TEACHER GUIDE

GRADE 9

Authors
Dixit J.B.
Saurabh Gupta

Evaluators
Gelan Tulu
Genene Tadesse
Zekarias Kebede

Federal Democratic Republic of Ethiopia Laxmi Publications

Ministry of Education
Acknowledgements

The development, printing and distribution of this teacher guide has been funded through the General education
Quality Improvement Project (GeQIP), which aims to improve the quality of education for Grades 1-12 students in
government schools throughout ethiopia.

The Federal Democratic Republic of ethiopia received funding for GeQIP through credit/financing from the
International Development Associations (IDA), the Fast Track Initiative Catalytic Fund (FTICF) and other development
partners—Finland, Italian Development Cooperation, the Netherlands and UK aid from the Department for
International Development (DFID).
The Ministry of education wishes to thank the many individuals, groups and other bodies involved—directly and
indirectly—in publishing the teacher guide and accompanying textbook.

© Federal Democratic Republic of ethiopia, Ministry of education

First edition, 2002 (e.C.)
ISBN: 978-99944-2-246-3

Developed, printed and distributed for the Federal Democratic Republic of ethiopia, Ministry of education by Laxmi
Publications Pvt. Ltd., India under GeQIP Contract No. eT-Moe/GeQIP/IDA/ICB/G-02/09-D

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written
permission of the copyright owner or a licence permitting restricted copying in ethiopia by the Federal Democratic
Republic of ethiopia, Federal Negarit Gazeta, Proclamation No. 410/2004 Copyright and Neighboring Rights Protection
Proclamation, 10th year, No. 55, Addis Ababa, 19 July 2004.

Disclaimer
every effort has been made to trace the copyright owners of material used in this document. We apologise in advance
for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any future
edition.

Printed in India.
 CONTENTS
Unit 1: Introduction to ICT ....................................................................................................................................... 1

Unit 2: Application Software .................................................................................................................................... 16

Unit 3: Information and Computer Security .......................................................................................................... 24

Unit 4: Application Software ................................................................................................................................... 29

Unit 5: Using Internet ............................................................................................................................................... 35

Unit 6: Control and Learning with LoGo .............................................................................................................. 43

Minimum Learning Competencies (MLCs) ..................................................................................................... 47

Syllabus ........................................................................................................................................................... 49

Glossary ........................................................................................................................................................ 63

References ...................................................................................................................................................... 68
 introduction to the teacher guide
A perfect guide for an ICT teacher is one that provides support to the teacher to engage the students
in joyful learning. Information and Communication Technologies (ICTs) refer to the possibilities
offered by the convergence of data processing techniques, electronic media, and telecommunications,
a convergence that has become evident over the past few years.
ICTs are grouped under two categories: traditional and new. Traditional ICTs are radio, television,
and fixed line telephones etc., which have been gradually ingrained in the daily habits and lives of
people and communities. New ICTs consist of computers and specific data processing applications
accessible through those computers (e-mail, Internet, Word processing, and other data processing
applications).
New ICTs are now found on the development agenda of African countries like ethiopia, and
strategies have been gradually implemented to integrate them into the development process. Many
countries have initiated significant reforms in the telecommunications sector: privatizing companies,
liberalizing and ending national monopolies in this sector.
This Teacher Guide will help the teachers to:
l explain how Information and Communication Technology (ICT) has the potential to make a real
improvement to teaching and learning in schools.
l demonstrate a wide variety of ways in which ICT can be used to enhance learning, offering a
fresh burst of inspiration for them i.e., the busy school teachers.
l take a structured approach, ensuring that the students can be guided progressively through all
the contents in order to achieve the required standards for achieving Qualified Teacher Status,
and also to continue their development in ICT to an advanced level.
l analyze all the common ICT tools and explain how they can exploit these tools for effective
learning.
l explore how students can learn with ICT, how their skills develop, and how these skills can aid
their learning.
l provide a framework for planning, analyzing and evaluating teaching with ICT.
l use Internet, educational trips and other aids to support classroom teaching.
l prepare additional activities and assessments for the students.
l offer a range of innovative tasks, resources and methods of assessment.
l use key ideas, skills and techniques of ICT in other curriculum areas.
The guide also provides some suggested websites that have additional content for the teacher.
 INTRODUCTION
unit 1 TO ICT
(18 PERIODS)

UNIT OUTCOME
Students will be able to:
l know the term data, information, technology and the sources of information;
l understand the differences between computers of one generation from the other;
l recognize the types of computers used today and their difference;
l understand the computer system.

suggested lesson plan l Documentary sources

r Primary documentary
Sub-units Number of
Periods r Secondary documentary

1.1 overview of ICT 3

r Tertiary documentary
l Non-documentary sources
1.2 Generation of Computers 2

1.3 Types of Computers 2 1.2 Generation of Computers

In this sub-unit, we will learn about the five generations
1.4 Introduction to Data Representation 4
of computers. The topic to be learnt is:
1.5 Computer System 7
l First, Second, Third, Fourth, and Fifth
generation
structure of the unit
1.3 Types of Computers
1.1 overview of ICT
In this sub-unit, we will learn about the types of
In this sub-unit, we will learn about basic concepts computers. The topics to be learnt are:
of ICT in an attempt to overview it. The topics to l Super, Mainframe, Mini, Micro, Desktop, Laptop
be learnt are: and Palmtop
l Data vs information l Characteristics of computer
l Technology
1.4 Introduction to Data representation
l Information technology
In this sub-unit, we will have an introduction to data
l Sources of information representation. The topics to be learnt are:

Information Communication Technology — Grade 9 Teacher Guide n 1

Unit 1 – Introduction to ICT

l Number system (binary, octal, hexadecimal) review of the unit

l Conversion of numbers from one number system
l Data is a collection of raw facts and figures or
to the other
a raw input which when processed or arranged
l Computer coding system (BCD, ASCII, makes meaningful output.
Unicode)
l Information is the data that is organized,
1.5 Computer System meaningful and useful.
l Technology is the usage and knowledge of tools,
In this sub-unit, we will learn about computer system
crafts, techniques, or systems, or methods of
i.e., hardware and software. The topics to be learnt
organizations.
are:
l Information Technology (IT) refers to anything
l Hardware components
related to computing technology, such as
r Input devices networking, hardware, software, the Internet, or
r Output devices the people that work with these technologies.
r System unit l An information ‘source’ can be categorized by
r Secondary storage devices the type of information it contains. The types are
primary, secondary and tertiary.
n Compact disc CD
l The computers that used vacuum tube circuits
l Types of software
were called the First Generation Computers.
r Systems software l The computers that used transistors were called
n Operating system software the Second Generation Computers.
r Language software l The Third Generation Computers used Large
n Low level language Scale Integration (LSI) circuits for processing.
n High level language l The computers that used Very Large Scale
Integrated (VLSI) chips were called the Fourth
n Compilers and interpreters
Generation Computers.
r Others
l Recent research has focused on developing
n Program utilities “thinking computers”. These computers are
n Device drivers called the Fifth Generation Computers. They
l Applications software would be able to work like humans do.
r General purpose (e.g., Microsoft word) l Super computers are the most powerful
computers among digital computers.
r Specialty software (e.g., Peachtree)
l Mainframe computers are designed to handle
r Entertainment software
huge volumes of data and information.
r Educational software
l Minicomputers are small general purpose
l Features of Operating system computers, also called mid-range servers.
r Creating folders l Microcomputers are also called Personal
r Copying files and folders Computers (PCs). These are classified into
r Moving files and folders desktops and portables.
r Rename files and folders l The main characteristics of a computer are: speed,
accuracy, reliability, storage capacity, versatility,
r Deleting files and folders reduction in manpower and reduction in paper
r Searching files and folders work.
r Customize computer desktop l A digital computer works with binary number
system.
2 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 1 – Introduction to ICT

l All the data that is entered into a computer The second method requires a table of powers of 2
is first converted into the binary form and as shown below:
after processing, it is again converted to human n 2n
readable form.
0 1
l There are different types of number systems 1 2
(binary, octal, hexadecimal) that are used to
2 4
represent data.
3 8
l We can convert a number in one system to the
4 16
other system by following rules specified by the
number system. 5 32

l Some useful computer coding systems are BCD, 6 64

ASCII and UNICODE. 7 128
l A computer system consists of hardware 8 256
components and software components. 9 512
l Hardware are the physical parts of the computer 10 1024
that can be seen and touched.
11 2048
l Software are the sets of instructions that instruct 12 4096
the computer to do different tasks, for example:
13 8192
word processing, games, painting, e-mail,
spreadsheets. ... ...

l Software can be classified as systems and Because of this restriction, it is more useful for small
application software. numbers where these powers have been memorized.
Starting with the decimal number to be converted,
l Operating system is a bridge between the n
obtain the largest power of 2 i.e., 2 from the table
computer hardware and the user.
without exceeding the given number. Record 1 at
the (n + 1)th position (MSB). Then subtract the table
Important facts and formulae, obtained number from the original number. Repeat
tables, charts, etc. the process for the remainder, and continue until the
Conversion of Numbers from Decimal to remainder is 0. Fill 0s at those positions which have
Binary not been recorded with 1s. Finally read the binary
digits i.e., bits to get the result.
There are two methods for converting (integers) from
Example 1. Convert 2310 to binary.
decimal to binary.
Solution. From the table, 16 is the largest number
The first method of converting decimal to binary without exceeding 23.
is repeated-division method. In this method, the 4
2 = 16 i.e., put 1 at (4 + 1)th position (MSB).
number is successively divided by 2 until it becomes 0
5th 4th 3rd 2nd 1st
and its remainders recorded. The final binary result is
1
obtained by assembling all the remainders, with the last
23 – 16 = 7
remainder being the Most Significant Bit (MSB). This
From the table, 4 is the largest number without
method has been explained in the Student Textbook.
exceeding 7.

Information Communication Technology — Grade 9 Teacher Guide n 3

Unit 1 – Introduction to ICT

22 = 4 i.e., put 1 at (2 + 1)rd position. From the table, 2 is the largest number without
5th 4th 3rd 2nd 1st exceeding 3.
1
1 1 2 = 2 i.e., put 1 at the (1 + 1)nd position.
7–4=3 8th 7th 6th 5th 4th 3rd 2nd 1st
From the table, 2 is the largest number without 1 1 1 1
exceeding 3. 3–2=1
1
2 = 2 i.e., put 1 at (1 + 1)nd position.
From the table, 1 is the largest number without
5th 4th 3rd 2nd 1st exceeding 1.
1 1 1 0
2 = 1 i.e., put 1 at (0 + 1)st position.
3–2=1
8th 7th 6th 5th 4th 3rd 2nd 1st
From the table, 1 is the largest number without
1 1 1 1 1
exceeding 1.
0
2 = 1 i.e., put 1 at (0 + 1)st position. 1 – 1 = 0.
5th 4th 3rd 2nd 1st Now, the remainder is 0. Fill 0s at the 7th, 5th
and 4th positions, where 1 was not recorded. So, the
1 1 1 1
various 1s and 0s obtained from the above process are
1–1=0
shown below:
Now, the remainder is 0. Fill 0 at the 4th position,
where 1 was not recorded. So, the various 1s and 0s 8th 7th 6th 5th 4th 3rd 2nd 1st
obtained from the above process are as follows: 1 0 1 0 0 1 1 1
5th 4th 3rd 2nd 1st Thus, 16710 = 101001112
1 0 1 1 1
Thus, 2310 = 101112 Role of the students
Example 2. Convert 16710 to binary. In this unit, the students are supposed to have an
Solution. From the table, 128 is the largest number introduction to ICT. The activity based method should
without exceeding 167. be followed to understand the subject matter which
7 is the best way of better understanding of the subject
2 = 128 i.e., put 1 at (7 + 1)th position (MSB).
8th 7th 6th 5th 4th 3rd 2nd 1st matter.
1 ICT has the potential to transform learning in and
beyond the classroom. Some of the perceived benefits
167 – 128 = 39
to learners are:
From the table, 32 is the largest number without
exceeding 39. l They can access enormous amounts of information
5 quickly;
2 = 32 i.e., put 1 at (5 + 1)th position.
l They can work at their own pace;
8th 7th 6th 5th 4th 3rd 2nd 1st
1 1 l Special needs, both remedial and extension, can
be offered during the same lesson;
39 – 32 = 7
l Course material can be offered simultaneously
From the table, 4 is the largest number without
in different languages;
exceeding 7.
2
2 = 4 i.e., put 1 at (2 + 1)rd position. l They can access quality material irrespective of
their geographical location;
8th 7th 6th 5th 4th 3rd 2nd 1st
l Academic courses can be offered
1 1 1
asynchronously;
7–4=3
4 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 1 – Introduction to ICT

l They can interact with peers and experts outside l ICT offers a host of different tools to demonstrate
the classroom, town, and/or country; learning, suitable for divergent and different
l ICT can offer simulations where the student can intelligences; and,
experiment by changing the variables; l Young students can easily accept the
technology.

additional class activities for gifted students or slow learners

ACTIVITY 1.1: Uses of Computers in the Educational Field

Students in their class will explain and discuss the uses of computers in the field of education.
Computers are an excellent way to make a class more exciting even though it can never take the teacher
place. Computers are everywhere and you will be expected to have computer skills for any job that you go
into after completion of your study.

