on the left handside. Right-click on the layer, open‘properties’ and see. Find out the extentto which you can modify this layer (Pic-ture 3.11).

We have to now mark wells on thislayer. Use the following steps to mark

Pic. 3.11

wells one by one.

♦ Select ‘Well’ layer from the layerbox.

♦ Click on the ‘Toggle Editing’ button in the tool bar.

♦ Press the nearby ‘Capture Point’button which gets activatedwith the above step.

♦ Click on the spot where you needto mark the well adjacent to thehouse.

♦ In the Attributes window thatopens (Picture 3.12), provide re-quired information and click ‘OK’.

You may now use the samemethod to create adequate layers to in-clude household land, ponds, riversetc., in the map.

Let us make our Mapsattractive

In the maps that we prepare, let ussee how to mark title, scale, direction


34

(North Line), and legend?

In order to do this, click ‘add newmap’ tool in the composer window thatappears when you select ‘New PrintComposer’ tool in the ‘File’ menu. Now

Pic. 3.12

click and drag in a slanting direction inthe canvas below. The map appears. Useappropriate tools to adjust the map sizethe way you want it to be (Picture 3.13).Find out what other changes can bemade on the map using ‘general’ and

Attributes

Options are available to enrich thebasic information provided in mapsthrough provision of additional at-tributes. For example, additional at-tributes such as survey number, area,soil type, water availability, land useetc., can be added to the attributes offarmland. It is also possible to selectthese attributes using ‘Identify fea-tures’ option in the ‘View’ menu. Allthe information that we have inputwould also be available in tabulatedform from ‘Open Attribute Table’ inthe ‘File’ menu.

Using GIS geographic informationsystem

Suppose we want to consider usingfallow land to promote paddy culti-vation. We can analyse the situationby overlaying soil type, contours, andwater sources on the layer showingcultivable fallow land.

Similarly by laying paddy layer overroads layer, we can estimate the areaof paddy fields that would be af-fected by the construction of newroads. Thus, use of GIS maps has be-come essential in local level planningtoday.

My Resource Map

35

‘item’ in the ‘properties box’ on the righthand side.

For assigning title, click on the can-vas after selecting the ‘add new label’tool in the composer window. A text boxwith the label Quantum GIS appears. Bymaking changes in the label box on theright hand side and providing appro-priate name, the title can be displayedin the text box.

For adding legend, click on the can-vas after selecting ‘Add new vect leg-end’.

Now click on the canvas after se-lecting ‘add image’ in the tool bar. Mark‘North Line’ symbol from the ‘PictureOption’ that appears on the right handside. Familiarise with other similartools in the compose window.

Open ‘File’ → ‘Export as Image’ andsave the map in the appropriate format.


♦ Prepare a QGIS map showing yourhouse and adjacent areas in the mapof the Grama Panchayat.

♦ In the map of the school ward pre-pared in QGIS, find out the numberof wells within 50m radius of theschool using frequency analysis.

♦ Construct India’s different agro-cli-matic zones in different colours.

♦ Use GIS software to construct theareas cultivating wheat in the chap-ter ‘India – Economic Geography’(Page 87).

��

Pic. 3.13

Information and Communiction Technology

36

We have already learned how toconstruct geometrical shapes using thecomputer language called Python. We

have also used Python to build ‘count-down clock’ and solve simple algebraicoperations.

Table 4.1 : Some of the Python commands we have familiarised so far

4 Computer Language

Command Example Use

import from turtle import*

raw_input a=raw_input(“Enter your Name:”)

if if(n>10): print “Greater than TEN” else: print “Less than or equal to TEN”

range i=range(5)

for for i in range(11): print i

For including time module inthe program

import import time

For printing the value as-signed to the variable ‘s’ inturtle graphics window

write() write(s)

For including all the turtlegraphics in the program

For assigning a name for thevariable ‘a’ through keyboardFor printing the value of vari-able ‘n’ as ‘Greater than TEN’or ‘Less than TEN’ as the casemay be

In order to assign integers0,1,2,3,4 for the variable ‘i’

For printing the numbersassigned to the variable ‘i’

Computer Language

37

Some of the Python commands and their uses that we have picked up inclasses VIII and IX are shown in Tables below.

Now let us understand more aboutPython language.

‘While’ in Place of ‘For’We know ‘For’ is the command for

executing iterative operations. In com-puter languages such as Python, ‘while’command is also used for the same pur-pose as ‘for’ command. An example of

the same program written using ‘for’and ‘while’ commands is given below.Run both the programs and see. Youcan open ‘IDLE’ from Programmingmenu and run it by typing in theprogramme.

Once you have run the program,find out the following.

Table. 4.2

Table 4.3

Python Command Application

a=range(1,10) In order to assign numbers 1 to 10 in variable ‘a’

i=i+1 For adding 1 to the number already assigned tothe variable ‘i’

a=range(2,21,2)

The Python command to repeat the operation ofcertain commands a specific number of times

for

a=range(3,31,3)

for i in range(5,51,5): print i

clear()

circle(100)

a=range(10,1,-2)

write(s, font=(“Arial”,30)) For printing the value of the variable ‘s’ in theturtle graphics window in different styles

Program 1 Program 2

from turtle import*clear()for i in range(8): rt(45) circle(50)

from turtle import*clear()i=0while(i<8): rt(45) circle(50) i=i+1


38

♦ Name the iterative command alongwhich we use ‘range’ function.

♦ What would have been the result ifwe had not used the command‘i=i+1’ in the second program?

♦ What was the purpose of the com-mand ‘i=0’ in the second program?

Functions in PythonYou are familiar with the functions

such as SUM, AVERAGE, and COUNTused in software such as Calc andWriter. Similarly, it is possible to for-mulate functions in Python languagetoo which can be used for simplifyingmathematical operations and executingiterative steps. Functions thus

The ‘for’ command within a ‘for’ command

We have learned in previous classes to arrange the commands for aspecific number of iterations within a ‘for’ command. Similarly, we can use anew ‘for’ command within the span of another ‘for’ command. In other words,we can use ‘for’ commands within a ‘for’ command.

The activity that you did in the section ‘Computer Kalamezhuthu’ (Com-puter Floor Art) is given below in two different ways. Comparing the high-lighted lines in the programmes, you can appreciate the method in which ‘for’command is used within another ‘for’ command. Observe Method 2. In this, thecommand for j in range (30,91,10): is used within the command for i in range(8):

The following table shows the iterations that each command undergoes inMethod 2

Commands Number of Iterations

from turtle import*

clear()

for i in range(8):

rt(45)

for j in range(30,91,10):

circle(j)

1

1

8

56

Method 1 Method 2

from turtle import*clear()for i in range(8): rt(45)

circle(30)circle(40)circle(50)circle(60)circle(70)circle(80)circle(90)

from turtle import*clear()for i in range(8): rt(45) for j in range(30,91,10): circle(j)

Table 4.4

Table 4.5

Computer Language

39

formulated can be used in otherprogrammes as well.

The following is a program to findthe sum of two numbers (Program 3).

The function of each of the lines inthe above program is providedbelow

Program 3

def sum(a,b):

c=a+b

return c

Method to include Pythonfunctions in new Programs

Type down the function inProgram 3 and save it in your folder as-signing the file name myfunction.py.Then prepare the program given below(Program 4) in the same folder and runit. Alternatively you may run thecommands in this programme in Pythonshell.

Activity

Observe the output of Program 4and complete Table 4.4. Then add afunction to find the product of two num-bers to the program myfucntion.py.

StringsStrings are data expressed in alpha-

bets. Numbers given within quotes arealso considered strings. In Program 4,if you type in a command ‘printmyfunction.sum(“Good”,“Morning”)’,and run it, the computer will print‘Good Morning’ also as output. Thishappens because Python did recognise

Program 4

import myfunction

print myfunction.sum(3,4)

print myfunction.sum(‘3’,‘4’)


print myfunction.sum(‘a’,‘b’)

Command Function

import myfunction



print myfunction.sum(‘a’,‘b’)

Table 4.7

Command Function

def sum(a,b): The command toformulate a functioncalled ‘sum’ for twovariables

c=a+b For adding the val-ues assigned to twovariables and forstoring it as a thirdvariable ‘c’

return c

For returning the sumof the values assignedto the variables to theprogram that usedthis function

Table 4.6


40

that what was given as input data werenot numbers. In Python, the symbol ‘+’is used not only for adding two num-bers but for joining two strings as well.

Activity: String Pyramid

Program 5 provides the steps toform a string pyramid. Type it downand run it.

The same program prepared using‘while’ is given in Program 6. Run theprogram and correct errors if any.

Program 5s=raw_input(“Enter Your Name:”)n=len(s)for i in range(n+1): print s[:i]

Python Modules

Remember we had included the command ‘from turtle import*’at thebeginning in graphic programs. You might also have noticed that thecommand ‘import time’ was given at the beginning of programs that includecommands concerning time. These commands are used to include Pythonmodules such as ‘time’ and ‘turtle’ in programs. For instance, when ‘time’module is included in a program using the command ‘import time’, all thefunctions related to time included in this module will be available in theprogram. We can also use ‘import’ command to include programs that we havealready made in another new program.

When we install Python in our system, several modules that have alreadybeen prepared will be available with it. Such modules can be easily ‘imported’to any program. However, we can import a Python file to another Python file,both should be stored in the same folder.

The Algebra within Strings

Strings are stored in a particular way. Note the few string commands and theirfunctions given below.

Command Functiona=“Good” For storing string ‘Good’ in variable ‘a’

print a For printing the contents of ‘a’

For printing the first letter of the string stored in ‘a’print a[0]

print a*3

print a[:2]

print a[2:]

print a[-1]

print a.upper()

print a.lower()

Table 4.8

Computer Language

41

Python Code GeneratorwxGlade is a software that helps in

writing Python programs in WYSIWYG(What You See Is What You Get)method. This software is included in theProgramming menu. When you openthe software, the Properties window(Picture 4.2) and wxGlade:Tree window(Picture 4.3) open along with the mainwindow with the tool box (Picture 4.1).

Python Programming UsingwxGlade

Picture 4.4 shows the window thatappeared while running a Pythonprogram. This Python program waswritten with the help of wxgladesoftware.

For constructing a window asshown in Picture 4.4, you need tounderstand frame construction using

Program 6s=raw_input(“Enter Your Name:”)n=len(s)i=1while(i<n): print s[:i] i=i+1

wxglade, including labels and buttonsetc. These are explained below.

Constructing Frames using wxGlade

♦ Open wxGlade software fromProgramming menu. Threewindows open in a row. They are:

Pic. 4.2

Pic. 4.3

Pic. 4.1


42

Main window (Picture 4.1), Proper-ties window (Picture 4.2), andwxGlade:Tree window (Picture 4.3).

♦ Click ‘Add a Frame’ button in themain window (Picture 4.1)

♦ In the window that appears (Picture4.5), select wxFrame option andpress OK. The <design> frame win-dow opens (Picture 4.6)

Visual Programs

Programming becomes easy when we use visual programs. Visual pro-grams are WYSIWYG models for computer programming. In ordinary program-ming languages for instance, we have to type in the commands for drawing asquare. However in visual programming, we can use drag and drop optionsthe way we use in software such as Writer.

