What is Artificial Intelligence
Artificial Intelligence, often abbreviated as AI, is a rapidly advancing field that has gained significant prominence in recent years. It is an interdisciplinary branch of computer science that focuses on creating intelligent machines capable of performing tasks that typically require human intelligence. The scope of AI is broad, encompassing various subfields such as machine learning, natural language processing, robotics, and computer vision.
CBSE Class 9 Artificial Intelligence Syllabus 2023-24
The inclusion of Artificial Intelligence within the CBSE Class 9 curriculum, starting in the academic year 2023-24, marks a significant development with the potential to impact various aspects of our daily lives greatly. This subject has been recognized as essential for CBSE Class 9 students due to its emphasis on developing practical skills.
CBSE Class 9 Artificial Intelligence for Academic Year 2023-24
The CBSE Board has meticulously designed the Class 9 Artificial Intelligence syllabus, encompassing all the key topics and subtopics necessary for comprehensive student learning. This syllabus also offers detailed insights into each topic, featuring unit-specific grading criteria and recommended time allocations, ensuring a well-rounded educational experience.
Students can download CBSE Class 9 Artificial Intelligence Syllabus from the link given below.
Students can look at the table below to know the unit names of Artificial Intelligence subjects.
Part A: Employability Skills
|Unit||Unit Name||No. of Hours for Theory||Max. Marks for Theory|
Part B: Subject-Specific Skills
|Unit||Unit Name||Max. Marks for Theory||Unit-wise Sections|
|1||Unit 1: Introduction to Artificial Intelligence (AI)||10||Excite|
|2||Unit 2: AI Project Cycle||15||Problem Scoping|
|3||Unit 3: Neural Network||05||Understand and appreciate the|
concept of Neural Network
|4||Unit 4: Introduction to Python||10||Introduction to Python|
Introducing Python programming and its applications
Flow of control and conditions
Part C: Practical Work
|Unit||Unit Name||Max. Marks for Practical|
|4||Introduction to PythonPractical File with a minimum of 15 programs||15|
(i) Simple programs using input and output function
(ii) Variables, Arithmetic Operators, Expressions, Data Types
(iii) Flow of control and conditions
* Any 3 programs based on the above topics
Part D: Project Work / Field Visit / Practical File/ Student Portfolio
|Unit Name||Max. Marks for Practical|
|Project Work / Field Visit / Student Portfolio|
* relate it to sustainable development goals
DETAILED CURRICULUM/TOPICS FOR CLASS IX
PART-B – SUBJECT SPECIFIC SKILLS
UNIT 1: INTRODUCTION TO ARTIFICIAL INTELLIGENCE (AI)
|SUB-UNIT||LEARNING OUTCOMES||SESSION / ACTIVITY / PRACTICAL|
|To identify and appreciate|
Artificial Intelligence and
describe its applications in daily
|Session: Introduction to AI and setting up the context of the curriculum|
Ice Breaker Activity: Dream Smart Home idea
Learners to design a rough layout of floor plan of their dream smart home.
Recommended Activity: Make a statement about lighting and LUIS will interpret and adjust the house accordingly
( https://aidemos.microsoft.com/luis/demo )
|To relate, apply and reflect on|
To identify and interact with the
three domains of AI: Data,
Computer Vision and Natural
|Recommended Activity: The AI Game|
Learners to participate in three games based on different AI domains.
− Game 1: Rock, Paper and Scissors (based on data) ( https://next.rockpaperscissors.ai/ )
− Game 2: Semantris (based on Natural
Language Processing – NLP) ( https://research.google.com/semantris/ )
− Game 3: Quick Draw (based on Computer Vision – CV) ( https://quickdraw.withgoogle.com/ )
|To undergo an assessment for|
analysing progress towards
acquired AI-Readiness skills.
AI Quiz (Paper Pen/Online Quiz)
|To imagine, examine and|
reflect on the skills required for futuristic job opportunities.
|Recommended Activity: To write a letter.|
Writing a Letter to one’s future self.