Fig. 1.1: Students learning on a Computer

Computers in the Educational Field
Computers are used in a variety of settings within the educational field. They can be used by guidance
counselors, administrators, web masters, library media specialists, students, teachers and clerical workers
for many different reasons. Computers lend an organizational hand to schools, and they also improve
productivity in several areas. For these reasons, computer technology has become an essential part of the
educational system.
Clerical Staff
Educational clerical staff members use computers to store and maintain student records at various levels.

Guidance Counselors and Social Workers

Guidance counselors and school social workers use computer technology to communicate with teachers and
parents, and they also use technology to keep and monitor student records.

Administrators
School administrators use computers to communicate electronically (e.g., e-mails) with other staff members
and parents, and they also use computers to generate letters and documents for parents, staff and education
department.

Webmasters
Computers are also used in schools in order to maintain websites. School webmasters upload important
documents to electronic document files, update calendars and important school information and provide
helpful links to parents and teachers.
Information Communication Technology — Grade 9 Teacher Guide n 5
Unit 1 – Introduction to ICT

Library Media Specialists

School library media specialists use computer technology to catalogue books and keep student checkout
records. Additionally, many school libraries maintain websites that serve as portals for their student
populations.

Teachers
Teachers use computers for a variety of reasons. They use computers to keep electronic grade books; maintain
and update personal websites to share information with families; communicate with other teachers, parents
and administrators and use software to create classroom newsletters.

Students
In schools, students use computers to learn both with and from technology. Computers enable students to
research a variety of subjects. Students can also use computers to view assignment guidelines and requirements
at home and communicate with teachers about assignments.

Activity 1.2: Binary Code

Students in their class will explain and discuss the binary code inside the computers.
Do you know that all of the information that travels through your computer is based on two commands? It
is true. The only data that a computer can understand is on and off. But, the millions of combinations of
those two commands given in series are what make a computer work. Let us have an idea of binary code.

Binary Code
Do you remember the power supply that is inside your computer and how it
sends electricity to all of the components? That electricity is what creates an
on signal. The memory chips inside your computer are divided into thousands
of tiny compartments called bits. Each bit has an electronic switch or gate.
On means the gate is open and letting electricity go through. The computer
reads on or open switches as a number 1. Closed gates are off because
the electricity is blocked and cannot get through. The computer reads off bits Fig. 1.2: Binary code
as 0. It is by grouping these bits together to form a series of 1/0 commands, that
data is formed. Eight bits are grouped together to form a byte. In this group of
eight, there are 256 possible combinations of 1/0. The grouping of 1/0 within a
byte is called Binary Code.
For example, when you type the letter A on your keyboard, electrical signals
are sent from the keyboard to the CPU. The CPU turns the signals into binary
code. Then, the computer reads the code and sends it on to the monitor to
display the letter A (see Fig. 1.3). Fig. 1.3: Conversion of a letter
into binary code and back

Answers to textbook assessments

Assessment 1.1 3. Technology

Fill in the Blanks 4. primary, secondary, tertiary
1. Information and Communication Technology State Whether True or False
2. Data 1. False 2. True 3. True 4. True

6 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 1 – Introduction to ICT

Answer the Following 4. The different sources of information are discussed

1. Data: The term data refers to any raw collection below:
of facts and figures that does not convey any Primary Documentary
meaning. Data serves as a raw material for Primary documentary sources of information
obtaining the information. For example, collecting are original materials that often convey new
the data of names, ages and marks of students. ideas, discoveries, or information. These sources
Information: Information is the processed form originate from the time period under study.
of data i.e., something obtained after applying a Examples of primary sources include:
process on raw material. For example, we can (i) original research studies (often in the
extract various information about the marks, form of journal articles in peer-reviewed
names and ages of students from the student publications), also called empirical studies
table. (e.g., psychology)
2. The differences between data and information (ii) patents, technical reports
are given below: (iii) original documents such as diaries, letters,
e-mails, manuscripts, lab data/notes
Data Information
(iv) newspaper articles from the time period
It is a collection of facts It is a collection of final under study
and figures. results.
(v) autobiographies, first-person accounts, case
It is in an unorganized It is in an organized form. studies
(raw) form.
(vi) artifacts and archival material such as official
It is not in directly useful It is in directly useful documents, minutes recorded by government
form. form. agencies and organizations, photographs,
It needs processing. It does not need any coins, fossils, natural specimens
processing. (vii) works of art such as literature, music,
architecture, or paintings.
It is also termed as input. It is also termed as output.
Secondary Documentary
It requires observations and It requires analysis.
recordings. Secondary documentary sources of information
are based on primary sources. They are generally
3. Technology: Technology is the usage and written at a later date and provide some
knowledge of tools, crafts, techniques, or systems, discussion, analysis, or interpretation of the
or methods of organizations. original primary source. Examples of secondary
sources include:
Nowadays, technology is an integrated part
of lives of human beings. For example, the (i) review articles or analyses of research studies
about the same topic (also often in peer-
technology in communications such as mobile
reviewed publications)
phones help us to connect with the other people
easily. (ii) analyses of original documents or archival
material
Information Technology: Information Technology
(iii) biographies, reviews, or critiques of an
or “IT”, refers to anything related to computing author.
technology, such as networking, hardware,
Tertiary Documentary
software, the Internet, or the people that work
Tertiary documentary sources of information
with these technologies.
are based on a collection of primary and secondary
Information Technology uses computers, sources. Examples of tertiary sources include:
servers, database management systems and (i) textbooks (sometimes considered as secondary
cryptography. sources)
Information Communication Technology — Grade 9 Teacher Guide n 7
Unit 1 – Introduction to ICT

(ii) dictionaries and encyclopaedias Assessment 1.2

(iii) manuals, guidebooks, directories, almanacs Fill in the Blanks
(iv) indexes and bibliographies. 1. five 2. cost, size
Non-documentary Sources 3. vacuum tube 4. Fifth
The non-documentary sources of information State Whether True or False
are also called Informal Information Sources.
1. True 2. False 3. True 4. True
These include government departments, research
organizations, learned professional societies, Answer the Following
industries, universities, colleagues, corridor 1. The generation of computers are given below:
meetings at conferences and social gatherings.
(i) First Generation (1940–1956)
Examples of non-documentary sources are small
groups, big groups, Blogs and Twitters etc. (ii) Second Generation (1956–1964)
(iii) Third Generation (1964–1971)
Suggested Activities (iv) Fourth Generation (1971-present)
Refer to sub-unit 1.1 of the Student Textbook for (v) Fifth Generation (Future)
doing the activities. 2. The comparison of various generations of
computers is given in the following table:
Comparison of Generations of Computers
Generation Period Circuitry Input Storage Output Language Examples
First 1940–56 Vacuum Tubes Punched Cards Magnetic Punch Machine Univac,
tapes Cards Language IBM 650,
Burroughs 200
Second 1956–64 Transistors Punched Magnetic Punch Machine, IBM 1400,
Cards, tapes Cards Assembly Honeywell 200
Magnetic tapes
Third 1964–71 Integrated Keyboards Magnetic Monitor Pascal, IBM System-
Circuits (ICs) Disks Fortran, 360
Cobol, RPG
Fourth 1971- Very Large Scale Mouse, Magnetic Monitor, RDBMS, IBM System
present Integration Scanners, Disks with Printers etc. 3760, HP 3000
(VLSI) Sound, etc. higher
of circuits capacity
Fifth Future With Artificial
intelligence

Suggested Activity

Activity 1: Explain and Demonstrate (Pictorially or Physically) each Generation of

Computers
Students in their class will explain and demonstrate the five generations of computers pictorially.
Evolution of Computers
While it would not be wrong to say that the evolution of the computer began with the man’s need to count, the
actual growth of this field happened in a short span of thirty years. This rapid development was characterized
by phases of growth, which have come to be called computer generations. Major technological developments
in each generation led to smaller, cheaper, more powerful, more efficient and reliable computers.

8 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 1 – Introduction to ICT

Five Generations of Computers

The five generations of computers are explained and demonstrated below:
First Generation (1940–1956): Vacuum Tubes
The first generation computers used valves leading to huge size and cost.
The UNIVAC and ENIAC computers are examples of first-generation
computing devices. The UNIVAC was the first commercial computer
delivered to a business client, the U.S. Census Bureau in 1951. Fig. 1.4: First Generation Computer
Second Generation (1956–1964): Transistors
The second generation computers used transistors. In span of ten years, transistors that were more efficient
and cheaper replaced valves.

Fig. 1.5: Second Generation Computer

Third Generation (1964–1971): Integrated Circuits
The third generation computers used Integrated Circuits (ICs). In the early sixties,
a major breakthrough was achieved when hundreds of transistors could be placed
on single silicon chip. This Integrated Chip (IC) became the basis of the Third
Fig. 1.6: Third Generation
Generation.
Computer
Fourth Generation (1971–Present): Microprocessors
The fourth generation computers used microprocessors. With the introduction of VLSI (Very Large Scale
Integration), thousands of transistors could be placed on a single chip. In 1981, IBM introduced its first computer
for the home user, and in 1984, Apple introduced the Macintosh. Fourth generation computers also saw the
development of Graphical User Interfaces (GUIs), the mouse and handheld devices.

Fig. 1.7: Fourth Generation Computers

Fifth Generation (Present and beyond): Artificial Intelligence
The fifth generation computer tries to infuse artificial intelligence into computers. The development of
these computers is still in its infancy, but examples can be cited of various speech recognition systems and
robots.

Fig. 1.8: Fifth Generation Computer

Information Communication Technology — Grade 9 Teacher Guide n 9

Unit 1 – Introduction to ICT

Assessment 1.3 can listen to songs while typing text or play

games while working on any other package,
Fill in the Blanks
do calculations, make drawings, surf the net,
1. Computers 2. Super computers send e-mail, etc.
3. Desktops 4. pocket calculator (vi) Reduction in Manpower: Earlier, the work in
State Whether True or False industries/factories was done by a number
of persons. But with computers, it can be
1. False 2. True 3. False 4. True
completed by a few persons and that too
Answer the Following more accurately and efficiently. The advent
1. The various types of computers used today are of computer has reduced the need of
classified as: manpower.
(i) Super computers (vii) Paper Work can be Reduced: The use of
computer reduces the burden of paper work
(ii) Mainframe computers
in any organization. For example, record of
(iii) Minicomputers each student of a school can be kept in the
(iv) Microcomputers computer itself rather than keeping manual
(a) Desktop files for each student. Also, information
regarding any student can be obtained easily
(b) Laptop
and quickly with the help of a computer.
(c) Palmtop
2. The characteristics of each type of computer are Suggested Activity
given below: Refer to sub-unit 1.3 of the Student Textbook for
(i) Speed: Computers work at an amazing speed doing the activity.
without any mistakes. The work, which a
normal person would complete in a few hours Assessment 1.4
can be done within fractions of a second by Fill in the Blanks
a computer. Speed of computers is measured
–3 1. binary 2. byte
in terms of milliseconds (10 seconds),
–6
microseconds (10 seconds) or nanoseconds 3. 1024
(10–9 seconds). 4. American Standard Code for Information
(ii) Accuracy: A computer performs its task with Interchange.
great accuracy. It never commits mistakes in
State Whether True or False
processing the data. It produces errors when
we enter inaccurate input, i.e., Garbage In 1. False 2. True 3. True 4. False
Garbage Out (GIGO). Answer the Following
(iii) Reliability: Computers are more reliable than
1. A computer handles non-numeric data in addition
human beings as they do not get bored of the
to numeric data, that is, alphabets, punctuation
repetitive tasks and never get tired.
marks and other special characters. Some predefined
(iv) Storage Capacity: A computer can store large codes are used to represent the numeric and non-
amount of data. It can store various documents, numeric characters. These codes are known as
articles, pictures, etc., in its memory which alphanumeric codes. Any data or information is
can be used whenever required. On the other represented internally using the bits 0 and 1.
hand, a human being can keep only a limited
The various codes for data representation are:
information in his/her mind and rest of the
BCD, ASCII and UNICODE, etc. All the data that
things, he/she forgets.
is entered into a computer is first converted into
(v) Versatility: A computer can perform various the binary form and after processing, it is again
types of jobs. On a computer system, we converted to human readable form.
10 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 1 – Introduction to ICT