Most of the important programming languages have visual versions.Visual C++ is the visual form of the programming language C++. With wxGladesoftware given in the programming menu of Linux, programs in programminglanguages such as Python, C++, Perl, XRC, and Lisp in WYSIWYG model canbe prepared.

♦ Simultaneously observe the changesin the wxGlade:Tree window (Pic-ture 4.3, Picture 4.7). Name of thenew frame and Sizer would haveappeared.

♦ Click on the Sizer in wxGlade:Treewindow. Select the appropriate Sizerfrom Properties window. Arrange<design>frame window as shown inPicture 4.10.

Including Labels and ButtonsThe way to include label and but-

ton in the frame is given below.

Pic. 4.4

Pic. 4.5

Pic. 4.6

Pic. 4.7

Computer Language

43

well as wxglade:Tree window. Withthe help of Widget tab in Propertieswindow, change Label 1 to Number1. Similarly change the second labelalso. (See Picture 4.11).

♦ Adding text box: Click ‘Add a textctrl’ button in the main window.Following the same steps as thoseused for making labels, click at theappropriate places to include textboxes as seen in Picture 4.11.

♦ Adding buttons: Click ‘Add abutton’ in the main window toinclude buttons in the frame. Onceyou add the first button, twochanges are to be made in

♦ Making label: Select ‘Add a statictext’ in the main window (Pic-ture 4.1) and click in the first box inthe <design> window. The labelappears in <design> window as

Pic. 4.8 Pic. 4.9

Pic. 4.10

Sizer for Arranging Frame

Sizer is used to arrange rows and columns in frame window. The methodof arranging rows and columns using Sizer is provided below.

♦ Click Sizer in wxGlade:Tree window (Picture 4.7). You will see acorresponding change in the Properties window (Picture 4.8). Click onthe button against Class in the window. From the Select sizer typewindow that opens (Picture 4.9), select the appropriate Sizer type. Ifyou are constructing a frame with rows and columns similar to the onein Picture 4.4, it is wxFlexGridSizer that you have to select.

♦ Now you can add the required rows and columns by right-clicking onthe Sizer in the wxGlade:Tree window.


44

Properties. The first change to bemade is to change ‘Button 1’ to‘Add’ in the widget tab in Proper-ties window. Then, you have toinclude the function to be effectedwhile clicking on ‘Handler’ in the‘Event’ tab (In the activity, it wasgiven as ‘sum’). You also have toselect the second button and delete‘Button 2’ in widget tab.

Making Python CodeFollowing are the steps to write

Python codes similar to the arrange-ments in the <design> window inPicture 4.11.

♦ Click ‘Applications’ inwxGlade:Tree window. Then clickon the button against the ‘Out-put path’ option (Picture 4.13) in the‘Properties’ window to select therequired folder and assign a filename. Do not forget the .py exten-sion.

♦ In the same window, select theoption ‘Python’, and press thebutton ‘Generate Code’. Pythoncode would be already made in therecommended folder. Run this

Pic. 4.11

Pic. 4.12 Pic. 4.13

Changing the Label and its Contents

While making labels using ‘Add a static Text’button, the labels that formedare typically named ‘Label_1’, ‘Label_2’. You can change the labels throughthe following method:

♦ Click on the label that you want to change in wxGlade window. Correspond-ing changes can be seen in Properties window.

♦ You can also change the label by clicking on the ‘Common tab’ in the Prop-erties window. Option to change the content is available in Widget tab.

Computer Language

45

program by opening ‘IDLE’ orusing ‘Terminal’.

Activating ‘Form’It is possible to add numbers in

cells while running the program that wehave made. But we will not get the sumif we click on ‘Add’ button. A way toaddress this issue is given below.

♦ Open the Python file that we havecreated. At the place where thecode of sum function appears(Picture 4.14), make changessimilar to the changes in Picture4.15.

♦ Run the programme. The ‘Add’button gets activated and the resultappears on the second button.

Pic. 4.14

Pic. 4.15

Pic. 4.16


46

The data input into a computerthrough text boxes are not numericdata. These data has to be convertedinto numeric data before usedfor algebraic operations. For this, thefunction ‘int’ is used in Python.

In Python language, we can use objects such as labels, text boxes andbuttons just as we use variables. See the way names of text boxes andfunctions are included in ‘sum’ function in the program in Picture 4.18.Object names are included in the program as they are in wxGlade:Treewindow.

Pic. 4.18

A GUI Software for Me TooImagine, if you can open Writer, Calc, GIMP etc., using the software that

you have prepared! The Python code required to open some of the programsthat you require often is given below.

from Tkinter import *import osdef callback(): print “called the callback!” quit()def callback1(): os.system(‘oowriter’)def callback2():

Pic. 4.17

♦ Run the program after makingchanges indicated in Picture 4.16too. Compare the differencebetween the two.

Activity

♦ Generate Python code to make awindow similar to Picture 4.17using ‘wxGlade’. Then, update theframe by adding more mathematical operations.

Computer Language

47

��


♦ Find out the output of the programsgiven belowProgram 1

a = “o”for i in range (1, 11):

print i * a

Program 2

a = “o”c = “ ”for i in range (0, 11):

print (10-i) * c,(2*i+1)*a

♦ Make adequate changes in the aboveprogram to construct the followingpatterns

****** +ooooo***** ++oooo**** +++ooo*** ++++oo** +++++o*

1111

111111111111

111111111

♦ A program to reverse the word PITinto TIP is given below. Rewrite thisprogram into input methoda = “TIP”n = len (a)s = “”for i in range (n): s = s+a[n-i-1]print s

(1) (2)

(3)

os.system(‘oocalc’)root = Tk()menu = Menu(root)root.config(menu=menu)filemenu = Menu(menu)menu.add_cascade(label=“File”, menu=filemenu)filemenu.add_command(label=“New Writer file”, command=callback1)filemenu.add_command(label=“New Calc file”, command=callback2)filemenu.add_separator()filemenu.add_command(label=“Exit”, command=callback)mainloop()

Now make the Python program for opening all the software that you usein Class X.


48

This is the gist of what famousscientist Gordon Moore said more thanforty five years back about the speed atwhich Information Technology wasgrowing.

We are able to usecomputer and its periph-erals with ease. For thisreason, don’t you think itwill be fun to collectinformation about thechanges happening inthe field of computer andits accessories? Let usform groups which willbe responsible to gatherinformation about thechanges happening inthis area. A few tips forthis information gather-ing are given below.

Mouse

Given below is the picture ofmouse and various interfaces to connectit to computers.

Pic. 5.1

The number of transistors in an IC chip will double every year; that too without sig-nificant additional costs. And this trend will continue at least till 2015.

Gordon E. Moore, Electronic Magazine, April 1965

5 The Machine Called Computer

The Machine Called Computer

49

Now a days we do not use the serialconnector. PS/2 is also fast disappear-ing. One can see USB mouse and wire-less mouse commonly.

The technology used in Mouse hasalso undergone changes. Look at thebottom side of your mouse. Mechani-cal mouse worked based on movementof the sphere-like attachment at thebottom. This technology was replacedby the new mouse which works basedon the reflection of the light emitted byit. See the speed at which technologybecomes obsolete !

The way ships are brought toshore!

We refer to the computer we useas System? The reason for this isbecause we use keyboard, mouse,monitor, and the system unit in anintegrated manner. How do we connectall this to the system unit?

Port is the place where ships physi-cally ‘connect’ to the shore. Similarly,we have ‘Ports’ in the system unit which‘connect’ input and output devices (alsostorage devices) to the system.

Keyboard

Keyboard is an input device. To connect a Keyboard, the following interfacesare available - PS/2, USB, wireless mode. (What is the usual colour of PS/2connectors used with keyboards?)

The order in which the different keys are arranged in a keyboard is referred toas keyboard layout. Most of us are familiar with the QWERTY keyboardlayout used for English language. This was originally devised for Typewriters. The layout of the keys was done with the intention that typing leversshould not get entangled while pressing the keys which are adjacent. To over-come this difficulty, the layout was done in a manner such that thealphabets most frequently used in the English are not placed side by side.We know that while using keys in a computer keyboard they do not getentangled. New keyboard lay outs enabling one to type faster based on thespeciality of the human fingers have been manufactured. Dvorak, Colemakare examples of such keyboards. Layout of Dvorak key board is as in picture5.2 below.

C-DAC, a body under the Government of India has devised a keyboardlayout called Inscript using which it is possible to type 12 Indian languages.Layout of this keyboard is based on the similarity of the alphabets of theselanguages. Key positions of alphabets are the same for all the languages.

Pic. 5.2


50

Which Tool?HardwareInterface

P.S.2

Serial

Parellel

VGA

USB

RJ45

TRS Plug(Tip, Ring,Sleeve jack)

Serial Modem(Not in Use)

Dotmatrix Printers

Printer

Audio Input, OutputPorts, Analog Signal

Line In

Pic. 5.3

Projector


51

We need ports in the system unitwhich match the interfaces. Picture 5.3shows different types of interfaces andvarious ports which are used to connectthem to system. Fill up the blanks in thePicture.

In different types of computerssuch as laptop, net book, system unit,monitor and keyboard are integrated asa single unit. But do the ports toconnect external devices differ? Whereare the provisions for these ports?Inspect and find out.

What is inside the box?

System unit is a box (systemcabinet) containing many parts of thesystem. What are the units inside thesystem cabinet? Let us learn in detailabout the various parts.

Microprocessor

Microprocessor is regarded as thebrain of the computer. It is here that theprocessing of data as per the commandsis carried out. This is referred to as cen-tral processing unit (CPU). Picture 5.4shows a microprocessor called Athlon64 which is manufactured by a com-pany called AMD (Advanced Micro de-vices).

It is not necessary to open thesystem unit to know about the CPU. Wecan use the programme Sysinfo

(Applications → System Tools →Sysinfo) for this. Observe the details ofthe Intel dual core microprocessor asshown by the software.

Now examine your system and fillin the details in the table below

When we open a system unit, wewill not be able to see the processor asin the previously shown pictures. When

Pic. 5.4

Pic. 5.5

System shownin the Picture

The system thatyou use

Manufacturer of themicroprocessorName of the Model

Intel

Pentium Dual-Core1200 MHz1024 KB

Clock RateCache Memory (L2)

Table 5.1


52

computer operates the processor heatsup significantly; hence we have a sepa-rate cooling system for them. Picture 5.6shows the heat sink and fan used to coolthe micro processors.

Activity 1

Inspect the systems available in theschool and tabulate the manufacturerand model of the microprocessor. Howmany manufacturers are you able tolist?

Mother Board- Foster Motherto all Units

We have learned that there are dif-ferent components which are integratedand called the system. But who inte-grates all these components?

It is an integrated circuit boardcalled Motherboard which enables this.All components of the system areconnected to this board. In the comput-ers of earlier days, there used to beseparate Integrated Chips (IC) pro-grammed to carry out different func-tions. As time moved on, complex chipswere manufactured and were calledVLSI Chips- Very Large Scale IntegratedChips. Every motherboard has twoVLSI chips. One is called the MemoryControl Hub (North Bridge, HostBridge), and other is called the Input/Output Hub (South Bridge). Themotherboard is known by the manufac-turer of this Chip. Refer to Picture 5.7.