Learners to write a letter to self-keeping the future in context. They will describe what they have learnt so far or what they would like to learn someday
|Relate||Learners to relate to application of Artificial Intelligence in their|
|Video Session: To watch a video|
Introducing the concept of Smart Cities, Smart Schools and Smart Homes
|To unleash their imagination towards smart homes and build an interactive story around it.|
To relate, apply and reflect on
|Recommended Activity: Write an Interactive Story|
Learners to draw a floor plan of a Home/School/City and write an interactive
story around it using Inklewriter. (https://www.inklewriter.com/ )
|Purpose||To understand the impact of|
Artificial Intelligence on
Goals to develop responsible
|Session: Introduction to UN Sustainable Development Goals|
Go Goals Board Game: Learners to answer questions on Sustainable Development Goals
AI for Ocean- “Helping to conserve oceans is by fighting plastic pollution with machine learning.” ( https://code.org/oceans)
|Possibilities||To research and develop|
awareness of skills required for jobs of the future.
To imagine, examine and
reflect on the skills required for the futuristic opportunities.
To develop effective
collaborative work skills.
|Session: Theme-based research and Case|
Studies Learners will listen to various case-studies of inspiring start-ups, companies or communities where AI has been involved in real-life.
Learners will be allotted a theme around which they need to search for present AI trends and have to visualise the future of AI in and around their respective theme.
Recommended Activity: Job Ad Creating activity Learners to create a job advertisement for a firm describing the nature of job available and the skill set required for it 10 years dow n the line. They need to figure out how AI is going to
transform the nature of jobs and create the Ad accordingly.
|AI Ethics||To understand and reflect on|
the ethical issues around AI.
|Video Session: Discussing about AI Ethics|
Recommended Activity: Ethics Awareness.
* Students play the role of major stakeholders, and they have to decide what is ethical and what is not for a given scenario.
Students to explore Moral Machine (https://www.moralmachine.net/ ) to understand more about the impact of ethical concerns.
|To gain awareness around AI|
bias and AI access.
|Session: AI Bias and AI Access |
Discussing about the possible bias in data collection Discussing about the implications of AI technology.
|To let the students analyse the|
advantages and disadvantages
of Artificial Intelligence.
|Recommended Activity: Balloon Debate|
* Students divide in teams of 3 and 2 teams are given same theme. One team goes in affirmation to AI for their section while the other one goes against it.
* They have to come up with their points as to why AI is beneficial/ harmful for the society.
UNIT 2: AI PROJECT CYCLE:
|SESSION / ACTIVITY / PRACTICAL|
|Identify the AI Project Cycle framework.||Session: Introduction to AI |
* Project Cycle
* Problem Scoping
* Data Acquisition
* Data Exploration
|Learn problem scoping and ways to set goals for an AI project.||Activity: Brainstorm around the theme provided and set a goal for the AI project.|
* Discuss various topics within the given theme and select one.
* Fill in the 4Ws problem canvas and a problem statement to learn more about the problem identified in the community/ society
* List down/ Draw a mind map of problems related to the selected topic and choose one problem to be the goal for the project.
involved in the problem scoped.
Brainstorm on the ethical issues involved around the
|Activity: To set actions around the goal.|
* List down the stakeholders involved in the problem.
* Search on the current actions taken to solve this problem.
* Think around the ethics involved in the goal of your
|Understand the iterative nature of problem scoping|
for in the AI project cycle.
Foresee the kind of data required and the kind of analysis to be done.
|Activity: Data and Analysis|
* What are the data features needed?
* How will the features collected affect the problem?
* Where can you get the data?
* How frequent do you have to collect the data?
* What happens if you don’t have enough data?
* What kind of analysis needs to be done?
* How will it be validated?
* How does the analysis inform the action?
|Share what the students have discussed so far.||Presentation: Presenting the goal, actions, and data.|
* Brainstorming solutions for the problem statement.
|Identify data requirements|
and find reliable sources to obtain relevant data.
|Activity: Introduction to data and its types.|
* Students work around the scenarios given to them and think of ways to acquire data.
Activity: Data Features
* Identifying the possible data features affecting the problem.
Activity: System Maps
* Creating system maps considering data features identified.
|To understand the purpose of Data Visualisation||Session: Data Visualisation|
* Need of visualising data Ways to visualise data using various types of graphical tools.
* Quiz Time
|Use various types of graphs to visualise acquired data.||Recommended Activities: Let’s use Graphical Tools|
* Selecting an appropriate graphical format and presenting the graph sketched.
* Understanding graphs using (https://datavizcatalogue.com/ )
* Listing of newly learnt data visualization techniques.
* Top 10 Song Prediction: Identify the data features, collect the data and convert into graphical representation.
* Collect and store data in a spreadsheet and create some graphical representations to understand the data effectively.