2. The number systems are discussed in brief as: (ii) (25)10 = ( )2

Binary Number System: It consists of two digits
namely 0 and 1. These binary digits are called 2 25 Remainder
bits. The base or radix of binary number system is 2 12 1
2 as it uses two digits only. It may be noted that
2 6 0
the base digit namely 2, is not the fundamental or
basic digit of the system. Thus, all the numbers in 2 3 0 = 11001
binary system are written with the help of these 2 1 1
two digits namely, 0 and 1. The positional value
or place value of each digit in a binary number 0 1
is twice the positional value of the digit on its
Therefore, (25)10 = (11001)2
right. This number system is identical to decimal
number system with the base replaced by 2. For (iii) (759)10 = ( )8
example, (1011)2. Binary number system is used 8 759 Remainder
by the computers.
8 94 7
Octal Number System: It has base or radix 8. The
basic digits of this system are 0, 1, 2, 3, 4, 5, 6 8 11 6 = 1367
and 7. It may be noted that the base 8 is not the 8 1 3
basic digit of the system. It is commonly used as
0 1
a shorthand way of expressing binary quantities.
Also the numbers represented in octal number Therefore, (759)10 = (1367)8
system can be used directly for input and output
(iv) (746)8 = ( )2
operations.
(746)8 = 7 4 6
The octal number system is also a positional
value system, wherein each octal digit has its 111 100 110
own value or weight expressed as a power of 8. as 111 = 7, 100 = 4 and 110 = 6
For example, (517)8. in decimal
Hexadecimal Number System: It is popularly known Therefore, (746)8 = (111 100 110)2
as Hex System. It consists of sixteen symbols and
(v) (59F)16 = ( )2
therefore has the base or radix as 16 or H. It is very
well suited for big computers. The hexadecimal 5 = (0101)2
number system represents the data/information 9 = (1001)2
in the concise form. The sixteen symbols used in F = (1111)2
this system are: Therefore, (59F)16 = (101 1001 1111)2
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F. (vi) (9D)16 = ( )10
It is also positional value system, wherein each = 13 × 160 + 9 × 161
hexadecimal digit/letter has its own value or
(Here, D = 13)
weight expressed as a power of 16. For example
(1C)16. = 13 + 144
3. (i) (101011)2 = ?10 = 157
= 1 × 20 + 1 × 21 + 0 × 22 + Therefore, (9D)16 = (157)10
3 4
1×2 +0×2 +1×2
5 (vii) (11101)2 = ( )8

= 1 + 2 + 0 + 8 + 0 + 32 = 011 101 (0 added to the
= 43 left to complete the group)
Therefore, (101011)2 = (43)10 = 3 5

Information Communication Technology — Grade 9 Teacher Guide n 11

Unit 1 – Introduction to ICT

as 011 = 1 × 20 + 1 × 21 + 0 × 22 microcomputers. It has replaced many of the

special codes that were previously used by
= 1 + 2 + 0 = 3
0 1 2
computer manufacturers.
and 101 = 1 × 2 + 0 × 2 + 1 × 2
ASCII 7-bit code can represent up to 128
= 1 + 0 + 4 characters. A letter, digit or special symbol is
= 5 called a character. It includes upper-case and
Therefore, (11101)2 = (35)8 lower-case alphabets, numbers, punctuation
marks, special characters and control
(viii) (47)8 = ( )10 characters.
= 7 × 80 + 4 × 81 ASCII 8-bit code can represent up to 256
= 7 + 32 characters.
= 39 (iii) UNIcode: Unicode uses two bytes
Therefore, (47)8 = (39)10 (16 bits) for each character. It can handle
65,536 character combinations. Thus, it allows
(ix) (79)10 = ( )16 almost all the written languages of the world
Hexadecimal to be represented using a single character set.
16 79 Remainder equivalent Formally,
16 4 15 F = 4F Unicode provides a unique number for every
character,
0 4 4
no matter what the platform,
Therefore, (79)10 = (4F)16 no matter what the program,
4. (i) BCD: Binary Coded Decimal (BCD) code is one no matter what the language.
of the early computer codes. The idea of this Unicode standard covers the principal written
coding scheme is to convert each digit of a languages of the America, Europe, the Middle
decimal number into its binary equivalent East, Africa, India and Asia.
instead of converting the entire decimal
value into a binary number. This makes the Suggested Activity
conversion process easier. All the decimal Refer to sub-unit 1.4 of the Student Textbook for
digits are represented in BCD by 4 bits. For doing the activity.
example, Answers to Review Questions
0001 0010
1210 = 2
1 Fill in the Blanks
or 0001 0010 in BCD
1. computer 2. CD, DVD
Computer designers commonly use six bits to 3. System 4. Device drivers
represent BCD code. With six bits, it is possible
6 State Whether True or False
to represent 64 (2 ) different characters. For
example, 1. False 2. True 3. True 4. False
In BCD notation: Multiple Choice Questions
I = 111001 C = 110011 1. (b) 2. (d) 3. (a) 4. (c)
T = 010011
Match the Following
Hence, the binary digits 1. (d) 2. (f) 3. (e) 4. (i)
111001 110011 010011 5. (h) 6. (b) 7. (c) 8. (g)

I C T
will record the word ICT in BCD. Answer the Following
(ii) ASCII: Pronounced “ask-ee”, ASCII (American 1. Computer System: A computer is an electronic
Standard Code for Information Interchange) device that can accept data and instructions, store
is the binary code most widely used with and process it to produce the required result.
12 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 1 – Introduction to ICT

The computer mainly consists of hardware disk drive, hard-disk drive and CD or DVD
and software components. Both of these work drive.
together to process data. Figure 1.9 illustrates 3. System Software: Software that helps the
these two components: computer perform essential operating tasks.
It consists of several programs. The most
important is the operating system, the
master program that runs the computer.
For example, Windows XP, Windows 7, Unix,
Linux and the Macintosh operating system.
Fig. 1.9: Hardware and Software Application software cannot run without system
Hardware consists of all machinery and equipment software.
in a computer system. Hardware runs under the Application Software: Software that has been
control of software and is useless without it. developed to solve a particular problem, perform
However, hardware contains the circuitry that useful work on general-purpose tasks, or provide
allows processing. entertainment.
The hardware components are: input devices, Application software such as word processing,
output devices and system unit. Software also spreadsheet, presentation, desktop publishing,
called programs are step-by-step electronically database management, graphics and
encoded instructions that tell the computer how communications packages are commonly used
to perform a task. Without software, hardware is tools for increasing user’s productivity.
useless.
4. Operating system is the master control program
Software is divided into two main categories: that runs the computer. For example, Windows
System software and Application software. XP. The features of an operating system are:
2. The major hardware components of a computer (i) Manipulates the files and folders on a
system are listed below: computer.
Input Devices: Keyboard and mouse. (ii) Transfers files from one folder to another.
Output Devices: Monitor, printer and sound (iii) Finds a file or folders using a ‘search’
speakers. facility.
System Unit: CPU, memory chips, motherboard
(iv) Customizes the computer desktop.
and some secondary storage devices—floppy-
Suggested Activities
Refer to sub-unit 1.5 of the Student Texbook for doing Activity 2

Activity 1: Demonstrate and Explain in Brief a Computer System

Students in their class will demonstrate and explain in brief a computer system.

Computer
A computer is an electronic device that can accept, store and process data under the control of set of instructions
(see Fig. 1.10).

Fig. 1.10: A computer system

Information Communication Technology — Grade 9 Teacher Guide n 13

Unit 1 – Introduction to ICT

As computer pioneer John Von Neumann has said, the device should not be called the computer but rather
the “all-purpose machine”. It is not just a calculating machine but it can be put to any number of uses.
The computer mainly consists of hardware and software components. Both of these work together to process
data.
Hardware
It refers to the devices you can physically see and touch in and on the computer. The hardware components
are:
Input Devices: These allow people to put data into the computer in a form that the computer can use, for
example, keyboard, mouse, and microphone (see Fig. 1.11).

Keyboard Mouse Microphone

Fig. 1.11: Input devices
Output Devices: These translate information processed by the computer into a form that humans can
understand—print, sound, graphics or video. For example, monitor, printer, sound speakers and headphone
(see Fig. 1.12).

Monitor Printer Sound Headphone

speakers
Fig. 1.12: Output devices
System Unit: It is also known as case. It is the box that houses the CPU, the memory chips and the motherboard
with power supply, as well as some secondary storage devices—floppy-disk drive, hard-disk drive and CD
or DVD drive (see Fig. 1.13).

Fig. 1.13: Case or system cabinet

Software
It refers to the operating instructions and applications that allow computers to process the numbers, pictures,
sounds and text we enter into them. Software is generally divided into two main categories: System software
and Application software. The system software are generally concerned with the various operations of a
computer system and the application software are concerned with provided services to the users. For example,
Windows XP, Microsoft Word 2007, etc.
We can touch the disk that contains the software, but not the lines of programming code that make up the
software.
14 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 1 – Introduction to ICT

Useful Tip
To identify the processor, clock speed and amount of RAM (Random Access Memory) in a computer system
having Windows XP operating system:
Click Start → Control Panel → Performance and Maintenance System

3. What is information? What are its features?

Alternative Teaching Approaches,
4. Write the name of the dominating circuit element
Enrichment Material
of each generation of computers.
The ICT teachers can use Internet, charts, models, 5. What are the bases of decimal, octal, binary and
worksheets, go for educational field trips and subject hexadecimal number systems?
experts can be called for seminars to enrich the teaching
6. What is the difference between hardware and
level and in turn help the students in learning ICT.
software?
7. What are the main types of software? Explain
Additional Questions with appropriate examples.
1. What is the relation between data and 8. Write short note on the following:
information? (i) Utility Software
2. List sources of information. (ii) Device drivers.

Information Communication Technology — Grade 9 Teacher Guide n 15

 APPLICATION
unit 2 SOFTWARE
(15 PERIODS)

UNIT OUTCOME
Students will be able to:
l understand how to open word processing software, and create, and save a document;
l recognize how to format a document in a desired way;
l apply any of formatting features in their document;
l understand how to open presentation software, and create and save a document;
l recognize how to create a slide show using animation and sound.

suggested lesson plan  Spell checking

 Inserting tables
Sub-units Number of
Periods
 Inserting pictures (clipart, drawing object)

2.1 Word Processor 8 2.2 Presentation Software and Techniques

2.2 Presentation Software and 7 In this sub-unit, we will learn about basics of
Techniques Presentation Software and Techniques. The topics
to be learnt are:
l Features of a presentation package
structure of the unit
l Creating slides using text and images
2.1 word Processor l Formatting text and background
In this sub-unit, we will learn about basics of Word l Inserting and deleting slides
Processor. The topics to be learnt are:
l Presenting a slide show
l open word processor
l Create a slide show using animation and sound
l Creating new document
l Change slide layout
l Saving a document
l Closing a document
review of the unit
l editing a document
l Word processing software allows to create, edit,
l Formatting a document
format, print and store text material.
 Character formatting
l MS-Word is a Windows based application.
 Paragraph formatting
l A file created using MS-Word is known as a
 Page formatting document.
16 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 2 – Application Software

l Text can be entered anywhere in a document l The slide layout in PowerPoint is the arrangement
area by placing the cursor at that place. of all the items that make up your slide, such as
l The Undo option is used to undo the previous title, graphics or text boxes.
action and the Redo option will repeat the ROLE OF THE STUDENTS
previous Undo action.
In this unit, the students are supposed to learn the basic
l Formatting means changing the appearance of concepts of Word Processing, Presentation Software
text. and Techniques. The activity-based method should be
l Presentation software is a tool used to create followed by understanding the subject matter which
visual presentations. is the best way of better understanding of the subject
l A presentation package helps both: the speaker matter.
with an easier access to his/her ideas and the Different type of technologies can be used by the
participants with visual information. students to support and enhance learning. There are
l We can make slides using features such as creating many resources which can help schools to plan for
slides, inserting text, formatting text, inserting technology that will have a positive impact on student
clipart, formatting background, inserting slides, achievement. Various technologies deliver different
deleting slides and inserting images from other kinds of content and serve different purposes in the
files. classroom. For example, word processing promotes
communication skills and presentation software
l Presenting a slide show is the most useful view
promotes presentation skills of students. So, it is
of PowerPoint. It is used to display the slides in
important to consider how these electronic technologies
a desired sequence.
differ and what characteristics make them important
as vehicles for learning ICT.