Pic. 5.6

Clock Rate

Think about the extent of informationexchange happening between theCPU and other units of the system ina single second. If the informationflow is not structured and stream-lined, data reception and retrievalwill all become chaotic.

How is the working of the systemorganised?

It is the quartz clock inside the CPUwhich coordinates the functionsrelating to information exchange. Itis according to the beat of this clockthat the different units function. Thepulse rate of this clock is called clock

speed (Frequency) of the CPU. Theunit for this frequency is Hertz, forexample Pentium IV 3.2GHz.

Cache of CPU

CPU of a computer works at a veryhigh speed and invariably other unitscannot match this speed. Hence thereis a delay in information access by theCPU. How is this problem resolved?

This is resolved by using intermedi-ary storage mechanisms within theCPU. The most commonly used dataand commands for a given user canbe stored there. This mechanism iscalled CPU Cache. The storage capac-ity of this is referred to as Cachememory. Refer to Table 5.1


53

Which chipset does the motherboard of your computer have? Run theSysinfo programme and inspect theHardware details. See Picture 5.8. Nowfill up Table 5.2. The motherboard withthe chipset shown in the table is referredto as Intel 82945 chip set board

Activity 2

Inspect different types ofmotherboard and identify the Slots andthe 2 VLSI chips in Picture 5.7. Find outthe manufacturers of such type of VLSIchips. Are the same manufacturers en-gaged in the trading of Motherboard?

Hard Disk for InformationStorage

See picture 5.9, are you able torecognise the device? Operatingsystem, application software, and thefiles that we generate – Most of thethings in a computer are stored here.

One or more disks connected to aspindle – that is the structure of a harddisk. Disks are coated by a magneticmaterial. Information is stored in thedisk by activating the magneticproperty of this material.

Input Output Ports

Slots for Add On cards

Power Connector - 1

Processor Slot

I/O HubMemory Control Hub

(Including Cooling Fan)

Power Connector - 2

BIOSBattery

BIOS

Slot for connecting RAM

Slots for connecting Hard Disk, CD Drive and Floppy DrivePic. 5.7


54

There are Heads that enable read-ing from the disk and writing on it. It isthrough the motorised rotation of the

disk and heads that all areas of the diskare accessed.

Partition and File Systems

When we buy a new hard disk, itwould be empty. In that state we can-not store files generated by differentsoftware in it. The reason is that the diskdoes not have any locations defined forstoring files. These are needed forstorage and retrieval of files.

We need to divide the disk intoblocks or segments to know where a fileis stored. These blocks need to be given

System showed above Your System

Producer of Chip set

Memory Control Hub(Host Bridge)

I/O Hub, PCI/USBBridges

Intel Corporation

82945 G/GZ/P/PL

N10/ICH7

Table 5.2

Pic. 5.8

Pic. 5.9


55

into separate parts. Such parts createdare referred to as hard disk partitions.Sometimes a single operating systemmay need multiple partitions. In aGNU/ Linux operating system follow-ing partitions are suitable. (In somecases only root and swap will bepresent)

♦ Root (/) - To store files related tothe Operating System.

♦ Home (/home) - To store files cre-ated by the user.

♦ Swap - A high speed file system tostore data temporarily.

Pen drives, Memory cards, CD/DVD are all devices to store data. Toread and write data from a CD/ DVDwe use a CD/DVD drive.

Activity3

When we purchase a pen drive,there exists a file system in that. Inorder to install a different type of filesystem we use the program ‘DiskUtility’ (System → Administration →Disk Utility). Do not forget to un-mountthe drive before formatting.

specific addresses too. This entire pro-cess is referred to as Formatting of theDisk. Each operating system does theformatting in ways that are suitable tothem.

File system refers to the way a diskis formatted by an operating system tosuit its requirements.

A few operating systems and theircorresponding file systems are shownin the table.

What is to be done if we have toinstall more than one operating systemin the same hard disk? This will requiredifferent types of file systems. For thiswe will have to divide the hard disk

Pic. 5.10

OperatingSystem

File Systems used

GNU/Linux Ext3, Ext4

MicrosoftWndiws (c) FAT 32, NTFS

Apple HPFS, HPFS+Macintosh (c)

Table 5.3


56

We need to create two partitionswith two different file systems - NTFS,Ext3 in a pen drive with 4 GB storagecapacity. See picture 5.10.

Random Access Memory

We have understood that micropro-cessors handle data in computers.Microprocessors are high speed de-vices. Therefore the data to be processedby them and the related commandsshould be made available at high speedto them. But where is the informationthat has to be fed to the microproces-sor? This may be stored in the hard diskor CD drive; it could also be informa-tion fed real time. For processor tohandle information, another interfacingdevice is needed. Such a device is calledRAM or Random Access Memory.

♦ The information needed for the com-puter to work is first temporarilystored in RAM and then made avail-able to the microprocessor. Even theoperating system, which is essentialfor operating the computer, is firstmoved to the RAM. This process iswhat we call booting.

♦ One can access information storedin any part of the RAM directly atrandom. (Suppose we want to hearthe fourth song recorded in an au-dio cassette which has six songs in

all. We have to pass three songs toreach the fourth song. This type ofmemory is called serial accessmemory. But in the case of RAM,we can reach the fourth songdirectly without having to gothrough the sequence.

♦ Even though RAM is a high speedelectronic device, it functions onlywhen there is power. All the datain RAM is lost when computer isswitched off.

When we do tasks like video edit-ing which require the user to open largemultiple files at the same time, the stor-age capacity of RAM may not be suffi-cient. In order to overcome this limita-tion the best way is to create a separatefile system in the hard disk itself. Thefile system thus created in the hard diskis called Swap.

Use the program Sysinfo and fill upthe table 5.3. Note that storage capacityof 938 MB shown is what is available tothe user after making provisions fordifferent requirements of operatingsystem. (The actual storage capacity ofRAM could be much more)

Add On Cards

Suppose we want to see TVprogrammes in the computer. It is notpossible with the available features of

Pic. 5.11

Pic. 5.12


57

BIOS (Basic Input OutputSystem)

We now know that when the sys-tem is not running, the programmes re-lated to operating system and others arestored in the hard disk. The process ofmoving these to RAM is called booting.How will the RAM get the command tounderstand that these programmess arealready present in the hard disk andthese have to be moved to RAM? Whereis such a programme stored?

This is done by the BIOSprogramme stored in an IC Chip in themotherboard. What all does the BIOSdo?

♦ As soon as the system is switchedon, BIOS does a test (Power On SelfTest - POST) to ascertain whetherall the units are functioning prop-erly. We can see the result of thistest. You might have seen the mes-sage appearing on your monitorscreen similar to what is shown inpicture 5.15.

♦ If there is a loose connection in theport where the RAM module is

a computer when we buy it. We have toadd mechanisms to convert the analogsignal (coming through the cable) todigital signal in the motherboard. Weuse devices similar to the one shown inpicture 5.13, which are easily available.These are called Add on Cards. Sometypes of Add on Cards are listed inTable 5.4.

Type of Cards Purpose / Use of the Card

Accelerated Graphic Card

T.V. Tuner Card

Sound Card

USB Expansion Card

Internal Modem

Network Interface Card

When we need complex graphicswhile using certain video games.

Table 5.5

For thesystem

shown above

For theSystem

used by you

Availablestoragecapacity

Used Capacity

Swap Capacity

Used

938 MB

225 MB

0

956 MB

Table 5.4

Pic. 5.13


58

connected, or if there is a dust coat-ing, BIOS detects those. Find outwhat the response would be.

♦ BIOS arranges programmes re-quired for running basic hardwarelike mouse, keyboard.

♦ BIOS boots the system. The oper-ating system for booting may be inthe hard disk, in a CD in the CDdrive, or in a pen drive. We can

give instruction as to wherein theoperating system required forbooting is stored.

♦ BIOS keeps the systems clock tick-ing even when the computer isswitched off.

Activity 4

Though most of the programmesstored in a BIOS chip are not change-able, we can set up a small part. This iscalled the CMOS set up. When com-puter starts operating, we can enter theBIOS setup window by using any of F1,F2, or Del keys (see picture 5.16).

Pic. 5.15

Pic. 5.16

Pic. 5.14


59

♦ Check the time shown in BIOS; if thetime is wrong set the same.

♦ Set CD drive as the first boot device.If CD drive is given as the first bootdevice, only after checking whetherthe drive has CD with the OS thatother components including harddisk will be checked.

Check if the time shown in the sys-tem clock is the same as the time shownin BIOS.

Path of Electricity

What is the power requirement ofan ordinary computer?

It is not easy to answer ths ques-tion. See table below:

What are all clear from the table ?

♦ All the devices work on DC -Direct Current.

But we supply 220V AC to the sys-tem. This has to be converted intoDC. In addition, the fluctuations inthe line voltage have to be over-come

♦ Every component within thesystem and outside work atvoltage levels suitable to them.

In addition, all the components donot work always (for example CDDrive). And when they work,power consumption varies accord-ing to the nature of the task.

SMPS - Switched Mode PowerSuppy

This is the power house of a com-puter. Based on the discussion abovecan you list the various functions ofSMPS?

Direct current of various voltagesemanating from the SMPS reaches themotherboard through cables of differ-ent colours. See picture 5.18. You can

Pic. 5.17

Pic. 5.18

Device OperatingVoltage

Motor to run the diskin CD drive and harddisk

Microprocessor

12V DC

5V DC

3.3V DC

Different types ofdigital circuits

1.3 - 1.5V DC

Table 5.6


60

see the cables from SMPS and the powerconnector used to join these to themotherboard.

Can you see such a SMPS in alaptop? Will you find out the alterna-tive mechanism used there?

Follow Up Activities

1. “So high is the rate at which hard-ware techniques become obsolete”!Prepare a note on the transforma-tion that computers have under-gone over the years (Earlymachines, super computers,personal computers, laptops, netbooks, palmtops and tablets).

2. Suppose we have been instructed toprepare a proposal for buyingcomputers for our school. We knowhow to find out the specificationsof the existing systems in the school.Collect data about different systemsand their specifications availabletoday. Of these, what combinationswill you recommend to the school?Conduct a seminar on the varioussuggestions in all divisions ofclass X.

3. Think about conducting a quiz onhardware in the class. Questionsshould be introduced as detailedpresentations.

4. What is to be done to install GNU/Linux in your system? See notesbelow.

♦ Put the CD/DVD containingthe Operating system in the cor-responding drive.

♦ Set this drive as the first bootdevice.

♦ System gets booted from theCD. Format the hard disk,create partitions and filesystems for the operatingsystem.

♦ Set Keyboard layout, system,time zone of the country, nameof the user and password.

♦ ......................................................

......................................................

♦ ......................................................

......................................................

��

Let Us Give life to Sketches

61

Depicted above is the excitementthat Vinod, a student from Kozhikkodedistrict felt on completing his first ani-mation film. Do you remember you ani-mating a car using GCompris whilestudying the part ‘Secret of Animations’in the Class IX textbook of ICT?