(Rule-based & Learningbased)
* Introduction to modeling and types of models (Rule-based & Learning-based)
Recommended Activity: Rule-based & Learningbased)
* Rule-based: Students can be asked to create text to speech bot using
* Learning-based Activity: Students can be
asked to use (https://teachablemachine.withgoogle.com/ )
|Understand, create and|
implement the concept of
|Session: Decision Tree|
* To introduce basic structure of Decision Trees to students.
Recommended Activity: Decision Tree
* To design a Decision Tree based on the data given. (Spot the Elephant)
|Understand and visualise|
computer’s ability to
identify alphabets and
|Recommended Activity: Pixel It|
To create an “AI Model” to classify handwritten letters.
* Students develop a model to classify handwritten letters by dividing the alphabets into pixels.
* Pixels are then joined together to analyse a pattern amongst same alphabets and to differentiate the different ones.
UNIT 3: NEURAL NETWORK:
|LEARNING OUTCOMES||SESSION / ACTIVITY / PRACTICAL|
|Understand and appreciate the concept of Neural Network|
|Session: Introduction to neural network Relation between the neural network and nervous system in human body. |
Describing the function of neural network.
|Recommended Activity: Creating a Human Neural Network|
* Students split in four teams each representing input layer (X students), hidden layer 1 (Y students), hidden layer 2 (Z students) and output layer (1 student) respectively.
* Input layer gets data which is passed on to hidden layers
after some processing. The output layer finally gets all information and gives meaningful information as output.
* Students in groups shall be assigned the task to create and present the neural networks on a cardboard/chart paper.
UNIT 4: INTRODUCTION TO PYTHON:
|LEARNING OUTCOMES||SESSION / ACTIVITY / PRACTICAL|
|Learn basic programming skills through gamified platforms.||Recommended Activity:|
* Introduction to programming using Online Gaming portals like Code Combat.
|Acquire introductory Python programming skills in a very user-friendly format.||Session:|
Introduction to Python language Introducing Python Programming and its applications.
Theory + Practical: Python Basics
* Students go through lessons on Python Basics (Variables, Arithmetic Operators, Expressions, Comparison Operators, logical operators, Assignment Operators, Data
Types – integer, float, strings, type conversion, using print() and input() functions)
* Students will try some simple problem-solving exercises on Python Compiler.
|Practical: Flow of control and conditions|
1. Students go through lessons on conditional and iterative statements (if, for and while).
2. Students will try some basic problem-solving exercises using conditional and iterative statements on Python Compiler.
Practical: Python Lists
3. Students go through lessons on Python Lists (Simple operations using list)
4. Students will try some basic problem-solving exercises using lists on Python Compiler.
PART-C: PRACTICAL WORK
UNIT 4: INTRODUCTION TO PYTHON: Suggested Program List
Practical Program List
1. To print personal information like Name, Father’s Name, Class, and School Name.
2. To print the following patterns using multiple print commands-
3. To find square of number 7
4. To find the sum of two numbers 15 and 20.
5. To convert length given in kilometers into meters.
6. To print the table of 5 up to five terms.
7. To calculate Simple Interest if the principle_amount = 2000 rate_of_interest = 4.5 time = 10
8. To calculate Area and Perimeter of a rectangle
9. To calculate Area of a triangle with Base and Height
10. To calculating average marks of 3 subjects
11. To calculate discounted amount with discount %
12. To calculate Surface Area and Volume of a Cuboid
13. Program to check if a person can vote
14. To check the grade of a student
15. Input a number and check if the number is positive, negative or zero and display an appropriate message.
16. To print first 10 natural numbers
17. To print first 10 even numbers
18. To print odd numbers from 1 to n
19. To print sum of first 10 natural numbers
20. Program to find the sum of all numbers stored in a list
21. Create a list in Python of children selected for science quiz with following names- Arjun, Sonakshi, Vikram, Sandhya, Sonal, Isha, Kartik. Perform the following tasks on the list in sequence-
- ○ Print the whole list
- ○ Delete the name “Vikram” from the list
- ○ Add the name “Jay” at the end
- ○ Remove the item which is at the second position.
22. Create a list num=[23,12,5,9,65,44]
- ○ Print the length of the list
- Print the elements from second to fourth position using positive indexing
- ○ Print the elements from position third to fifth using negative indexing
23. Create a list of first 10 even numbers, add 1 to each list item and print the final list.
24. Create a list List_1=[10,20,30,40]. Add the elements [14,15,12] using extend function. Now sort the final list in ascending order and print it.