ADDITIONAL CLASS ACTIVITIES FOR GIFTED STUDENTS OR SLOW LEARNERS

ACTIVITY 2.1: Create a Calendar Using MS-Word 2007

Students in groups will create a calendar using MS-Word 2007 and present it in their class.
Calendars help the students stay on top of project schedules, important school dates, and daily
planning. Curriculum-related calendars include “This Day in History,” temperature or weather
calendars (daily, weekly, or monthly logs), weekly spelling words, and vocabulary challenges for each
week of a month.
To create a calendar using MS-Word 2007, perform the following steps:
1. Open MS-Word 2007.
2. Click the Office Button. A menu appears.
3. Click New.
4. In Templates, under Microsoft Office Online, click Calendars. Search online to find the largest variety of
calendar templates. You may also find calendar templates in Installed Templates.
5. Now, in the center pane, you can:
(i) Click a calendar category to view thumbnails.
(ii) Click a thumbnail to view details in the right pane.
(iii) Click the arrows at the top of the pane to navigate between levels.
6. When you find a calendar you want to use, in the right pane, click Download (see Fig. 2.1). The template
is downloaded to your computer and opens in a new document.

Information Communication Technology — Grade 9 Teacher Guide n 17

Unit 2 – Application Software

Fig. 2.1: Clicking download

7. The calendar looks finished, but you can customize any part of it to fit your needs. If you click the
template, you will see that it is built from basic MS-Word 2007 objects, like text boxes, shapes, and
tables. Figure 2.2 shows part of a downloaded calendar. To modify a part of the calendar, select the
object and use the options in the tabs that open in the ribbon, or type new text. You can also click
the Insert tab and add objects, like pictures and SmartArt.
8. You can leave your calendar blank or add your own important information, such as a school event,
a holiday, or project details.
9. When you finish, click the Office Button and then click the Save button. You can save the calendar as
a document. Or if you want to create more documents based on the calendar, click Save as type in
the Save As dialog box and then select Word Template (.dotx). Enter a File name, and click OK.

Fig. 2.2: Part of a downloaded calendar

18 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 2 – Application Software

Useful Tip
With the Calendar Wizard, you can create a calendar from scratch. Under Templates, click Calendars. In the
center pane, click Other Calendars, click Calendar Wizard, and then click Download. A new document opens and
the wizard starts. Move through the pages of the wizard, and select a style, the print orientation, whether to
leave room for a picture, and a date range. The wizard is added to your Templates folder.

Activity 2.2: Presenting a Slide Show

Students in groups will prepare presentations and demonstrate the slide show in the class.
First of all prepare a presentation on any given topic of your choice. You can add transitions (a transition
is how one slide is removed from the screen during a presentation and the next slide is displayed) and
sounds with options in the Animations tab. Here, we have prepared the presentation on “Ethiopian National
Parks”.
To start the Slide Show, perform the following steps:
1. Start PowerPoint.
2. Click on Office Button. A menu appears.
3. Click New. Select the appropriate file name and press Enter key or Double-click on the file. The desired file
will be opened.
4. Click the Slide Show tab.
5. Click the From Beginning icon in the Start Slide Show command group or press F5 key. PowerPoint displays
the first slide of your presentation (see Fig. 2.3).

Fig. 2.3: Getting ready for presenting a Slide Show

6. Run the presentation by clicking the left mouse button at each slide. At the black screen, click the left
mouse button again.
The slides in the presentation are shown in Fig. 2.4.

Information Communication Technology — Grade 9 Teacher Guide n 19

Unit 2 – Application Software

Slide 1 Slide 2

Slide 3 Slide 4

Slide 5 Slide 6

Slide 7 Slide 8
20 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 2 – Application Software

Slide 9
Fig. 2.4: Slide Show
7. Press Esc to exit the Slide Show.

Answers to textbook assessment

Assessment 2.1 (viii) Name your document by typing “Document

Fill in the Blanks Name” in the File Name box.
1. What You See Is What You Get (ix) Click Save.
2. blank document 2. Formatting includes tasks such as changing the
3. Create 4. Editing font, aligning and indenting text, changing line
and paragraph spacing and inserting elements
State Whether True or False
such as bullets, numbers, tables and pictures
1. False 2. True etc., in a document.
3. True 4. False The Home tab is very useful in formatting a word
Answer the Following document. Some of the formatting commands of
1. To create and save a word document, the steps MS-Word are explained below:
are: First of all select the text to be formatted either
(i) Open MS-Word 2007. by using the keyboard by pressing shift key with
(ii) Click the Office Button. A menu appears. arrow keys or using the mouse.
(iii) Click New. The New Document dialog box Bold: Click the button or press (Ctrl + B) to
appears. make the selected text bold.
(iv) Click Blank document. Italic: Click the button or press (Ctrl + I) to
(v) Click Create. A new blank document opens. italicize the selected text bold.
Now, you can type the desired text in the Underline: Click the button or press
document. (Ctrl + U) to underline the selected text.
(vi) Click Save or Press Ctrl + S. The Save As dialog Font Face: Press (Ctrl + Shift + F) to change the
box appears if you are saving your document font face.
for the first time. Font Size: Press (Ctrl + Shift + P) to change the
(vii) Specify the correct folder in the Save In box. font size.

Information Communication Technology — Grade 9 Teacher Guide n 21

Unit 2 – Application Software

To insert a table in MS-Word 2007, perform the

Align Text Left: Click the button or press following steps:
Ctrl + L to align text to the left.
(i) Open the document in which the table is to
Center Text: Click the button or press be inserted.
Ctrl + E to center text.
(ii) Click Insert tab.
Align Text Right: Click the button or press
Ctrl + R to align text right. (iii) Click Table button.
Justify: Click the button or press (iv) Drag in grid to select the desired number of
Ctrl + J to align text to both the left and right columns and rows.
margins, adding extra space between words as (v) Click OK.
necessary. (vi) Now fill the table as per your requirement.
Similarly on the Home tab, the Clipboard, Styles (vii) Save and Close the document
and Editing groups as well as the other buttons
on the Font group and Paragraph group can be Suggested Activities
used for formatting a document. Refer to sub-unit 2.1 of the Student Textbook for
The Insert tab can be used for inserting Tables, doing the activities.
Pictures, applying Header and Footer in a
Answers to Review Questions
document.
3. Spell checking in MS-Word: Fill in the Blanks
We can use MS-Word’s spelling checker to 1. presentation 2. conferencing
find and correct the misspelled words and find 3. Formatting 4. sound
duplicate words (such as and). The spelling
checker compares words in the document to be State Whether True or False
spell checked with the words in its dictionary. If 1. False 2. True 3. False 4. True
a match is found, the word is passed over. If no
Multiple Choice Questions
match is found for the word, the spelling checker
stops, selects the word, and offers replacements. 1. (d) 2. (b) 3. (c) 4. (d)
It can help in creating a well-written document Match the Following
but do not replace the need for proofreading. 1. (b) 2. (a) 3. (d) 4. (c)
To spell check in MS-Word 2007, perform the
following steps: Answer the Following
(i) Open the document to be spell checked in 1. Creating a Presentation: To create a presentation in
MS-Word. PowerPoint 2007 you can either use a predefined
template or create it from scratch. Creating from
(ii) Place the cursor at the beginning of the text in
scratch is useful if you are not sure how you
the document.
want your presentation to look.
(iii) Click Review tab.
To create a presentation in PowerPoint 2007,
(iv) Click the Spelling & Grammar button in Proofing perform the following:
panel or press F7. Open PowerPoint, a blank presentation is
(v) Ignore or change as per need. immediately created.
(vi) Click OK. Or
(vii) Save and Close the document. (i) Click the Office Button. A menu appears.
4. Inserting a table in MS-Word 2007 has changed (ii) Click New.
slightly from previous versions of Word; (iii) In the Blank and recent under category select
however it is very easy with the new Ribbon Blank Presentation.
user interface. (iv) Click Create.
22 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 2 – Application Software

The new presentation will default to the name (iii) Click the More button located at the right side
of Presentation1, Presentation2, Presentation3 of the Themes icons.
etc. (the number increments each time you create (iv) Click desired themes at drop-down gallery.
one).
(v) For adding slide(s), click Home tab and then
To rename it click the Office Button. Click Save, click New Slide button.
and type in the desired name into the File
(vi) Save the presentation using the Save button
Name box. Click Save or Press (Ctrl + S) on the
on Quick Access toolbar.
keyboard.
4. Steps to change the layout of a slide:
Now, you are ready to start adding to your
presentation. To change the layout of a slide, perform the
following steps:
2. Preparing and presenting a slide show:
(i) Open PowerPoint.
For preparing a presentation keep in mind the
following basic guidelines: (ii) Make the desired slide active.
(i) Determine the main purpose of the (iii) Click Home tab.
presentation. (iv) Click Layout button.
(ii) Determine the output. (v) Click desired layout at drop-down list.
(iii) Show one idea per slide. (vi) Click Save.
(iv) Maintain a consistent design.
Suggested Activities
(v) Keep slides easy to read and uncluttered.
Refer to sub-unit 2.2 of the Student Textbook for
(vi) Determine printing needs. doing the activities.
Let us assume that you have already created a
presentation. To present a slide show, perform
the following steps:
ALTERNATIVE TEACHING APPROACHES,
(i) Click the Open Button on the Quick Access
ENRICHMENT MATERIAL
Toolbar. If the Open button does not display The ICT teachers can use Internet, charts, worksheets,
on the Quick Access Toolbar, click the models, go for educational field trips and subject experts
Customize Quick Access Toolbar button that can be called for seminars to enrich the teaching level
displays at the right side of the toolbar and and in turn help the students in learning Application
then click Open at the drop-down list. Software.
(ii) At Open dialog box, double-click on the
desired presentation. Additional Questions
(iii) Click Slide Show tab.
1. What is the difference between Save and Save As
(iv) Click From Beginning button or From Current
commands in MS-Word?
Slide button.
2. How will you apply bullets and numbers to
(v) Run the presentation by clicking the left mouse
display ordered or unordered list in MS-Word?
button at each slide. At the black screen, click
the left mouse button again. 3. How will you insert and delete a page break and
page number in a document?
(vi) Press Esc to exit the slide show.
4. What are the main uses of presentation
3. Creating a presentation using design techniques:
software?
To create a presentation using design techniques,
5. What kind of help is available with a presentation
perform the following steps:
software?
(i) Open PowerPoint.
6. How will you create a slide show using animation
(ii) At the PowerPoint window, click the Design and sound?
tab.
Information Communication Technology — Grade 9 Teacher Guide n 23
 INFORMATION AND
unit 3 COMPUTER SECURITY
(3 PERIODS)

UNIT OUTCOME
Students will be able to:
l understand the responsible behaviour in the computer laboratory;
l recognize the nature of computer virus and measures to protect.

suggested lesson plan l School ICT policy means rules prepared by the
school and students must live with it.
Sub-unit Number of
Periods l Computer viruses are software programs which
3.1 Information and Computer 3 are proving to be main cause of crashing computer
Security system. The best way to protect computer viruses
is installing antivirus software.
structure of the unit
role of the students
3.1 Information and Computer Security
In this sub-unit, we will learn about basic concepts In this unit, the students are supposed to learn the
of Information and Computer Security. The topics basic concepts of Information and Computer Security.
to be learnt are: The activity-based method should be followed to
l Responsible behaviour in the computer lab
understand the subject matter which is the best way
of better understanding of the subject matter.
l School ICT policy
Information and computer security plays a vital
l Nature of computer viruses
role in most of the organizations. Students are the one
 Measures to protect
of the groups most targetted by identity thieves and
review of the unit computer hackers. Students work in many different
computing environments and are often among the least
l Security of information and related computer protected against intrusions. They also frequently lack
systems is a big concern for the computer users. the knowledge that would help keep them safe. So, the
l Computer laboratory contains delicate and
students must know that Information and Computer
expensive equipment.
Security is an important issue to protect themselves,
l In computer lab; students must behave in a
even after completion of their education.
calm manner and not damage any machines
or furniture; they must not touch any electrical note: Computer and information systems managers
connections for any reason. oversee a variety of workers, including systems

24 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 3 – Information and Computer Security

analysts, support specialists, and software engineers. They may advance to progressively higher leadership
They are aware of the latest ICT developments to positions in an ICT department or non-technical areas
ensure that the organization remains competitive. such as marketing, human resources and sales, etc.