What all did you do to animate thecar? Play the same game on your com-puter once again and fill up the follow-ing list.

♦ Selected the picture and broughtit on to the canvas.

♦ Included the picture in all theframes.

♦ ............................................................

♦ ............................................................

You are beginning to understandthe method of animating still picturesusing software; aren’t you?

What we animated now is a picturestored in the computer. What if we cananimate pictures that we have ourselvesdrawn? We can do this using animationsoftware. If we are able to reproduce aworld of our imaginations in acomputer, don’t you think we willexperience the same excitement asVinod? We can use Tupi softwareavailable in our operating system forthis.

Let us draw Pictures

We know that for producing ani-mation we require several pictures. Wecan draw these pictures in the anima-tion software itself. Draw a picture inTupi with the help of directions givenbelow.

♦ Open Tupi : 2D Magic in Graphicsmenu.

♦ Move in the order File → New →

“The first picture I drew on a computer was that of a butterfly. When its wings startedfluttering a little, It did not occur to me that I have animated it...it looked as if I have givenlife to it...”

6 Let Us Give Life to Sketches


62

New Project, Open the canvas win-dow, assign Project Name and FPSand click OK.

♦ You can select pencil from the toolbox and draw on the canvas.

Pic. 6.1 - Tupi : Main Window

Amination

Animation is the process of creating the impression of a motion picture bycontinuous and speedy exhibition of two or three dimensional pictures. Oncewe finish watching a picture, its impression remains in our visual field forone-sixteenth of a second. Animation technology is based on this phenom-enon called Persistence of Vision. Because of this, when a sequence of pic-tures showing continuous action appears in front of our eyes, we see them asa motion picture. Thomas Alva Edison was the founder of this technology.Walt Disney, William Hanna, and Joseph Barbera are people who made majorcontributions to this field. Tupi, KToon, Synfig Studio, Pencil etc., are 2Danimation software available in GNU/Linux. Blender is an open source 3Danimation software. Big Buck Bunny, Elephant’s Dream, Sintel etc., are impor-tant animation films made using Blender.

Let us give life to a Butterfly

Haven’t you completed drawingthe picture? In order to make the pic-ture move, we need the picture in morethan one frame. Find out the frame inwhich your picture is available from


63

Suppose we want to exhibit theanimation that we are making at thespeed of six FPS. At that speed, howmany frames will be needed for an ani-mation film of three minutes duration?Discuss with your friends and copy thepicture into as many frames as re-quired.

Have you included pictures in allthe frames as needed? Now the pictureis at the same spot in all the frames. Forinstance, the positions of the first andeighteenth pictures are the same. There-fore when they move, we will not feelany movement. What did we do to movethe car in GCompris? Based on the studynotes, prepare an animation film bymaking adequate changes in the posi-tions of pictures in different frames andtry running the animation film.

Did you run the animation that youhave made? Do you think you shouldmake any change in it? Discuss basedon the steps given below and resolveit. Then make appropriate changes inthe animation and again run it. Ifneeded, take your teacher’s help.

♦ Isn’t it necessary for moving pic-tures to look natural?

Layer 1 in Tupi main window. How dowe copy the picture into other frames?Do we have to draw the picture in allthe frames?

We know that we can create copiesof a picture drawn in a computer usingCopy and Paste technique. By copyingthe frame in Tupi to other frames, wecan copy the picture the required num-ber of times. Copy your picture intoother frames with the help of the follow-ing steps.

♦ For copying frame - Click on theframe from which picture is to becopied, Right Click → Copy frame.

♦ For posting to new frame - Clickon the frame to which picture is tobe pasted, Right Click → Paste inframe.

The number of frames exhibited in asecond in a motion picture FPS(Frames Per Second). A motionpicture of normal speed forms upwhen 12 - 24 frames move persecond. We can arrange the speed ofa motion picture by adjusting thenumber of frames.

For Changing the Picture Position in Each Frame

Select the frame containing the picture from the Layer Box in the ExposureSheet in Tupi main window. The select Object SelectionTool from the ToolBox and change the position of the picture on the canvas relative to theposition of the picture in the first frame. When you select the entire pictureusing this tool, several selection nodes appear around the picture. This isbecause each line created using Pencil tool stay separately in the picture. Youcan move the picture only of all these lines are moved together. We can useArrow key for this. On the other hand, if the picture stays as a single entitywith just four nodes, we can move it using mouse. While moving a pictureusing mouse, Ctrl and Shift keys can be used to control the speed.


64

♦ We have changed only the posi-tion of the picture in all the frames?

♦ ............................................................

............................................................

Let us understand the Tools

Now that you have drawn a pictureand animated it, list out the tools thatyou have used and complete the table.

Now select the next frame and move the picture a bit ahead compared to thepreceding frame. Thus arrange all the pictures one by one according to a pathwe want the object to take.

To play the Animation

Click the Player menu. Click on the Play button below.

Let us save the File.

Use File → Save Project for saving a Tupi project file.

Pic. 6.2A Picture drawn using the Pencil Tool in Tupi

For drawing a picture in Tupi,two types of canvases are avail-able – Background mode andFrames mode. Pictures to beanimated are to be drawn onFrames mode. For a picture to beincluded in the background,draw it in background mode.


65

Scene 1

Pic. 6.3

♦ For drawing the picture Pencil (P)

♦ For selecting the picture ...............................................................

♦ To draw a line ...............................................................

♦ For zooming in ...............................................................

♦ ................................................... ...............................................................

♦ ................................................... ...............................................................

♦ ................................................... ...............................................................

Activity 1: Let us make a Story andPrepare Story Board

Systematic preparatory work isnecessary for making animation films.Story board preparation is an importantcomponent in that. We have to firstconvert the story into a Screen Play andthen into a Story Board. Details of eachscene is to be worked out in the StoryBoard. Context of the story, still images,moving pictures, the length of eachscene, details of dialogues orbackground sounds if any etc., are tobe included in separate boxes and thesketches of each scene should beprepared. Even though it is better toinclude everything that constitutes ascene in a single box, a single scene canalso be drawn as different shots ifneeded. It is after preparing detailedStory Board like this that you shouldstart the production of an animationfilm.

Complete the Story Board inPicture 6.3 to 6.4. We shall make ananimation film out of this. Scene 2


66

We can import pictures drawn using Drawing/ Im-age Editing software applications into Tupi. Imagefiles with extensions .png, .jpg, .gif, .xpm can be im-ported using InsertBitmap menu. It is .svg file thatcan be inserted using Insert SVG File menu into thecanvas. When we make drawings in other applica-

tions for inserting into Tupi, background images should be drawn at the sizeof Tupi canvas (width=520, height =380) where as other pictures such as char-acters should be drawn in relatively smaller sizes. When body parts are drawnseparately using GIMP, you should delete the background layer and save thepicture in .png format.

Scene 3

Scene 4Pic. 6.4

Have you completed the StoryBoard? Remember how our last anima-tion film lost natural movements as wemoved the pictures together. In the cur-rent story board if we have to move thecharacters in each scene separately, wehave to prepare their body parts sepa-rately. Should we draw these in Tupiitself? What if we draw the pictures

using image editing and drawing soft-ware applications that we have alreadyfamiliarised ourselves with and importthe pictures to Tupi? If we thus drawpictures in advance, animation produc-tion becomes easier.

Which are the pictures to be drawnfor preparing the first scene? Analysethe given study note and completeTable 6.1.

Draw the pictures needed for theother scenes too. For this you may useInkscape, GIMP, Expaint, Tuxpaint etc.,which you are already familiar with.

Insert the background image forfirst scene into Background mode andinsert the other pictures into the firstframe of Frames mode. Join the picturesas shown in Picture 6.5 and prepare thepicture to be moved in the first frame.

Now insert the above frame intoother required frames and make thechanges needed for animation in eachframe. Play the animation and see.

Now that you have played scene1, do you think any change is neededin the movement of the character? Whatwas FPS that you had given to thisscene? Keep playing again and again


67

Pic. 6.5

♦ Background - Size 520x380

♦ ......................................... - .........................................

♦ ......................................... - .........................................

♦ ......................................... - .........................................

Table 6.1

by changing FPS each time. Find out the most appropriate FPS and save. Don’twe have to take care of this aspect in each scene? Discuss with your friends andprepare for the other scenes.

Scene 1 Scene 2 Scene 3 Scene 4

FPS 6 .................. ...................... ....................

Scene duration 3 Seconds .................. ...................... ....................

Number of 18 .................. ...................... ....................frames

Table 6.2


68

File Export

In order to save a file from Tupi as video, we have to export the file. Forexporting, click File → Export Project. In the windows that open, select thevideo file format and the scene to be exported and click ‘Next’. Then assign thefolder name and file name, specify FPS, and click ‘Save’.

Activity 2 : Exporting the File

You have now completed the firstscene. Now we are able to play anima-tion only in Tupi software. Can we runthis file in other applications? Remem-ber we had studied in previous classesthat it is necessary to export these filesinto appropriate formats for playing

Pic. 6.6

We can enlarge Images

While making animation, in order toachieve natural movement ofcharacters, we have to move thepicture into different places in a frame.For this, select the inserted pictureusing Object Selection tool. Then if youclick on the white mark in the middle,you will be able to move the picturearound. You can also rotate the pictureby moving the selection node thatappears when you double-click on thesame mark. You can change the picturesize by dragging the selection nodeson the sides.

them on Media Players. Export the fileinto .avi format using the steps in thegiven note. You may play the exportedfile in an appropriate Media Player.

Once you are through with the firstscene, open new project file, prepareother scenes also, export into .aviformat and save in a folder.

Pic. 6.7


69

♦ Join the scenes Openshot Video Editor

♦ Voice recording ...............................................................

♦ ..................................................... ...............................................................

♦ .................................................... ...............................................................

Onion Skinning

It is a technique used in animation films. Itis a method of showing multiple frames of thesame picture on the canvas. Seeing thepreceding and succeeding frames on the samecanvas gives us idea on the changes that arerequired in each frame. We can arrange thedisplay of preceding and succeeding frames bychanging numbers in the Onion Skin box in theTupi Main Window.

Pic. 6.8

Activity 3: Joining the Scenes

Scenes are now ready; aren’t they?You know that there are more stepsinvolved in completing the film as perthe Story Board. Which are the softwareapplications that we can use for these

steps that you have familiarised your-selves with in Class IX?

With the help of chapters 7 and 9of the ICT Textbook of Class IX, joinall these scenes into a single video fileand export (Picture 6.9).

Pic. 6.9


70

Even though Tupi allows preparation of more than one scene using SceneManager, the current version (Version 1.0) does not have the functions to addsound and titles of our choice. For stages since joining of scenes, you may useeither Openshot video editor that you have familiarised yourselves with inClass IX or other video editing applications available in GNU/Linux.


♦ Remember the dialogue betweenDamayanti and the Swan (Hamsam)depicted in Nalacharitam

Pic. 6.10 - Zoom Out (50%) View

Another Way of Creating Motion

We moved pictures by chang-ing their position in each frame. Youcan also create the feel of movingpictures by moving the backgroundin each frame while keeping thecharacter/object stationary. Objectswith stable trajectories such asaeroplanes can be expressed in thismethod. For this, we have to eitherprepare the background in doublethe width of the canvas or enhancethe width by dragging. Insert abackground picture thus preparedinto Frames mode and keep it onone side of the canvas.

Or, in other words, move thebackground in the same direction inwhich the character has to move.Remember, when you move thebackground this way, it should fillthe canvas. Then insert theaeroplane to be moved into the firstframe. Pic. 6.11

Now prepare the required number of frames by copying the first frame intoall other frames. Once all the frames are ready, select the background image alonein each frame and move it in the opposite direction of the expected trajectory ofthe aeroplane at exact distances. It is better to use Arrow key for moving thebackground image.

Now play the animation using Player menu...

Attakkatha in Malayalam textbook.Use Tupi to prepare an animationof the swan flying down.


71

��

♦ In the chapter ‘Protection and healthcare’ in Biology textbook, theprocess of Phagocytosis isexplained. Observe it and preparean animation film on the process.Display it in your class.

♦ Analyse the chapter on LightPhenomena in Physics textbook and

visualise dispersion of light usingTupi software.

♦ Prepare a simple animation film forawareness building on aprogramme being organised inschool as part of anti-intoxicantsday.


72

You understood some basic con-cepts of computer networks by study-ing the chapter titled ‘Knowledge onyour fingertips’ in Class VIII.

You were able to open the picturesprepared on a computer in another com-puter and make changes in the pictures.This was possible because computerscould be connected together throughnetworks. This chapter discusses howthese networks can be made use of incomputers that work on our operatingsystem.

Remember what you have learnedin previous classes. What are the advan-tages of linking the computers in yourschool lab through a Local Area Net-work (LAN)?

♦ Computers connected through thenetwork can exchange information.

♦ Equipment such as printer con-nected to a computer can be usedby other computers in the network.

♦ ............................................................

............................................................

♦ ............................................................

............................................................

In order to exchange informationbetween them, computers have torecognise one another. How is this pos-sible? Let us examine.

Pic. 7.1

7 Let Us Share Information

Let Us Share Information

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Address of a Computer

Every system in a network is givenan address so as to recognise one an-other. This address is called IP Address.Do you know the importance and pe-culiarities of IP address? Find explana-tion to this question from the subse-quent sections.

Let us now see how to figure outthe IP address of the computers in theschool lab.

Finding the IP Address ofComputers

Activity 1

Switch on the computers in the lab.Also switch on network equipmentsuch as hub and modem.

Right-click on the icon of the net-work monitor applet (NM-Applet) inthe panel and click on Connection In-formation. (Picture 7.2).

See the window that opens. Youcan see the IP address of the system(Picture 7.3).

Pic. 7.2

Pic. 7.3

TCP/IP

All the systems that exchangeinformation over a network need notbe of the same type. They may bedifferent in hardware configurationand operating systems. Thereforethere are some common laws thatcontrol information exchangebetween systems. These are callednetwork protocols. TCP/IP (TransferControl Protocol/Internet Protocol)is a protocol for exchanging informa-tion over networks. In this protocol,every system needs to have a uniqueIP address. There are two methodsused in assigning IP address – IPVersion 4 (IPv4) and IP Version 6(IPv6). The most commonly usedprotocol over Internet is still the firstversion – IPv4.

Using the above method, find outthe IP addresses of all the systems inthe lab and fill up the second columnin Table 7.1. Now shut down all the sys-tems. Now switch them on in a differ-ent order, repeat the earlier exercise andfill up the third column with the results.


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Structure of IP Address

IP Address is give in a formatwith four numbers separated by dotssuch as192.168.1.12. All these num-bers should be lesser than 256 invalue. In our small networks, the firsttwo numbers would be 192.168. Thethird number specifies the network (Anumber for every network) and thefourth number denotes the system (anumber for every system). IP addressis relevant only in a working network.When a system joins a network, auto-matic IP address is allotted tempo-rarily using the technique DHCP (Dy-namic Host Control Protocol).

Compare the IP addresses ofdifferent systems. What are yourfindings?

♦ These are addresses temporarilyassigned to systems when theyconnect to a network.

♦ IP addresses are dynamic; they

ComputerNumber

IP address when thesystem was switched on

the first time

IP address when thesystem was switchedon the second time

1. 192.168.1.21

2. 192.168.1.___

3. 192.168.1.___

4. 192.168.1.___

5. 192.168.1.___

Table 7.1

change every time a system con-nects to a network.

♦ ............................................................

............................................................

♦ ............................................................

............................................................

The dynamic nature of IP addressbecomes inconvenient for systems thatare permanently in a network. Everytime you switch on the system, you haveto check the new IP address. How canwe resolve this problem? Naturally, theeasiest way is to set permanent IP ad-dresses for such systems. Let us seehow this can be done.

Setting Permanent IP Address

Activity 2

Similar to what we did in Activity1, right-click on the icon of the networkmonitor applet in the panel given at the


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Pic. 7.4

top and click ‘Edit Connections’. In thewindow that opens, select ‘Connections’in the ‘Wired’ tab and click on the ‘Edit’button (Picture 7.4).

A window appears. Select ‘Manual’against ‘Method’ in the ‘IPv4 Settings’tab, and click ‘Add’ button (Picture 7.5).

Address: 192.168.1.— (You mayuse any number from 0 to 255 here. Twosystems in the same LAN should neverhave the same number).

Under ‘Netmask’ type

Pic. 7.5

Pic. 7.6

255.255.255.0. Provide the combination192.168.1.1 under gateway and for DNSServer, and Apply (Save) (Picture 7.6).

When the window seeking pass-word appears, provide the administra-tor password.

You may assign a permanent IP toeach of the systems in the computernetwork in your school’s lab. Once yourestart the systems, the new IPaddresses would take effect. Examineand see. In short, the IP address of asystem is either assigned by thenetwork or by us according to ourconvenience.

What we have discussed so far wasabout the software settings fornetworking. Now let us examine thehardware components needed fornetworking.

Hardware Requirements

What are the hardware compo-nents used in networking the comput-


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Pic. 7.7

Pic. 7.8

ers in our lab? Find out and completethe list below.

♦ Cables

♦ Adapter

♦ ..........................................................

♦ ..........................................................

Prepare detailed notes on eachcomponent? Some supporting informa-tion is provided below :

Cables (UTP Cables –Unshielded Twisted PairedCables)

Take out and examine a cable withthe help of your teacher (Picture 7.7).Remove its outer layer and see.

♦ How many wires are there insidethe cable?

♦ Can you make these wires intopairs of the same colour?

♦ How many such pairs are there?

Adapter Jacks

♦ Did you notice the way UTP cablesare plugged into the system?

♦ Did you notice the peculiar type

of adapters used ?

♦ These are RJ45 adapter jacks (Pic-ture 7.8)

♦ How many pins (PIN) are there inRJ45 adapter jacks?

Ethernet Card (NetworkInterface Card)

Did you notice the component thatlinks the network cable to thecomputer’s mother board? This compo-nent is called Ethernet card or NetworkInterface Card (NIC) (Picture 7.9). Thiscan be used as an add-on card to themother board. The motherboards thatare available today have network inter-facing cards integrated with them.Therefore, we do not have to add thecard separately.

Hub/Switch

You know we can connect two com-puters using a cable. What if there arethree or more computers? In that case itis not possible to connect the cablesfrom different systems together. There-fore the cables are connected to a com-

Pic. 7.9


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Pic. 7.12

Pic. 7.13

ponent which is capable of controllingthe data flow between computers. Thiscomponent is known as Hub/ Switch(Picture 7.12).

Wireless Networks

You must have seen some lap topcomputers accessing Internet withoutany cable. What is the technology usedthere? Have you thought about it? It isa technology called wireless network.Instead of cables, what are the datacarriers used here? Are all the facilitiesof a normal network available in a wire-less network too? Try to find out.

What are usually the systems inwhich wireless network is available?

Crimping

Crimping is the process of connecting connector jacks on both the ends ofUTP cables. The tool used for this is called Crimping Tool (Picture 7.10). Thereis a specific order in which wires in a UTP cable are inserted into a RJ45 jack.RJ45 is held as shown in Picture 7.11 and wires are inserted in the order givenbelow.

Pin 1 - Orange White Pin 5 - Blue WhitePin 2 - Orange Pin 6 - GreenPin 3 - Green White Pin 7 - Brown WhitePin 4 - Blue Pin 8 - Brown

Crimping Tool (Pic. 7.10) RJ45 Pins (Pic. 7.11)

♦ Some lap top computers

♦ ..........................................................

♦ ..........................................................

Is it possible to access wireless net-works using desktop computers? Whatare the components needed for this?Find out.

Wireless Network –Components

Try finding out the componentsgiven in the pictures.


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Pic. 7.14

Pic. 7.16 Pic. 7.17

Pic. 7.15

♦ Wireless Modem ♦ Wireless Network Interface Card

♦ Wireless Router ♦ Wireless Network Adapter

Activity 4

Is it required to permanently set IPaddresses in wireless networks? Whatare the disadvantages of setting IP ad-dresses this way?

Activity 5

What are the usual problems thatthe computer network in your school labencounters? List them down.

♦ Some of the systems in the lab can-not be shared over the network.

♦ In some of the systems, while net-work is available, Internet is notavailable

♦ .............................................................

♦ .............................................................

How can we solve these issues?Prepare detailed notes.

Activity 6

In the server in your computer lab,a cartoon film has been saved on thedesktop with the file name foolfox.mpg.


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Pic. 7.18

Pic. 7.19

How can you display this on the desk-top of your computer? Proceed accord-ing to the steps given below.

♦ Open the Remote Desktop throughSystem – Preferences. Tick‘Allow Other Users to View YourDesktop’ and close the window(Picture 7.18).

♦ Repeat the same step on all thecomputers.

♦ Open the Remote Desktop Viewerin the Internet menu of yourcomputer and click Connect

♦ In the window that opens, selectprotocol VNC and type in theserver’s IP address against Host.

♦ What does the window thatappeared on the server systemindicate?

♦ Aren’t you able to view the server’sdesktop on your screen?

Try copying this file to yoursystem. Does it allow copying? What isthe solution for this?

Sharing Files

Activity 7

Let us see what are the changesrequired in system for sharing files. Inyour system click in the order Places →Connect to Server. Connect to Serverwindow appears. Provide settings inthe window as shown in Picture 7.19.

Select SSH as Server Type. Type theIP address of the system that we intendto connect against ‘Server’. Provide thePath of the folder to be connectedagainst the tab ‘Folder’ (For example,in order to connect the desk top of user‘its’, you should type /home/its/Desk-top).

Now you can connect by provid-ing the user name of the system that weintend to connect in the space providedfor that.

You can select options accordingto the commands in the window thatappears. In the slot for password in thenext window, provide the password ofthe system that we intend to connect.Now you can connect the system.


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��

Pic. 7.20

Are you now able to copy the car-toon film from the server to your com-puter? What are the advantages of trans-ferring files through network over trans-ferring through gadgets such as pendrive? Complete the list below.