ADDITIONAL CLASS ACTIVITy FOR GIFTED STUDENTS OR SLOW LEARNERS

ACTIVITY 3.1: Computer Viruses and Protection

Students will form groups in their class to discuss about computer viruses and protection.
Computer Virus
A computer virus is a “deviant” program, stored on a computer floppy drive, hard drive, or CD, that can
cause unexpected and often undesirable effects, such as destroying or corrupting data. For example, boot-
sector virus, file virus, multipartite virus, macro virus, and logic bomb, etc.
Ways of Virus Passing
Viruses are passed in the following two ways:
1. By floppy disk: The first way is via an infected floppy disk, perhaps obtained from a friend or a repair
person.
2. By the Internet or some other network: The second way is via a network such as, download (make
copies of file) information from the Internet and other computer networks, or open files attached to
e-mail.
Figure 3.1 shows the working of viruses (Courtesy: www.contemposervices.com).

Fig. 3.1: Working of Computer Viruses

Protection
For every individual computer user, the primary motive is PC protection. In other words, they must protect
their computers from viruses. A virus can expose the information or stop your computer from working.
To help avoid computer viruses, it is essential that you keep your computer current with the latest updates,
antivirus tools (antivirus software is a utility program that scans hard disks, floppy disks, and memory to detect

Information Communication Technology — Grade 9 Teacher Guide n 25

Unit 3 – Information and Computer Security

viruses), stay informed about recent threats, and follow a few basic rules when you surf the Internet, download
files, and open attachments.
Once a virus is on your computer, its type or the method used to get there is not as important as removing
it and preventing further infection. One important thing you can easily do is back up your files regularly (make
sure they are not infected).
A good antivirus software comes with features like a built-in firewall and usually offers an access to online
data backup. Firewalls are systems which help protect computers and computer networks from attack and
subsequent intrusion. Visit the website www.mobrien.com for more information on Firewalls.
Figure 3.2 shows Kaspersky Antivirus website.

Fig. 3.2: Kaspersky Antivirus website (www.kaspersky.com)

Some of the best antivirus software are:
1. Kaspersky 2. Avast
3. Norton 2011 4. Microsoft Security Essentials
5. AVG 6. Comodo
7. McAfee 8. Trend Micro
9. Avira AntiVir 10. BitDefender
So, it is totally up to you to select which one is the best antivirus for you as per your requirement and your
system configurations. Visit the following websites for more information on antivirus software:
l en.softonic.com
l www.freedownloadscenter.com
l www.brothersoft.com
l www.microsoft.com

26 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 3 – Information and Computer Security

Answers to review Questions

Fill in the Blanks (viii) Do not change computer preference settings

1. delicate, expensive 2. electrical or endeavour to “hack” into unauthorized
3. computer virus 4. antivirus areas.
(ix) Always use print preview before you print.
State Whether True or False
(x) Take permission from your computer teacher
1. False 2. True before printing.
3. False 4. False (xi) Before leaving from the computer lab you
Multiple Choice Questions should follow these procedures:
1. (d) 2. (a) (a) Exit any programs you are using. The
3. (b) 4. (c) login screen should be showing on the
desktop. Return supplies (if any).
Match the Following (b) Straighten your work area and retrieve
1. (b) 2. (c) your books from the book shelf.
3. (d) 4. (a) (c) Log Off/Turn Off your computer and push
in your chair.
Answer the Following
2. Safe online behaviour: Netiquette, or “network
1. A computer laboratory contains delicate and
etiquette” means safe or appropriate online
expensive equipment. Students must behave in
behaviour.
a calm manner and not damage any machines
In general, safe online behaviour has two basic
or furniture; they must not touch any electrical
rules:
connections for any reason. The guidelines to be
(a) do not waste people’s time, and
followed in the computer lab are:
(b) do not say anything to a person online that
(i) Students are not allowed in the computer
you would not say on his or her face.
lab unless directly supervised by a computer
teacher or any other staff member. Some other specific rules of safe online behaviour
are given below:
(ii) Never share your password, even with your
(i) Consult FAQs (Frequently Asked Questions)
best friend.
which have expected norms of online
(iii) No gum, snacks or drinks are allowed in the behaviour for particular groups.
computer lab, electronic equipment does not
(ii) Avoid flaming, that is, writing an online
like to get wet or sticky.
message that uses derogatory, obscene,
(iv) Listen to directions given by your computer or inappropriate language. You can use
teacher. emoticons—Keyboard-produced pictorial
(v) Review your notes, on-line materials and of representations of expressions for smooth
course the HELP option in all programs. online communications.
(vi) Use the Internet only as instructed. Do not (iii) Do not Shout, that is, avoid use of all
click on links that seem suspicious or give capital letters except when they are required
offers of anything “free”. for emphasis of a word or two (as when you
cannot use italics in your e-messages).
(vii) Do not use the mouse or keyboard as a toy,
(iv) Be careful with jokes as some people take
that is, do not randomly click on the mouse
these as insults or criticism.
or hit the keys on the keyboard without a
purpose. (v) Avoid sloppiness, but avoid criticizing
others’ sloppiness, that is, avoid spelling and
Information Communication Technology — Grade 9 Teacher Guide n 27
Unit 3 – Information and Computer Security

grammatical errors. However, do not criticize software. Antivirus software consists of computer
these same errors in others’ messages. (As they programs that attempt to identify, thwart and
may not have English as a native language.) eliminate computer viruses and other malicious
Use the spell-checking capability of the e-mail software (malware).
software. A good antivirus software comes with features
(vi) Do not send huge file attachments, unless like a built-in firewall and usually offers an access
requested as it may take a long time to to online data backup. This antivirus software has
download a massive file. Also, the receipent the option to deactivate the malicious viruses.
must have the appropriate software to open Firewalls are systems which help protect
your attachment. computers and computer networks from attack
(vii) When replying, quote only the relevant and subsequent intrusion.
portion. The computer users should follow these safety
(viii) Do not “over forward,” that is, check the e-mail rules to protect against viruses:
contents before using automatic forwarding.
(i) Do not open unsolicited e-mails.
3. School ICT Policy: The school ICT policy means the
(ii) Never download an attachment of an e-mail
rules prepared by the school to use ICT. When
without scanning it for viruses first.
deciding on the school’s aims for ICT, internal,
local and national factors should be considered. (iii) Make sure you also use a firewall.
The school’s overall aim for ICT is to enrich (iv) Do not download free software or music.
learning for all students. The school management (v) Do not use free antivirus software.
must ensure that ICT Co-ordinator and computer (vi) Search on Internet for antivirus reviews and
teachers develop confidence and competence to analyse yourself for best antivirus software.
use ICT as a tool aiding effective teaching across
the curriculum. Suggested Activities
The school ICT policy must identify the important Refer to sub-unit 3.1 of the Student Textbook for
issues and guide the students to live with it. doing the activities.
Some of these include:
(i) A statement defining ICT capability. ALTERNATIVE TEACHING APPROACHES,
(ii) The aims for ICT in the school. ENRICHMENT MATERIAL
(iii) Guidance on record-keeping, assessment.
The ICT teachers can use Internet, charts, worksheets,
(iv) Guidance on health and safety. models, go for educational field trips or subject experts
(v) Specific rules for the use of Internet and can be called for seminars to enrich the teaching level
e-mail. and in turn help the students in learning Information
(vi) Statement of the school’s position on and Computer Security.
copyright, data protection.
(vii) Information regarding maintenance/repair/ Additional Questions
viruses.
1. What do you mean by security of a computer
(viii) Date for review.
system?
4. Computer Virus: A computer virus is a malicious
2. What is the importance of responsible behaviour
program that is designed to corrupt or delete the
in the Computer Laboratory?
information stored in the computer. Computer
viruses are spread through transportable 3. What does online mean?
secondary storage devices and networks. 4. Discuss the importance of school ICT policy.
Measures to Protect Computer Virus: The best way 5. How does a virus affect a computer system?
to protect computer viruses is installing antivirus 6. How does firewall work?
28 n Information Communication Technology — Grade 9 Teacher Guide
 APPLICATION
unit 4 SOFTWARE
(15 PERIODS)

UNIT OUTCOME
Students will be able to:
l recognize the uses of spreadsheets;
l understand the screen elements in the spreadsheet window;
l recognize how to create and use simple spreadsheet using text and numbers;
l understand how to format worksheets;
l recognize to use built in functions and create custom formula.

suggested lesson plan l entering a Formula into a Cell

l Copying by Using the Fill Handle
Sub-unit Number of
Periods
review of the unit
4.1 Spreadsheets 15
l A spreadsheet is a document which helps
you organize data in rows and columns that
structure of the unit intersect to form cells.
4.1 Spreadsheets l In a spreadsheet each cell can contain words, a
number, or a formula.
In this sub-unit, we will learn about basics of
spreadsheets. The topics to be learnt are: l Some examples of spreadsheets are Microsoft
excel, Corel Quattro Pro, openoffice Calc,
l Introduction
Google Spreadsheets and Lotus–123 etc.
l Starting Spreadsheets
l MS-excel has screen similarities with MS-Word
l Screen elements of Spreadsheets and other MS products; main differences in a
l Create and Use a Simple Spreadsheet spreadsheet are
l entering and editing Text (i) the formula bar which is used for operations
l Saving the Worksheet on cells such as calculations
l Using the Four Mathematical operators on Data (ii) the working area.
to Create Custom Formula l A function is a built-in formula that performs
l Addition calculations on a range of values. Some examples
l Sum (dragging) of functions are SUM, AVeRAGe, CoUNT,
MAX, MIN.
Information Communication Technology — Grade 9 Teacher Guide n 29
Unit 4 – Application Software

ROLE OF THE STUDENTS in that they contain large amounts of data that can
be summarized or displayed in many user-friendly
In this unit, the students are supposed to learn the
formats. Creating a well-designed spreadsheet is often
basic concepts of Spreadsheets. The activity based
as much an art as science. The students generally have
method should be followed to understand the subject
matter which is the best way of better understanding different levels of understanding for various topics. By
of the subject matter. the end of this unit, every student is expected to create
user-friendly spreadsheets. Students having more
Perhaps the most used software in accounting
applications is an electronic spreadsheet, such as advanced knowledge are expected to learn new skills
Microsoft Excel. Spreadsheets are extremely powerful as well as help their less-experienced classmates.

ADDITIONAL CLASS ACTIVITy FOR GIFTED STUDENTS OR SLOW LEARNERS

ACTIVITY 4.1: Navigating a Worksheet

In groups, the students will explain and demonstrate the navigation in a worksheet.
Scrolling Techniques
In large worksheets, you will need to scroll to the right or scroll down to locate cells with which you need to
work. The horizontal and vertical scroll bars are used to scroll with the mouse. Scrolling by using the scroll
bars does not move the position of the active cell. You can also scroll using the arrow keys or with keyboard
commands. Scrolling by using the keyboard moves the active cell.

Fig. 4.1: Scrolling in a large worksheet

Keyboard Movement Commands
Table 4.1 shows some keyboard scrolling techniques:
Table 4.1: Keyboard Movement Commands
Press To move to
Arrows keys one cell up, down, left, or right
Ctrl + Home A1
Ctrl + End last cell in worksheet
Home beginning of row
Page Down down one screen
Page Up up one screen
Alt + Page Down one screen to the right
Alt + Page Up one screen to the left

30 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 4 – Application Software

Go to Specific Cell
To go to specific cell in a worksheet, perform the following steps:
(i) Start Excel and open a workbook.
(ii) Click the Home tab.
(iii) Click the Find & Select button in the Editing group (see Fig. 4.2)
(iv) Click Go To at the drop-down list.
(v) The Go To dialog box appears (see Fig. 4.3).

Fig. 4.2: Clicking Find and Replace Fig. 4.3: Go To dialog box
(vi) Type cell address in the Reference text box.
(vii) Click OK or press Enter key.
(viii) Click the Office Button. A menu will appear.
(ix) Click Close.