♦ You can copy to more than onesystem simultaneously.

♦ ............................................................

♦ ............................................................

Now let us see how computers ina network share a printer.

Sharing Printer

Suppose you have to prepare andprint a model of an application form forregistering students as members of theIT Club. Printer is connected to theserver. You know that whichever com-puter you use to prepare the model, youwill be able to print it from the server.How is a printer shared for this pur-pose? Do the activity described belowto understand this.

Activity 8

♦ Activate the network in the lab

♦ In order to share the printer in theserver, open the Printing windowin the server using the route Sys-tem – Administration – Printing

♦ Click Server – Settings. Tick all thecheck boxes in the window thatopens and click OK (Picture 7.20).

Do the same processes in the ma-chine that you use, open the model ap-plication form that has been prepared,and print it. Did you succeed in print-ing it?

The activities that you have com-pleted just now have made you capableof using the computer network in theschool lab effectively. There are lotsmore to understand about computernetworks and the network of all net-works – the Internet. We will do thatsome other time.


1. Prepare a directory of hardwarecomponents used in networkingwith their photographs and de-scriptions.

2. List down the activities in theschool that can use computer net-works. Examine how these activi-ties are performed as of now.

3. A permanent IP address has beenset for a lap top computer using awireless network. What is the ma-jor problem in doing so?

4. With help of Internet, analyse theways in which computer networksare used in different sectors (Ex-ample: Banks, Newspaper compa-nies)

5. The network monitor applet in thedesktop of a computer used inyour lab has disappeared. Find outhow you can bring it back.

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You have seen School wiki,Wikipedia, and the web site of the Gov-ernment of Kerala and the Departmentof Education. Which are the otherwebsites that you have visited? Whenyou open a web site in a computer inthe school lab, you are able to enjoy thepictures, films, and songs from somedistant computer. How is this possible?In order to understand the principlesand structure of websites, let us alsobuild a website. We will first make awebsite which will be available only onthe computer in your school lab.

Every website is a combination ofweb pages. You already know themethod of preparing web pages usinghtml tags. Tabulate the tags and theiruses that you are familiar with inTable8.1.

Let Us Prepare

Let us build a website for present-ing the various activities of our schoolfor the public to view. You should do

this in groups. Before preparing thewebsite, we should plan how ourschools’ website should be. For this,some tips are given below.

♦ How many pages should the websitehave in all?

♦ What should be the content in eachof the web pages?

♦ Which groups will be responsiblefor preparing the different pages?

♦ ..............................................................

Use the model shown in Table 8.2for effective planning.

Tag Use<html> for starting a Webpage<h1> ...................................................... for make letters bold<marquee> ............................................................. ...........................................

Table 8.1

8 A Website for Us


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File Structure

While preparing a website, youhave to structure its contents systemati-cally. We have to combine the webpages prepared by different groups tobuild the school’s website. Therefore itis necessary that all the groups preparetheir contents in the same structure; beit images, motion pictures, or sound.Adopting a model shown in Picture 8.1may be advisable for this.

Now that the planning process hasbeen completed, let us start making theweb pages.

Activity 1

Each group should prepare web

pages based on the topics assigned tothem and save them in a folder titledMyWebsite. Include all the pictures inthe folder titled Images. In order to in-clude these picture in the web page, usethe tag <img src=”imges/Imagename.extension”>. It is better tospecify the location of the picture interms of relative path.

Relative and Absolute PathThere are two ways of inserting filescontaining images, sound, video etcinto a website or while linking thewebpage to a file. The Absolute Pathof a file is the way of specifying theFolder Name and File Name startingfrom the file system. For example,suppose you want to insert the pic-ture ‘sports.jpg’ in the images folderin MyWebsite folder into the webpage. <img src =”/home/its/Desk-t o p / M y W e b s i t e / i m a g e s /sports.jpg”> tag provides AbsolutePath. Its Relative Path will be <imgsrc=”images/sports.jpg”>. If RelativePath is given along with the tag, alllinks will work even if the system orlocation changes.

Group Content to beincluded

Name of the pagethat the group will

prepare

Names of sub-pages (if needed)

Group 1 School athleticmeet

* Events* Participants* Results

Group 2

Group 3 Science Club

Group 4

Table 8.2

Pic. 8.1

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Adding Film in a Web Page

Adding a film on the web page thatyou have prepared will make it moreattractive; don’t you think so? How dowe include films in the web page? Youhave learned how to do video editingin previous classes. Shoot any activityin the school in video. Edit it as per re-quirement and save in a folder titled‘videos’. For example, if the video youhave prepared is say, ‘dance.flv’, byshooting the school youth festival, thenthe tag to be used will be <embedsrc=”videos/dance.flv”>. Embed tagcan be used to add sound files too. Dotry it out.

Kompo Zer for BuildingWebsite

You have practised preparing webpages using html tags. What were thedifficulties you faced in preparing webpages that way? The tags needed forpreparing a web site with several pageswould be numerous. There are appli-cations that help us build websiteswithout using html tags. Such applica-tions are called HTML Editors.

KompoZer, Quanta plus etc., areHTML Editors. Whatever we can dousing html tags can be easily handledusing these applications.

A Few Tips for Using KompoZer

For inserting pictures

Click on ‘Image’ tool in the tool bar and browse the image to be inserted.Then provide its name in ‘Alternate Text’ and press OK button.

For enlarging pictures

Click on the image; image size can be adjusted by manipulating the smallsquares that appear along the image boundaries.

For inserting titles

Type the text in and do the required formatting.

For hyperlinking icons/texts

Click on Link tool after selecting icons/texts. Then browse the file to beinserted and press OK button.Inserting tables

Click on the Table tool and specify the number of rows and columns re-quired. In order to format the table, right-click on the table and make thechanges you want.

For arranging the page by typing in html tags

Click the ‘source’ tab below at the bottom of the window for preparingweb page in KompoZer and make adequate changes.


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Figure out the changes that you canmake in web pages using KompoZerand tabulate.

♦ We can change font size and colour.

♦ We can give background colour.

♦ We can change the image size.

♦ ............................................................

♦ ............................................................

♦ ............................................................

We can Make Pages Attractive

Shall we now make our web pagesmore attractive using KompoZer? OpenKompZer from Internet menu. Thenopen the web page that you haveprepared by clicking in the order : File→ Open (Picture 8.2).

Make the page look more attractive

through adequate changes in font andimage size, location, background etc.Save the file and open in the webbrowser. Isn’t it looking more attractivenow?

An Attractive Home Page forOur Website

Now that all the groups have pre-pared the web pages, let us assemblethem to make our school’s website. Youmight have noticed the home pages ofthe websites that you have seen. Picture8.3 shows the home page of theGeneral Education Department’swebsite. We too need a home page forour website. Let all the groups observea few web sites each and find out thevarious types of contents that theywould like to include in the home page.

So, you have decided on what allneed to be included in the home page?

Pic. 8.2

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Now let us construct the home page.Table 8.3 shows a layout that we can usefor it. Include pictures and logos todevelop your school’s home page.From the home pages that the groupshave prepared, select the mostattractive one as the home page for theschool. See the instructions given inrelation to this.

♦ Open a new page in KompoZer,assign Index.html as file name andsave it in the folder MyWebsite.

♦ Click on Table icon and insert atable with three rows and three col-umns

♦ For merging cells, select the con-cerned cells and click Table → JoinSelected Cells. For example, fordisplaying the school’s name, weneed to merge the second and thirdcells in the first row.

♦ In order to hide the table grid lines

from appearing on the home page,select the table and take Table →Table Properties. In the windowthat opens set Border, Spacing, andPadding as zero in the table taband press OK button.

♦ You can insert text and images byclicking on the cell.

♦ Link the web pages prepared bythe groups to the home page.

Present the web sites prepared bythe groups in a meeting of all the groupsand select one from the best. Entrust thiswith the SSITC for building the schoolwebsite.

To See the Website We HaveBuilt

With the help of your teacher, postthe website that you have built into thefile system folder var/www. Then typelocalhost/index.html in the address barof the web browser and press Enter key

Pic. 8.3


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to view the home page of the web site.For this, there should be web serversoftware installed in the system.

So, you have made the websitework. Now discuss the arrangements tobe made for making the website avail-able on other machines in the lab. If youtype the server’s IP address with /index.html in the address bar of the webbrowsers of other machines and pressEnter key, the home page of the websitewill be available on those machines aswell. For example, if the IP address ofthe server is 192.168.1.4, then in orderto see the website in other machines,one has to type 192.168.1.4/index.htmland press Enter.

Activity 2

Get the IP addresses of the serversystems in which groups have savedtheir websites and observe them.Discuss the positive and negative as-pects of the different websites andpresent a report.

Our Website on the Internet

We could display the website thatwe prepared on other computers in theschool lab. Can we display it on Internetso that anybody anywhere in the worldcan view it? There are two ways of do-ing this. One way is to make our com-puter (server) regularly available on

SchoolLogo School Name

A Photograph ofthe School

ImportantNews

•••••(Link to web pages

prepared by groups)

• Youth Festival• Science Fair• Study Tour• IT Club••

Information on the School

Table 8.3

Server and Client

Servers are computers that allowvarious programmes to beaccessed by different users simul-taneously. These are powerful ma-chines with multiple processors setup for specific purposes. Here wewill consider the system in whichour website is saved as server andthe other machines connected to itthrough the network as clients.Clients can also use the resourcesavailable with the server.

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Pic. 8.4

Internet so that anybody can watch itany time. Another way is to post ourwebsite in a web server set up to makethe content available on the Internet.Once we do that, just as we could usethe IP address of the server to see thewebsite from other machines, others cansee our website using Internet IP ad-dress or web address.

Before making it available on theInternet, compare your website with afew other web sites on the Internet.Won’t you like to make it more attrac-tive? There are several tasks that requiretechnical skills in building web sites(Compiling of web pages, designing).There are software applications thathelp you in these as well. They arecalled content management systemsoftware.

Let Us Start Building TheWebsite

Let us improve the web site that wehave built to overcome its limitationsand make it available on the Internet foreveryone to see. In order to do this, wehave to first select a web content man-agement system software. Drupal is afree and open web content managementsystem software. This GNU GPL based

software is the one that drives numer-ous websites in the world. All the fea-tures of commonly available contentmanagement system (CMS) softwareare available in Drupal as well. Thereis an option in Drupal Gardens whichallows us to build a website without aweb server and software installation.Let us see how we can build ourwebsite using this.

♦ Enter the website of Drupal contentmanagement system by typingwww.drupalgardens.com in theweb browser.

♦ Click on ‘create a free site’ button. Inthe window that opens (Picture 8.5),provide the URL that you want yourwebsite to have (web address),username for entering the website,password, and your current e-mailaddress.

♦ In the window that opens when youpress ‘Continue’ (Picture 8.6), youcan select the features that you wantto include in your website.

♦ Features such as Comments, Mail-ing list, Webforms, Rotating banner,and Media gallery and Templatessuch as FAQ, Forums, Blog, andContact Us are available here.


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From among these, let us includethe features Media gallery, Blog, Con-tact us, and Abou. You can do this byclicking On/Off button. Press ‘Create’and a website with the selected featureswould be ready.