Answers to review Questions

Fill in the Blanks Purpose of a spreadsheet: A spreadsheet package is a
1. MS-Excel 2007 2. workbook numeric data analysis tool, which not only allows
3. fill handle 4. built-in functions us to quickly calculate and analyse numbers, but
also lets us quickly explore a variety of possible
State Whether True or False outcomes. The spreadsheet allows users to create
1. True 2. False 3. True 4. False tables and financial schedules by entering data and
formulae into rows and columns arranged as a grid
Multiple Choice Questions
on a display screen.
1. (d) 2. (c) 3. (a) 4. (b) Examples: Some examples of spreadsheets are
Match the Following Microsoft Excel, Corel Quattro Pro, OpenOffice
1. (c) 2. (d) 3. (b) 4. (a) Calc, Google Spreadsheets, Lotus-123, etc.
2. Creating and saving worksheet in MS-Excel: Suppose
Answer the Following you are having MS-Excel 2007 installed on your
1. Spreadsheet: A spreadsheet is a document which computer.
helps you organize data in rows and columns
To create and save a worksheet in Excel 2007,
that intersect to form cells.
perform the following steps:
Information Communication Technology — Grade 9 Teacher Guide n 31
Unit 4 – Application Software

(i) Double-click on the MS-Excel 2007 icon on (iii) Click the Home tab.
the desktop. (iv) Click the Delete button arrow in the Cells
OR group.
Click Start → All Programs → Microsoft Office (v) Click Delete Sheet Rows or Delete Sheet
→ Microsoft Office Excel 2007 Columns.
A workbook named Book1 will be created. Inserting and deleting cells in Excel: We can insert
A workbook can contain several worksheets. new blank cells or delete a range of cells within
Now, you can enter the data as per your the worksheet area.
requirement. To insert cells in Excel 2007, perform the following
(ii) Click Office Button. steps:
(iii) Click Save As. (i) Open the worksheet.
(iv) Type new workbook name. (ii) Select the range of cells you need to add.
(iii) Click the Home tab.
(v) Click Save or press Enter key. Excel
automatically adds the file extension .xlsx to (iv) Click the Insert button in the Cells group or
the end of a workbook name. click the Insert button arrow and then click
3. Inserting rows or columns in Excel: We can insert Insert Cells at the drop-down list to open the
rows or columns using options from the Insert Insert dialog box.
button in the Home tab or from the context (v) Using the dialog box, choose to shift the
sensitive shortcut menu that displays on right- existing cells right or down.
clicking a selected area. Inserted rows are placed To delete cells in Excel 2007, perform the
above the active cell or selected rows and existing following steps:
rows are shifted down. Columns are inserted left (i) Open the worksheet.
of the active cell or selected columns and existing
columns are shifted right. (ii) Select the range of cells you need to delete.
To insert rows or columns in Excel 2007, perform (iii) Click the Home tab.
the following steps: (iv) Click the Delete button in the Cells Group or
(i) Open the worksheet. click the Delete button arrow and then click
(ii) Select required number of rows or columns. Delete Cells at the drop-down list to open the
Delete dialog box.
(iii) Click the Home tab.
(v) Using the dialog box, delete the selected range
(iv) Click the Insert button arrow in the Cells
of cells to shift up the cells below the deleted
group.
range.
(v) Click Insert Sheet Rows or Insert Sheet
4. Built-in functions in Excel: A function is a built-in
Columns.
formula that performs calculations on a range of
Deleting rows or columns in Excel: We can delete values. It allows you to perform mathematical,
rows or columns using options from the Delete statistical and date-time functions. For example,
button in the Home tab or from the context Sum, Average, Count, Max, Min etc.
sensitive shortcut menu that displays on right-
The syntax of writing a function in Excel is:
clicking a selected area. When rows or columns
are deleted, data automatically is shifted up or = <Function name>(<List of arguments>)
left to fill space and references in formulas are SUM( ): Adds all the numbers in a range of cells.
updated. The syntax of SUM( ) function is:
To delete rows or columns in Excel 2007, perform SUM(number1, number2, ...)
the following steps: Here,
(i) Open the worksheet. number1, number2, ... are 1 to 255 arguments
(ii) Select rows or columns to be deleted. for which you want the total value or sum.

32 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 4 – Application Software

For example, Here,

= SUM(2,5) adds 2 and 5 (7) number1, number2, ... are 1 to 255 numeric
= SUM(“5”,14,TRUE) adds 5, 14 and 1, because arguments for which you want the average.
the text values are translated into numbers, and For example,
the logical value TRUE is translated into the = AVERAGE(10,7,9,27,2) will find the average of
number 1 (20) the numbers given as arguments (11)
= SUM(A2:E2) will find the sum (total) of = AVERAGE(A2:E2) will find the average of
numbers in the specified range. numbers in the specified range.
AVERAGE( ): Returns the average (arithmetic
mean) of the arguments. The syntax of Suggested Activities
AVERAGE( ) function is: Refer to sub-unit 4.1 of the Student Textbook for
AVERAGE(number1, number2, ...) doing activities 1, 2 and 3.

ACTIVITY 4: Explain and demonstrate cell reference: Absolute and Relative

In small groups the students will explain and demonstrate absolute and relative cell references.

Cell Reference
A cell reference consists of the column letter and row number that intersect at the cell’s location (the column
letter is always used first). It identifies a cell or a range of cells on a worksheet and tells Excel, about where
to look for the values or data that you want to use in a formula. With references, you can use data contained
in different parts of a worksheet in one formula or use the value from one cell in several formulas.
We can refer to a cell or range of cells in formulae in three ways: relative reference, absolute reference and
mixed reference (a mixture of relative and mixed reference).
Relative reference
In Excel and other spreadsheets, a relative cell reference identifies the location of a cell or group of cells. The
cell references are used in formulas, functions, charts, and other Excel commands. By default, a spreadsheet
cell reference is relative. This means that as a formula or function is copied and pasted to other cells, the cell
references in the formula or function change to reflect the function’s new location, that is, Excel updates the
cell references. For example,
1. Start Excel to start a new blank workbook
2. In cell D1, D2, enter 30, and 25 respectively.
3. In cell E1, enter = D1*2.
4. Press Enter.
Cell E1 now returns the value 60.
5. If E1 is not the active cell, click it once.
6. Press Ctrl + C, or click the Copy button on the Home tab.
7. Click cell E2.
8. Press Ctrl + V, or click the Paste button on the Home tab.
9. If you see a moving marquee around cell E1, press the Esc key.
Cell E2 should be the active cell, but if it is not, just click it once. Look at the Formula bar. The contents
of cell E2 are = D2*2 (see Fig. 4.4) and not the = D1*2 that you copied.
Information Communication Technology — Grade 9 Teacher Guide n 33
Unit 4 – Application Software

Fig. 4.4: Relative references adjust when a formula is copied

What has happened? Excel, in its wisdom, assumed that if a formula in cell E1 references the cell
D1—one cell to the left—then the same formula put into cell E2 is supposed to reference cell D2—also
one cell to the left.
Absolute reference
In Excel and other spreadsheets, an absolute cell reference identifies the location of a cell or group of cells. In
an absolute cell reference, a dollar sign ($) precedes both the column letter and the row number. For example,
= $A$1
An absolute cell reference is used when you want a cell reference to stay fixed on a specific cell. This means
that as a formula or function is copied and pasted to other cells, the cell references in the formula or function
do not change. For example, in the earlier example of relative reference, if in cell E1, you enter = $D$1*2 and
repeat the copy/paste steps, Excel will show the same result in cell E2 as shown in cell E1? (see Fig. 4.5).

Fig. 4.5: Absolute references do not change when a formula is copied

Use shortcut keys to toggle through the dollar-sign permutations. Specifically, highlight the cell reference
that you want to change in the formula bar. Press the F4 function key to toggle through the different possible
placements of $.

ALTERNATIVE TEACHING APPROACHES, Additional Questions

ENRICHMENT MATERIAL 1. What can you do with an electronic spreadsheet
The ICT teachers can use Internet, charts, worksheets, that you cannot do with pencil and paper and a
standard calculator?
models, go for educational field trips and subject experts
2. What is editing? How editing is performed in
can be called for seminars to enrich the teaching level
Excel?
and in turn help the students in learning Application
3. What is auto sum utility of Excel?
Software.
4. What is a fill handle? What are its uses?
34 n Information Communication Technology — Grade 9 Teacher Guide
unit 5 USING INTERNET
(10 PERIODS)

UNIT OUTCOME
Students will be able to:
l understand the Internet as a global network;
l recognize the meaning of some basic terms related to the Internet;
l recognize the work with a search engine to search for items;
l understand hotspots and hyperlinks;
l comprehend the meaning of some common e-mail terms.

suggested lesson plan l Printing Documents

l Searching Information
Sub-units Number of
Periods 5.2 Using E-mail
5.1 Using Internet 5 In this sub-unit, we will learn about basics of Using
e-mail. The topics to be learnt are:
5.2 Using e-mail 5
l Creating an e-mail account
l Composing and sending an e-mail
structure of the unit l Receiving and replying to an e-mail
5.1 Using Internet l Facilities of an e-mail system
In this sub-unit, we will learn about basics of Using l Distribution list
Internet. The topics to be learnt are: l Attachments
l Definition of Internet  Sending
l Uses and Services Available on the Internet  Receiving

l Terms l Auto Reply

l Types of Browsers Software
l Screen elements of Internet explorer review of the unit
l Using Internet l Internet is the network that is available to users
l Browsing Information across the globe.
l The major use of Internet is for searching the
l Saving Document
information stored in millions of computers of
l Saving Images the Internet.
Information Communication Technology — Grade 9 Teacher Guide n 35
Unit 5 – Using Internet

l A web browser, or simply browser, is software should be followed to understand the subject matter
that enables users to locate and view web which is the best way of better understanding of the
pages and to jump from one page to another. subject matter.
For example, Internet Explorer, Mozilla Firefox,
Google Chrome etc. The Internet is an extremely useful resource for
l Screen elements of Internet Explorer are: Menu students. There is a lot of information that can save
bar, Address bar, Standard toolbar, Workspace, a student from a trip to the library. There are many
Content window, Status bar etc. reputed websites with information about all sorts of
l Examples of search engines are AltaVista, Lycos, subjects. Students must be very careful when searching
Google and Yahoo. information from the Internet, however, especially for
l E-mail is the exchange of messages stored on work in a school assignment.
computers, through a communication channel. The Internet can be a resource in many other ways.
l To send and receive e-mail, you need to create Many ICT and other subject teachers will actually use
an account with an e-mail service provider. the Internet for their classes. They may post information
l Composing of an e-mail message is done very or assignments for their students on the Internet.
much like a paper letter.
Some of them will post marks/grades on the Internet
l All e-mail systems have the ability to send, or communicate with their students. Some important
receive and discard mail.
topics are taught by the ICT teachers on the Internet.
l Auto Reply feature is useful when you are on
In this way, the Internet can also be a good resource
holidays and want to inform people that you
would not be checking your e-mail for a few for students.
days. Using Internet, the students will be able to
communicate effectively, that is, they will have a
ROLE OF THE STUDENTS range of skills to express themselves through new
environments (e-mail, websites, etc.).
In this unit, the students are supposed to learn the
basic concepts of Internet. The activity based method

ADDITIONAL CLASS ACTIVITy FOR GIFTED STUDENTS OR SLOW LEARNERS

ACTIVITY 5.1: Screen Elements of Mozilla Firefox Browser

Students in their class will explain and demonstrate the screen elements of Mozilla Firefox web
browser.
Browser
A web browser, or simply browser, is software that enables users to locate and view web pages and to jump
from one page to another. For example, Mozilla Firefox.
Screen Elements of Mozilla Firefox
Most browsers have a similar look and feel. The Mozilla Firefox web browser screen has five basic
elements:
(i) Menu bar (ii) Toolbar
(iii) URL bar (iv) Workspace
(v) Status bar
To execute menu bar and toolbar commands, we use the mouse to move the pointer over the word,
known as menu selection, and click the left button of the mouse. This will result in a pull-down menu of other
commands for other options (see Fig. 5.1).

36 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 5 – Using Internet

Fig. 5.1: Mozilla Firefox browser screen elements

Visit the website www.mozilla.com for Mozilla Firefox features.
Bookmarks or favorites
One great helper for the users is the bookmark or favorite system, which lets them store the URLs of web pages
they frequently visit, so that they do not have to remember and retype their favorite addresses. For this, click
on the Bookmarks or Favorites feature, which displays the URL on the screen, and then click on Done or Add,
which automatically stores the address. Later on locate the site name on the Bookmarks menu, click on it, and
the site will reappear. To delete the bookmark, use the right mouse button and select the Delete command.