In order to validate the e-mail ad-dress given at the time of web registra-

tion, you have to complete the registra-tion process by clicking on the link thathas been sent to the said e-mail address.

Activity 3

Prepare a website featuring thisyear’s activities in your school usingDrupal gardens.

Pic. 8.5

Web Content Management System (WCMS)

Web Content Management Systems are software applications that help us inbuilding websites, sharing information, making observations, and effectingcontrols in the web system. We can make attractive websites and manage thecontent easily using these applications. Some of the important WCMSs areWordpress, Joomla, Drupal, LightCMS etc. The CMS software are installed inour computers (servers). Therefore we get the freedom to build websites onour own computers (server).

Several website templates are available in a web server in which CMS isinstalled. Select an appropriate template. Make changes in the log and coloursto make it more attractive. Select the features that you want in the website (blog,user login, gallery, social network link etc.), insert information, pictures, andother documents; and your website is ready. You can make changes in theexisting template whenever you want. The changes thus made will be reflectedin the existing content.

Some WCMSs allow us to build our websites on their servers.www.drupalgardens.com, www.lightcms.com, www.wordpress.com, andhttp://sites.google.com are examples. Anybody with a e-mail address can opena website on any of these WCMSs.

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Making the Website Attractive

Now you have built a fairly attrac-tive website with a reasonably good setof features. Now we can make changes,add new features, or make it moreattractive.

Appearance

Once we log in to the website, themenu bar for making changes appearsat the top (Picture 8.7). Select ‘Appear-ance’ menu from the menu bar for mak-ing the website attractive. The windowthat pops up (Picture 8.8) offers tabssuch as Themes, Layout, Brand, and

Styles which can be used to make thewebsite beautiful.

If you think the default theme is notsuitable for your website, there areseveral themes in different structuresavailable here. Click on ‘Choose a newtheme’ link and select another theme.You may save and keep the new themeby clicking on the Choose button andassigning a name.

Do you want to make any particu-lar part of the website more attractive?For example, if you want to change thecolour of the site header, click on the siteheader. As seen in Picture 8.9, inaddition to showing the border of theselected block, ‘The site-name in theheader region’ will be indicated in thein the tab titled ‘You are styling’.

The changes that you make now

Pic. 8.6

Pic. 8.7


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will be felt within the boundaries of theselected block. You can select any blockand modify the same way.

Even though the changes made inthe web site get saved simultaneously,these changes will be visible to only ustill we press the Publish button. There-fore click on the Publish button so thatothers can also see the changes (Picture8.10). Once modifications are over,close the ‘Appearance’ window bypressing Close button.

Activity 4

Insert the school logo that we had

Pic. 8.8

Pic. 8.9

Pic. 8.10

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prepared in Inkscape in the school website. Make adequate modifications tomake it attractive.

Enriching by Adding MoreInformation

Now we have a beautiful website.In a website what matters more thanbeauty is information content. It willbecome a good website only throughtimely display and renewal of informa-tion. Let us also enrich our websiteadding information on day to dayevents in the school.

Activity 5

In the school’s website, includeinformation on the activities in theschool, visits, digital objects preparedby students and teachers and informa-tion on excellence and achievementsetc.

Information to the Web Page

As we had planned at the initialstage in the website building process,we have included pages for Home,About, Blog, Contact us, and Galleries.Now we have to provide the informa-tion needed in these pages.

What are the information availablenow in About page, which is expectedto hold information on the objective ofthe web site and those who promote it.In order to make changes and to includemore information, click ‘Edit’ menubelow the About page title and includerelevant information (Picture 8.11). (Thismenu appears only while you are

Pic. 8.11

Pic. 8.12

WYSIWYG Editor

The abbreviation WYSIWYG stands for What You See Is What You Get.WYSIWYG Editor has a window and editing tools similar to that of a wordprocessor. As the information added to this window is displayed as such onthe web page, it is easier to work with WYSIWYG Editor for developing webpages.

logged in).

There are two editors available foradding information – HTML Editor and


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WYSIWYG Editor (Picture 8.12).

Inserting an Image

Do you want to insert the picturesof important events in the school? Weknow that pictures make web pagesmore attractive. You can insert picturesby clicking ‘Add Media’ in theWYSIWYG Editor’s menu bar.

Media Gallery

Galleries help us exhibit a set ofpictures thematically. Include thepictures of an event in which youhave participated (art festival, studytour etc.) in the gallery.

We can go to the existing Gallerypage by clicking the Gallery tab in theNavigation bar. Replace the samplegallery and pictures with the picturesyou have with you. You can insert morepictures by clicking on the Add Mediabutton.

Create a new gallery and insert thepictures that you have made inInkscape and GIMP. For adding morepictures into this gallery, use AddMedia button.

A New Page

You may need a new page to in-clude descriptions of your participationin school events, study tour report etc.You can prepare new pages for each

theme using ‘Content → Add Content→ Basic Page’ in the menu bar.

Making Changes

You can modify or remove any ofthe contents (page, article, post) in theweb site.

Changing Layout

There are several components in aweb page including header, links toother pages, side bar, contents etc. Con-tent management system prepares theappropriate layout for different typesof contents. Typical page layout in-cludes Pre header, Navigation, Banner,Pre-content, page content, Side bar, Prefooter, Copyright etc. However, we canmodify the relative positions of any ofthe content blocks and change the lay-out.

Follow Up Acitivities

♦ Design the web page for display-ing the activities of your school’sanimation film production unitusing html tags. Colour the lettersand pictures to make it moreattractive. Collect pictures, anima-tion films etc and include them inthe web page.

♦ Collect the web pages developedby students in different divisionsand assemble them into a website.

Content Blocks

Different types of content included in a website are classified into blocks. Mainmenu, site logo, site name, Main banner, Main page content, and Search formare different blocks. We can also construct new blocks. We can fix theposition of a block anywhere in the page layout. Navigation block (the link toall pages) can be positioned on the side bar or pre header.

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��

Make the website beautiful bycreating an impressive homepage. Keep the website in a serverso that all the machines can accessit.

♦ Add information on school eventsand fairs to the website that youhave prepared using Drupal Gar-dens.


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You might have observed the gor-geous patterns that star constellationsform in the night sky. Studying the in-exhaustible treasure trove of wondersthat the sky offers is really more fasci-nating.

Simulation software applicationssuch as KStar, Stellarium, and Celestiaoffer us the opportunity to see and un-derstand the celestial phenomena. Youhave familiarised yourselves with KStarsoftware in Class VIII. Similarly,Stellarium is an application that allowsus to study constellations in depth.

What about a sky expedition aidedby this software? In order to do this,first you have to familiarise yourselveswith the software.

♦ Open Stellarium from the ScienceMenu.

♦ When you place the mouse pointerat the left side of the main window,toolbar appears.

♦ Take the mouse pointer to the bot-tom of the window for Status bar

♦ We can fix the status bar and tool barin their positions, by clicking on thetriangles at their intersecting point.

♦ Zoom in and Zoom out are possibleusing Page Up and Page Down keysor the scroll button in the mouse.

♦ Sightseeing in different directions ispossible using Arrow keys on thekeyboard.

“Long ago an Indian called BhageerathanTook away the holy river Ganga from the HeavensAnd made it flow on the earth.Tomorrow his descendents will jiggle withThe millions of celestial spheres”.

-Vayalar Ramavarma-

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♦ Field of view (FOV) can be changedby dragging the mouse.

Let Us Select the ObservationPoint

We know that an eclipse – solar orlunar – cannot be viewed the same wayfrom all locations on earth. Why is it so?Sky looks different from different pointson earth. What we see depend on wherewe are looking from. So, where do weobserve the sky from? Find out the ob-servation point currently set in the soft-ware from the status bar.

Let us see how observation pointis set in Stellarium software. By click-ing the Location Tool (F6) (Picture 9.1.)given at the top of the tool bar we canreach the Location window. Click on thespot you would like to observe from onthe map in the window (Picture 9.2).Now what you see is what is visible

from the point that you have selected.

For repeated viewing from differ-ent points, we have to include observa-tion points in the Location window. Tofix location, we use latitude and longi-tude in KStar. For fixing locations,Stellarium also requires these. How dowe get them? You have learned fromprevious classes that latitudes and lon-gitudes can be found from Marble soft-ware. Collect the latitude and longitudeof your place. Enter the values in thewindow. Note the way latitude, longi-tude, place name, and country name arerecorded in Picture 9.2. (No need tomake changes in the Altitude box). Click‘Add to List’ button. Has the softwareadded the location of your place in thewindow?

What is the name of the placeappearing in the status bar now? Clickthe ‘Use as Default’ box shown at the

Pic. 9.1


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bottom of the window. Now your placehas become the ‘default’ location. When-ever you open the software again, whatyou see would be what is visible fromyour location.

Setting Date and TimeWhat changes do we have to make

in the settings to see the view of the skyat a particular time of the day? See thedate and time recorded on the status bar(Picture 9.4). Date and time can be re-set using the Date Time tool (F5) (Date/

Time window) (Picture 9.3).

We know all the celestial orbsmove. As they are so distant from theearth, their movement becomes notice-able only if we look carefully for a longtime. But in the software we can en-hance the speed of their movement bychanging time speed. How can wechange time speed?

We can enhance the speed of starmovement in the software by increas-ing the time speed using ‘Increase TimeSpeed Tool’ in the time toolkit onstatus bar (Picture 9.4). With every click

Pic. 9.2

Pic. 9.3 Pic. 9.4

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on the time tool, time speed increasesproportionately. You can get back to thesystem time by clicking Set Time toNow tool.

Lines in the SkyWhat beautiful shapes do the

imaginary lines that link the stars formin the sky! These shapes were foundby our ancestors through continuousand careful observation of the sky.

Do the months in the Malayalamcalendar have any relationship with theshapes of constellations? Have youobserved Leo, the constellation with alion’s shape? This constellation isknown as ‘Chingam’. How can we locateChingam constellation in the software?

♦ Type ‘Leo’ in the search window ofthe tool bar and click Searh.

♦ If they are beyond the field of view,bring them into the field by adjust-ing time.

♦ Using the three Constellation tools(Constellation Line, Label, Art) in

the status tool bar, we can displaythe lines connecting the stars in acluster, their names and theirassumed shapes (Pic. 9.5).

♦ In order to display the stars in thesky during day time, use Nightmode, Atmosphere tools in thestatus bar (Pic. 9.5).

Around the SunEarth’s trajectory around the sun is

called its orbit. How do we mark orbitin the software?

Click Viewing options (F4) in thetool bar to reach View window. Click-ing on Ecliptical line in the CelestialSphere list in Markings tab will displaythe earth’s orbit (Picture 9.6).

Change months using Date/Timetool (Date/Time window). Observe thestars seen in the orbit every month inthe background of the sun. Which arethe stars other than those in Chingamconstellation that are seen in the orbitin the background of the sun? Tabulatethe constellations seen in the orbit (inthe background of the sun) (Picture 9.7).

Pic. 9.5


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Star FormationOrion is a constellation that attracts

us due to its shape. Can you locateOrion constellation?