Answers to textbook assessment

Assessment 5.1 2. Using Internet and WWW: The Internet and

WWW are not the same thing. The Internet is
Fill in the Blanks
a massive network of networks, connecting
1. Internet 2. website (site) millions of computers via protocols, hardware,
3. browser 4. search and communications channels. The WWW is a
State Whether True or False means of accessing information available on the
Internet using software called browser.
1. False 2. True 3. False 4. True
An ISP (Internet Service Provider) helps the
Answer the Following Internet users to connect to the Internet. The ISP
1. Internet: Internet is the network that is available functions as an interface between the user and
to users across the globe. It is called “the mother the rest of the Internet. The Internet contains
of all networks”. information in the form of web pages grouped
into websites. The major use of the Internet is
Who governs the Internet?
for searching the information stored in millions
No one governs the Internet. The Internet is of computers around the world. It can keep
coordinated by many volunteer organisations the user updated about everything happening
and no single organisation is having the complete in the world. The user can search for the
control over it.
Information Communication Technology — Grade 9 Teacher Guide n 37
Unit 5 – Using Internet

information, take part in online text, audio or browser makes it easy to navigate (or “surf”)
video conversation or can share the information the web and to download items. For example,
with the other users of the Internet. Internet Explorer.
WWW or World Wide Web has changed the 4. Types of Browsers: Browser is software that
picture of the Internet after its creation. Earlier, enables users to locate and view web pages and
Internet was used to share textual information to jump from one page to another. More than
only. There were no graphics, no animations and one web browser can also be installed on a single
no links as you see in today’s Internet. All credit computer. Some of the best-known browsers
goes to WWW which provides easy and effective are:
way of storing and accessing information on the (i) Internet Explorer: Internet Explorer is the most
Internet. The e-mail is used to send and receive widely-used web browser by people around the
messages instantly. world. It is commonly known as IE. The latest
3. Website: A computer with a domain name is version is Internet Explorer 8.
called a website (site). The top-level domains are (ii) Mozilla Firefox: Mozilla Firefox browser is coming
.com, .edu, .org, and .net. For example, www. up very fast i.e., its users are increasing every
google.com, www.microsoft.com. day. It is the second-most famous browser after
Webpage: A web page is a document on the World Internet Explorer.
Wide Web that can include text, pictures, sound (iii) Google Chrome: This web browser was developed
and video. The first page you see on a website is by Google. Google Chrome is providing a tough
like the title page of a book. This is the home page, fight to other web browsers and is very popular
or welcome page, which identifies the website among users.
and contains links to other pages at the site.
Browser: A web browser, or simply browser, is Suggested Activities
software that enables users to locate and view Refer to sub-unit 5.1 of the Student Textbook for
web pages and to jump from one page to another. doing Activity 1.
It is what you use to get around the web. A web
ACTIVITY 2: Explain that Each Website has a Unique Address; a Website Holds Information;
Creation of Websites Briefly; there may be a few or many Pages on the
Website
In groups the students will explain that each website has a unique address; a website holds information; creation
of websites briefly; there may be a few or many pages on the website.

Website
A computer with a domain name is called a website (site). Figure 5.2 shows a website.

Fig. 5.2: A website

38 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 5 – Using Internet

URL (Uniform Resource Locator)

The URL is a string of characters that points to a specific piece of information anywhere on the web. In other
words, the URL is the website’s unique address. For example,
http://www.selamta.net/national_parks.htm
is a URL for a website offered by Selamta for Ethiopian National Parks. A URL is not the same thing as an
e-mail address.
A website holds information. For example, the website shown in Fig. 5.2 shows information about Ethiopian
National Parks. Websites provide multimedia content to users.
Creation of Websites
The World Wide Web (WWW) is a great way to give information about yourself and your work to others.
To do so, you need to have a web page and put it online. Professional web page designers can produce a
website for you or you can do it yourself using a menu-driven program included with your web browser or
a web page design software package.
Fortunately, providers offer some free, easy to use web authoring tools for creating simple websites. They
help you create web pages using icons and menus to automate the process; you do not need to know HTML
(Hypertext Markup Language) for it. These automated tools let you select a prepared, template web page
design, type a few words, add a picture or two—and your work is done. To save the pages and make them
accessible on the Internet, the provider grants you a certain amount of space on its web servers.
Some web design software packages are:
(i) Intuit Website Creator 2010 (iv) Web Studio 5.0
(ii) Web Easy Professional 8 (v) Adobe Dreamweaver CS5
(iii) Microsoft FrontPage
The www.brothersoft.com website offers many web design software (see Fig. 5.3).

Fig. 5.3: Website www.brothersoft.com offers web design software

A website may consist of a single page—the home page. Large websites have a number of pages
(in hundreds). Remember that the contents of home pages often change. Or they may disappear, and so the
connecting links to them in other web pages become links to nowhere.

Information Communication Technology — Grade 9 Teacher Guide n 39

Unit 5 – Using Internet

ACTIVITY 3: Explain and Demonstrate some Hyperlinks, and Returning Back to the Original
Web Page
In groups, the students will explain and demonstrate some hyperlinks, and returning back to the original web
page.

Hyperlink
A hyperlink (link) is a word, group of words, or image that you can click on to jump to a new web page or a
new section within the current web page.
Using hyperlinks
Connect to the Internet using a browser. Here, we have used Mozilla Firefox. Using Google search engine
(www.google.com) type “ethiopian food” in the Search box and press Enter key. The websites having information
on the search topic are displayed in the Search results tab (see Fig. 5.4).

Hyperlink

Fig. 5.4: Hyperlinks

When you move the cursor over a hyperlink in a Web page, the arrow will turn into a little hand.
Clicking the left mouse button on underlined or color term transfers you to another web page
(see Fig. 5.5).

Fig. 5.5: Moving to another web page using hyperlink

40 n Information Communication Technology — Grade 9 Teacher Guide

 Unit 5 – Using Internet

To return back to the original web page click the Navigation button (see Fig. 5.6)

Fig. 5.6: Returning back to the original web page

So, you can use a hyperlink to connect to another page within the website or to another site on the Internet.
Use the browser Toolbar for navigational aids.
Close the web browser when your work is over.

Answers to Review Questions (i) Connect to the Internet.

(ii) Go to mail.yahoo.com.
Fill in the Blanks
(iii) Select “Sign Up” under the login fields.
1. Internet 2. online
(iv) Create the Yahoo! mail account. Enter the
3. attachments 4. distribution list name, gender, birth date, country and zip code.
State Whether True or False Enter the Yahoo! ID that will be used as the
email address (e.g., shibru2011@yahoo com).
1. False 2. False 3. True 4. False The “Check” button can also be selected to
Multiple Choice Questions make sure that name is still available. If not
available, chose another name or pick from
1. (a) 2. (b) 3. (d) 4. (a)
the suggestions Yahoo! provides. Enter the
Match the Following password and select a security question in
1. (b) 2. (a) 3. (d) 4. (c) case you forget the password. Lastly, enter
the captcha code.
Answer the Following (v) Select the “Create Account” button and the
1. E-mail: E-mail or electronic mail is the exchange new Yahoo! e-mail is now available for use.
of messages stored on computers, through a 2. Steps to compose and send an e-mail: Perform the
communication channel. following steps to compose and send an e-mail:
Steps to create an e-mail account: In today’s world, (i) Connect to the Internet.
an e-mail account is essential for communication. (ii) Go to the e-mail program.
It allows users to communicate with others (e.g.,
(iii) Click the Compose Mail, New Mail, Write
family, friends, and teachers), send resumes for
Message or similar button, depending on the
employment online, and create memberships
application you are using to create a new
and accounts with different websites. There are
e-mail message.
many e-mail service providers to choose from.
The most popular e-mail providers are Yahoo!, (iv) Enter the address of the recipient in the To
field.
Gmail and Hotmail. One must use common
sense while creating e-mail accounts. (v) Type a subject in the Subject field.
To create an e-mail account with Yahoo! Mail, (vi) In the message area, add a message to the
perform the following steps: body of the e-mail.
Information Communication Technology — Grade 9 Teacher Guide n 41
Unit 5 – Using Internet

(vii) Click the Send button. Most systems have a reply facility, although some
(viii) Close the e-mail program. of these do not always work as expected. A great
3. Steps to receive and open an e-mail: Perform the care should be taken when using this facility in
following steps to receive and open an e-mail: e-mail, as replies do not always go back to the
(i) Connect to the Internet. sender.
(ii) Go to the e-mail program.
Suggested Activities
(iii) In Inbox, look for the received mail(s).
Refer to sub-unit 5.2 of the Student Textbook for
(iv) Click on the desired mail in the list to open
and read the e-mail message. doing the activities.

(v) Close the e-mail program.

4. Facilities provided in the e-mail system: All e-mail
ALTERNATIVE TEACHING APPROACHES,
systems have the ability to send, receive and ENRICHMENT MATERIAL
discard mail. Most systems have facilities for
The ICT teachers can use Internet, charts, worksheets,
storing mail which is to be kept rather than
models, go for educational field trips and subject
discarded. It is important for you to discard
mail which does not need to be kept, as it uses experts can be called for seminars to enrich the teaching
storage space on disks. Mailboxes can soon level and in turn help the students in learning “Using
accumulate a large number of mail messages Internet”.
making it difficult to read and process new mail,
in addition to wasting disk space.
Additional Questions
There is almost always a connection between the
e-mail system and the computer’s standard file 1. Write any two uses of Internet.
system which allows mail to be read from files or 2. Why do we use a web browser?
written to files. This enables greater flexibility in
how the mail system is used. For example, a mail 3. What are search engines? Identify types of search
message may be prepared in a normal file using engines.
a familiar text editor and then sent by the e-mail 4. Give some tips for searching the Internet.
system. Sections of other files may be included in
5. Write main advantages of using e-mail.
the mail message as well.

42 n Information Communication Technology — Grade 9 Teacher Guide

 CONTROL AND
unit 6 LEARNING WITH LOGO
(7 PERIODS)

UNIT OUTCOME
Students will be able to:
l understand the LOGO language;
l recognize to produce a variety of diagrams using the LOGO language.

suggested lesson plan l Procedures are small programs that can be called
on again and again through one word without
Sub-unit Number of typing them all out.
Periods l The file saved in LoGo will have an extension
LGo.
6.1 Control and Learning with 7
LoGo l BYe primitive closes the LoGo.

role of the students

structure of the unit
In this unit, the students are supposed to learn the
6.1 Control and Learning with LoGo basic concepts of “Control and learning with LoGo”.
In this sub-unit, we will learn about Control and The activity based method should be followed to
learning with LoGo. The topics to be learnt are: understand the subject matter which is the best way
of better understanding of the subject matter.
l Using Primitives
LoGo is considered the first step of learning
l Writing Procedures Using Random programming language by the students. MSW LoGo
is the perfect introduction to computer programming.
review of the unit It is easy to learn, easy to use, easy to read, but also
powerful and able to cope with complex problems. It
l LoGo stands for Logic oriented, Graphics
can be used to teach most computer science concepts.
oriented.
Many LoGo commands have mnemonic short forms;
l MSW LoGo screen is divided in two parts— for example, FoRWARD and RIGHT are coded FD and
Graphics window and Listener window. RT respectively. So, it is the first choice of the students
l CS primitive clears the graphics screen. to learn the programming concepts.
l We can write a procedure in two ways using the LoGo’s best-known feature is the turtle, which
is an on-screen cursor (derived originally from
“Input Box” or using the “editor window”.
a robot of the same name), which can be given
movement and drawing instructions, and is used
Information Communication Technology — Grade 9 Teacher Guide n 43
Unit 6 – Control and Learning with Logo

to programmatically produce line graphics. It is be represented by any icon). The students can
traditionally and most often represented pictorially easily produce a variety of diagrams using the
either as a triangle or a turtle icon (though it can LOGO language. They will also write procedures
using Random.

ADDITIONAL CLASS ACTIVITy FOR GIFTED STUDENTS OR SLOW LEARNERS

ACTIVITY 6.1: Give Some MSW LOGO Primitives, their Purpose and Short Versions (if any)
In groups, the students will prepare a table of some MSW LOGO primitives, their purpose and short versions
(if any) and explain these in the class.
Table 6.1 gives some MSW LOGO primitives, their purpose and short versions.
Table 6.1: MSW Logo Commands (Primitives)
LOGO Command Purpose Short Version

FORWARD 50 Turtle moves forward the specified number of units. FD 50

BACK 100 Turtle moves back the specified number of units. BK 100

RIGHT 45 Turtle turns clockwise the number of degrees specified. RT 45

LEFT 90 Turtle turns counterclockwise the angle specified. LT 90

PENUP Turtle’s pen is up. (Does not draw as it moves.) PU

PENDOWN Turtle’s pen is in the down position. PD

PENERASE Turtle erases as it moves. PE

HIDETURTLE Removes the Turtle ‘triangle’ from the screen. HT

SHOWTURTLE Makes the Turtle visible again. ST

CLEARSCREEN Erases the screen and returns the Turtle to its “home” position CS
in the centre of the drawing screen.

HOME Returns the Turtle to the “home” position without erasing HOME
the screen. (Issue a PU command before HOME to prevent it
drawing its return path as it goes.)