♦ Use search window to search forOrion.

♦ Use constellation tools to under-stand Orion’s shape.

♦ Are you able to see the shape of ahunter?

♦ Zoom in to the middle star amongthe three that form the ‘hunter’ssword’.

♦ For selecting an object use Left-clickand for de-selecting Right-click.

♦ For Auto Zoom, select an object andpress forward slash (/) button.

♦ For zooming out, use backwardslash (\) button.

♦ For focussing on the object that is

Pic. 9.6

Pic. 9.7

Sunspots

Sunspots are dark spots seen in thesun. These are seen in the fields ofintense magnetic activity within thesun’s photosphere. They are associ-ated with strong magnetic fields andsolar magnetic storms moving in avortex. They look dark because theyare cooler than the surroundingphotosphere. It was Galileo who dis-covered sunspots in 1612. Zoom in tothe sun to observe sunspots.

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zoomed in, use ‘Centre on selectedobject’ tool in status bar.

How is this different from otherconstellations?

The Pole Star

The Pole Star (also known asPolaris or the North Star) has histori-cally been used by sea farers to finddirection. Why is the Pole Staruseful in finding direction? Whichconstellation is the Pole Star part of?

Find the constellation called UrsaMinor (You can use Search Window tool(F3) in the tool bar). What is its shape?Polaris is the brightest star of this con-stellation (Picture 9.8). Move the starsfaster by increasing the time speed.Don’t you see the Polaris remaining inthe same spot while other stars changepositions? What is the reason for thepermanent position of Polaris?

Length of the Day

The position of Polaris is above theNorth Pole. Use the Location tool to setthe observation point above the NorthPole. (Click on North Pole in the mapinside the Location window of the toolbar). Increase time speed. Now is it dayor night in the North Pole? For howmany days it will last? Do you noticethe change in days in the status barbelow? How is the sun’s movement?Move with the sun using Left and Rightarrow keys. What do you observe?Observe the length of the day and thenight.

Nebulae

Nebulae (Nebula – Singular) areinterstellar clouds of dust andgases. Stars form from nebulae.Try to locate the following nebu-lae and tabulate their properties.

Eagle NebulaGarren NebulaTrifid Nebula

Black holes

Stars is the final stages of their lifeevolve into Black Holes. Black Holesare characterised by extreme gravita-tional force. There are severalmysteries about black holes that areyet to be revealed. Stephen Hawkingis a contemporary scientist who hasmade significant contributions to thestudy of black holes.

Pic. 9.8


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Let Us Design ElectronicCircuits

You have familiarised the simula-tion software called ‘FET CircuitConstruction Kit’ used for constructingelectric circuits and charging them inClass IX. Similarly, Ktech lab is asimulation software used for construct-ing electronic circuits and understand-ing them. This type of software helpsus understand and improve electroniccircuits without using real circuits.They also help in designing new

circuits and testing them.

Two circuits constructed usingKtech lab are shown in Picture 9.10.What about making these circuits whichare given in the chapter on electronicsin your science text?

Open Ktech lab from Educationmenu and select File →→→→→ New →→→→→ Circuit.Click on OK button to open the mainwindow for circuit construction(Picture 9.11).

Red Giants and White DwarfsThe chapter Our Universe in the Science 2 textbook of Class X describes

the end of life of stars. Stars, towards the end of steller evolution transformsinto ‘Reg Giants’ throughprogressive fall in energy levels.Aldeberan, Betelgeuse, andArcturus are Red Giants. As theenergy source die out com-pletely, some of these becomesmaller and transform into‘White Dwarfs’. Mira is anexample. Locate Mira star in thesoftware. Eventually whitedwarfs freeze down to become‘Black Dwarfs’. Pic. 9.9

Pic. 9.10

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power flow. In which circuit doescurrent flow?

♦ How are the battery and diode con-nected in the circuit which currentflows? What type of biasing is this?

♦ Prepare a note covering the featuresof both the circuits.

Naming ComponentsLet us mark the names of the com-

ponents that we have used in the cir-cuit. For doing this, select Text fromDraw tool and click at the place wherethe name is to be included. Double clickon ‘Text’ to type in component names(Picture 91.2)

♦ Drag down battery, signal lamp(bulb), and diode from the compo-nents tab into the window.

♦ Drag the leads linking componentsusing mouse to construct twocircuits as shown in the picture.

♦ Any component can be removedfrom the circuit by selecting themand pressing delete.

♦ For changing the values of compo-nents, click on Item Editer and there-after on the component.

♦ Construct the circuit and save it.

Identifying FeaturesNow that you have constructed the

circuits, see the tips given below toanalyse them. Use these tips to under-stand the features of the two circuits.

♦ Among two circuits, in which onedoes the bulb work?

♦ Settings → Configure Ktechlab →Animate wires to show current or

Pic. 9.11

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Saving Circuit Diagrams asImage Files

If you want to include the circuitsthat you have constructed in your blogor website, we have to covert them fromKtechlab into image files. Open thesaved circuits in Ktechlab. Now use File→ Export as Image, give a file name,and save. Haven’t we got the circuit asan image? Won’t you include this inyour blog and website?

Activity 1

As shown in Picture 9.13, after con-necting components, click on the oscil-loscope and observe the waveforms.Construct the circuit and save it as animage file.

Make the following changes in thecircuit and note down your observa-tions.

♦ Connect a diode in the place where‘diode’ is written and observe thechanges in the waveform.

♦ Connect the diode in the oppositedirection and observe the differencein wave form.

♦ Based on the changes in the waveform, discuss whether the changethat occurred when the diode was

Pic. 9.14

connected is half wave rectification.♦ Export the circuit as image file and

keep it.

Activity 2

Construct a circuit as per Picture9.14. Examine the oscilloscope andbased on the graphs available in it, pre-pare a note on half wave rectification.Export the circuit as an image file.

You have understood how to con-struct electronic circuits and how tosave them as image files. Similarly con-struct the other circuits that we havestudied and observe their performance.Before actually constructing an electricor electronic circuit, we can make thecircuit in Ktechlab and find out whetherit works. Ktechlab can also be used toanalyse the change in performance ofthe circuit when component values arechanged.

Circles and PatternsWe have understood how to build

a website in the previous chapter.Quite often we may have to includegeometrical constructions in thewebsites that we build. We havepractised making geometrical construc-tions in Geogebra. Let us nowunderstand how to include suchconstructions in a web page.

Pic. 9.13

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Let us prepare a geometricalconstruction for inserting into the webpage. Draw a semi-circle. Examine thetool set available for drawing circles andlocate the appropriate tool.

Note a point anywhere on the semi-circle that we have drawn. Now join thispoint with the two end points used forconstructing the semi-circle. What is themeasure of the inscribed angle?

Suppose we form another angle bymarking another point in the semi-circle? What will be the angle size?What about another point?

What is your observation?

..........................................................................................

..........................................................................................

Is the geometric property that weobserved applicable to all the points inthe semi-circle? How do we examinethis? We may have to draw angles forevery point in the semi-circle and see.However, you can understand thiswithout drawing angles for every pointthanks to Geogebra. Select ‘Move’ toolfrom the first tool set in Geogrbra win-dow and move the point forming theangle and see.

Activity 3

Now what about an arc which is nota semi-circle? Draw it and observe.

Activity 4

Construct a circle. (Tool: Circle withcentre and radius). Mark three pointson the circle. Measure the anglesformed by joining the points (Picture9.16).

Now mark a point inside the circle.Join the end points of the angle to thispoint. Measure the newly formed angleas well.

What is the relationship betweenthe measures of these two angles? If weshift the point inside to circle to thecentre of the circle, what happens to theangle sizes?

Do not forget to save the file. Whatis the default file format?

Geometrical Patterns andGeogebra

Have you ever made patterns us-ing geometrical shapes? It is possibleto make such beautiful patterns usingGeogebra. See the following example.

♦ Construct a line and mark a point onit.

Pic. 9.15

Pic. 9.16


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♦ Construct a slider with values from0 to 5.

♦ Draw a circle with the point on theline as centre and radius fixed by theslider.

♦ Mark the points where the circle in-tersects the line (Tool: Intersect twoobjects).

♦ Draw two more circles that passthrough the central point; the circlesshould be drawn with the intersect-ing points as centre point in the pre-ceding step (Picture 9.17).

♦ Press the right mouse button on thenew circles. In the menu that un-folds, activate ‘Trace on’ option.

Pic. 9.17

Now move the slider and see. Whatdid you get? What happens if youactivate the slider’s animation also? Ifrequired you may hide the first circle.

Activity 5

See the pattern in Picture 9.18. Howcan we make this? Some tips are givenbelow.

♦ Mark two points on the plane (sayA and B).

♦ Construct an angle at point A which Pic. 9.18

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Pic. 9.20

can be controlled by a slider. Youmay fix increment as 5o in the slider.

♦ With the point obtained by formingthe angle as the centre, draw a circlethat passes through point A. Markthe ‘Trace’ of the circle when theslider moves.

Now move the slider and see. Whatif we draw the circle as passing throughB instead of A? We will get another pat-tern. Can you find out the name of thepattern?

Geogebra AppletsYou know that the default file for-

mat for saving the constructions madein Geogebra software is ‘.ggb’. How-ever, for adding to a website, the for-mat of the construction needs to bechanged to ‘.html’ so that in can be in-serted into a web page. While makingthis format change, the advantages of aGeogebra file should not be lost. Chang-ing a file from its default format toanother is called ‘Exporting’. That

Geogebra and Drupal CMSGeogebra works based on Java pro-gramming. For the same reason, incontent management systems suchas Drupal that supports Applets de-veloped in Java, the ‘jar’ files (Pic-ture 9.22) need not be attached.Copying the programme codes ofthe construction will suffice. Forcopying the codes, the methodshown in the picture below can beused.

Change File:html to Clipboard:html,take it to Clipboard, and copy toDrupal.

Pic. 9.19


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means we have to ‘export’ our construc-tion as ‘.html’. See the Picture below.

(File → Export → Dynamicworksheet as webpage).

Then we have to decide theGeogebra features that we want in theweb page.

♦ If we want to add explanationsabove and below the constructionin the web page, thatcan be typed in on the‘General’ tab (Picture9.21).

♦ Set length, width, andother parametersappropriate to the con-struction in the‘Advanced’ tab.

Exporting the FileA construction made

in Geogebra and exportedto a web page is calledGeogebra Applet. Picture9.22 shows a foldercontaining certain

Pic. 9.21

Pic. 9.22

Geogebra files, the web pages thatcontain the applets obtained by export-ing the files, and supporting ‘jar’ files.Now you can provide hyper links fromthe home page of your website to thesepages.


♦ Are all the stars of the same colour?What is the colour of Betelgeuse?Locate stars such as Aldebaran,

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��

Rigel, Spica, Arcturus and Betel-geuse and tabulate them based ontheir colour.

♦ Set location as Kottayam. Set thedate to 8/11/2189 and time to16.45.54. Observe the eclipse. Zoomin to the sun. Observe different

views of the eclipse by changingtime speed. Set location toKanyakumari. Zoom in to the sunand observe the solar eclipse. Findout the changes in the planet posi-tions.

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