BYE Exits MSW Logo BYE

Answers to Review Questions

Fill in the Blanks State Whether True or False

1. Seymour Papert 1. True 2. True 3. False 4. True
2. Turtle
Multiple Choice Questions
3. FD or FORWARD
1. (a) 2. (d) 3. (b) 4. (b)
4. LT or LEFT
44 n Information Communication Technology — Grade 9 Teacher Guide
 Unit 6 – Control and Learning with Logo

Match the Following designed for its ease of use and graphics
1. (d) 2. (c) capabilities. LOGO was developed in 1967 by
3. (b) 4. (a) Seymour Papert and a team at Massachusetts
Answer the Following Institute of Technology (MIT) in United States.
1. LOGO (Logic Oriented, Graphics Oriented) is a 2. The LOGO window is labeled as shown below:
high level programming language specifically

3. LOGO Primitives: LOGO commands are known in backward direction, type the following
as the ‘Primitives’. The primitives are typed in command in the Command Input Box and
the white space at the bottom left corner of the press the Enter key:
screen known as the Command Input Box. For BK 60
example, FD, BK, RT, LT, BYE etc. or
Four LOGO primitives to draw shapes are BACK 60
explained below: (iii) Right (RT): The RT primitive turns the Turtle in
(i) Forward (FD): The FD primitive moves the right or clockwise direction. It needs number of
turtle in the forward direction with the degree to know the angle of turn. For example,
number of steps mentioned with the primitive. to turn the Turtle in right direction by 90 degrees,
The turtle draws a line while moving. For type the following command in the Command
example, to draw a line of 100 steps type the Input Box and press the Enter key:
following command in the Command Input RT 90
Box and press the Enter key:
(iv) Left (LT): The LT primitive turns the Turtle
FD 100 in left or anti-clockwise direction. It needs
or number of degree to know the angle of turn.
For example, to turn the Turtle in left direction
FORWARD 100
by 90 degrees, type the following command in
(ii) Back (BK): The BK primitive moves the turtle
the Command Input Box and press the Enter
in the backward direction (where it has its
key:
back) and draws a line of specified number of
steps. For example, to draw a line of 60 steps LT 90

Information Communication Technology — Grade 9 Teacher Guide n 45

Unit 6 – Control and Learning with Logo

4. The following procedure draws circles randomly REPEAT 5 [CIRCLE RANDOM 80]
using RANDOM command. HT ; Hide Turtle
TO DRAWCIR END
; Procedure DRAWCIR to draw circles Suggested Activities
CS ; Clear Screen
Refer to sub-unit 6.1 of the Student Textbook for
doing Activities 1 and 3.

ACTIVITY 2: Write a Procedure to Include a Random Number Generator e.g., Throwing a

Die
Students in their class will write and explain the procedure to include a random number generator, e.g., throwing
a die (a small cube having numbers 1 to 6 on its faces).
TO RANDNUM
; Procedure RANDNUM to generate a number randomly
CS ; Clear Screen
; Show random nonnegative integer less than 7
; Ignore 0 as a die has numbers from 1 to 6
Print RANDOM 7
END

ALTERNATIVE TEACHING APPROACHES, 3. Write a short note on the following LOGO

ENRICHMENT MATERIAL primitives:

The ICT teachers can use Internet, charts, worksheets, (i) FD (ii) RT (iii) CS (iv) PU
models, and subject experts can be called for seminars 4. Draw an equilateral triangle of side 200 steps,
to enrich the teaching level and in turn help the students using the LOGO primitives.
in learning “Control and learning with LOGO”. 5. Write a LOGO procedure to draw a square of 70
steps using REPEAT.
Additional Questions
6. What is the extension of LOGO files?
1. What is the use of LOGO language?
7. Write a LOGO procedure to draw the following
2. Who developed LOGO and when?
figure:

46 n Information Communication Technology — Grade 9 Teacher Guide

 Grade 9
Minimum Learning Competencies (MLCs)
S.No. Units Minimum Learning Competencies
1. Introduction to ICT • Define data and information
• Explain the term technology and information technology
• List sources of information
• List computers generation
• Compare the difference among each generation of
computers
• Classify types of computers used today
• List the characteristics of computer each type of computer
• Explain how data is represented in the computer
• List major hardware components
• Classify software as Systems or Applications software
• Give examples and explain uses of some Applications
software
• Manipulate their files and folders on a computer
• Transfers files from one folder to another
• Find a file or folders using a ‘search’ facility
• Customize their computer desktop
2. Application Software • Create and save the word processing document
• Format a character as required
• Index a paragraph
• Index text in desired direction
• Align text by using icons on the menu bar and by selecting
paragraph from formatting menu
• Apply bullets and numbers to display ordered or unordered
list
• Change the styles of bullets and numbers effectively
• Insert and delete a page break and page number in a
document
• Add and delete headers and footers in a document
• Use tables and pictures by inserting
• Create a presentation
• Prepare and present a slide show
• Create a presentation using design techniques

Information Communication Technology — Grade 9 Teacher Guide n 47

Minimum Learning Competencies (MLCs)

S.No. Units Minimum Learning Competencies

3. Information and Computer • Identify responsible behaviour in the computer laboratory
Security • Identify safe online behaviour
• Identify the school ICT policy and live with it
• Describe computer virus
• Identify the measure to protect computer virus

4. Application Software • Identify the purpose of a spreadsheet

• Identify the screen elements in the spreadsheet window
• Manipulate rows and columns
• Manipulate data in a cell
• Save the worksheet
• Use auto sum
• Use mathematical operators on data to perform addition,
sum and others
• Use the function of the Fill handle
• Apply different effects to a cell and its contents
5. Using Internet • Identify the internet and the world wide web
• Explain how Internet and WWW are used
• List and describe some different types of browser
• Open a browser and identify the screen elements
• Use web addresses to access websites
• d escribe some different types of browser
• c reate an e-mail account
• Compose and send an e-mail
• Receive and open an e-mail
• Use the facilities provided in the e-mail system

6. Control and Learning with • Use the logo primitives to draw a variety of shapes
logo • Write procedures to include repeat and RND

48 n Information Communication Technology — Grade 9 Teacher Guide

 Grade 9 SYLLABUS

INTRODUCTION
In the long term, the students entering Grade 9 will have good practical IT skills. They will be familiar with
the major facilities of the most widely used applications, and be able to decide which application to use to fit
a certain purpose.
In Grade 9, the students will briefly cover the development of computers and communications technology.
Then they will study three areas in greater depth: desktop publishing, database application and finally networks
and communications. By the end of Grade 9, students will be able to use a desktop publishing package effectively
to produce a variety of documents such as brochures, visiting cards and newsletters.
In Grade 10, they will continue the work on databases and will be able to interrogate a database and produce
reports.
The assessments for both Grades 9 and 10 will be more complex and longer than previous assessments, and
they will require more time spent in the computer laboratory.
After finishing Grade 10 the students will take the National Examinations. Those who pass the examination
will either join a Preparatory School or will follow the Technical and Vocational stream of their choice. This
could be Information Technology. In either case, students who have completed Grade 10 will have excellent
IT skills which will serve them well in their future studies.
In the short term, the Grade 9 syllabus will be taught in the first year of implementation, followed by the
Grade 10 syllabus a year later. After 4 years, new Grade 9 students will have covered Grades 5–8.

Information Communication Technology — Grade 9 Teacher Guide n 49

50
Unit 1: Introduction to ICT
Syllabus

(18 periods)
Unit Outcome: Students will be able to:
• know the term data, information, technology and the source of information;
• understand the differences between computers of one generation from the other;
• recognize the types of computers used today and their difference;
• understand the computer system.

Competencies Contents Suggested Activities

• Define data and 1.1 Overview of ICT • Explain and demonstrate the terms data, information and
information. • Data vs Information technology.
• Explain the term • Technology • Students should define the terms data, information and
technology and • Information Technology technology.
information technology. • Sources of Information • Students in group try to list and share their ideas with their
• List sources of • Documentary sources friends.
information. – Primary documentary • Explain and demonstrate the different sources of information.
– Secondary documentary
– Tertiary documentary
• Non-documentary

n Information Communication Technology — Grade 9 Teacher Guide

• List computers 1.2 Generation of Computers • Explain and demonstrate (pictorially or physically) each
generation. • First, Second, Third, generation of Computers and introduction to Artificial
• Compare the difference Fourth, and Fifth Intelligence.
among each generation of generation
computers.
• Classify types of 1.3 Types of Computers • This can be researched by the students and written as a report
computers used today • Super, Mainframe, Mini, to be submitted to the teacher about computer generations.
• List the characteristics of Micro, Desktop, Laptop • Explain that computers are categorized in terms of size,
each type of computer and Palmtop processing speed and capacity only.
• Characteristics of computer • Give some uses of computers, e.g., traffic control system, ticket
machines, cash machines in banks.
 Competencies Contents Suggested Activities
• Explain how data 1.4 I ntroduction to Data • Introduce an idea of the complexity of data representation
is represented in the Representation in computer. It should be done qualitatively only. Such as
computer. • Number system (binary, representing 1 bit, Binary system, Letters and symbols: ASCII
octal, hexadecimal) code and Bytes and associated quantities (KB, MB, GB, TB).
• Conversion of numbers
from one number system
to the other
• Computer coding system
(BCD, ASCII, Unicode)

• Describe the computer 1.5 Computer System • Demonstrate and explain in brief that a computer system consists
system. • Hardware of hardware components and software components (diagram).
• Software • Define hardware and software in simple and understandable
words.
• Define hardware: The physical parts of the computer that can
be seen and touched.
• Define software: The sets of instructions that instruct the
computer to do different tasks for example: word processing,
games, painting, e-mail, spreadsheets.

• List major hardware • Hardware components • Use diagram to show the linkage between hardware components;
components. ƒƒ Input devices explain each part of the diagram.
ƒƒ Output devices • Students name all the input, output and storage devices that
they know.
ƒƒ System unit
• Explain that some secondary storage devices are also input and
ƒƒ Secondary storage
output devices. Demonstrate some of these examples.
devices
• System unit contains the motherboard, power supply, hard
– Compact disk CD
disk. The motherboard contains the ‘Central Processing Unit’,
or CPU, the ‘brain’ of the computer, and RAM.

Information Communication Technology — Grade 9 Teacher Guide n

51
Syllabus
52
Competencies Contents Suggested Activities
Syllabus

• Define systems software •Types of software • Explain that Systems Software keep the computer system
and applications software. ƒƒ Systems software working.
• Classify software as – Operating system SW • Explain that Applications Software allow the user to perform
Systems or Applications specific tasks.
ƒƒ Language SW
software. • Define and explain the difference between Systems Software
– Low level language
• List and explain the uses and Applications Software. (Use diagram – see resources).
of systems software. – High level language
• Give broad definitions and outlines of the function of each of these:
– Compilers and Operating system is a bridge between the computer hardware
interpreters and the user; Program utilities carry out general tasks such as
ƒƒ Others formatting disks, storing files, virus checking; Device drivers are
– Program utilities programs which allow hardware devices such as the keyboard,
– Device drivers printers to interface with the computer.

• Give examples and explain • Applications software • Demonstrate some of the features of as many of the applications
uses of some Applications n General purpose (e.g. software packages mentioned as possible. Such as word
software. Microsoft word) processing package, spreadsheet package, database package,
desktop publishing package, e-mail package and presentation
n Speciality SW (e.g.
package.
Peachtree)
n Entertainment or

Educational SW
• Manipulate their files and • Features of Operating • Organize a logical filing system on a personal computer or

n Information Communication Technology — Grade 9 Teacher Guide

folders on a computer. system laptop.
• Transfer files from one − Creating folders, • Search for a file containing particular string.
folder to another. − Copying Files and
• Rename a file to include the author’s initials and date.
Folders
• Find a file or folder using • Change the desktop wallpaper, screensaver, etc.
− Moving Files and
a ‘search’ facility.
Folders
• Customize their computer − Rename Files and
desktop. Folders
− Deleting Files and
Folders
− Searching Files and
Folders
− Customize computer
desktop
 Assessment
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description, based
on the specific objectives, to determine whether the student has achieved the minimum required level.

Students At Minimum Requirement Level

A student working at the minimum requirement level will be able to: List sources of information, Identify the dominating circuit
element of each generation, Classify types of computers used today, explain how data is represented in the computer, describe the
computer system, and List major hardware components, Classify software as Systems or Applications software, Give examples and
explain uses of some Applications software and Manipulate their files and folders on a computer.

Students Above Minimum Requirement Level

Students working above the minimum requirement level should be praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

Students Below Minimum Requirement Level

Students working below the minimum requirement level will require extra help if they are to catch up with the rest of the class. They
should be given extra attention in class and additional lesson time during breaks or at the end of the day.

Information Communication Technology — Grade 9 Teacher Guide n

53
Syllabus
54
Unit 2: Application software
Syllabus

(15 periods)
Unit Outcome: Students will be able to:
• understand how to open word processing software, and create, and save a document;
• recognize how to format a document in a desired way;
• apply any of formatting features in their document;
• understand how to open presentation software, and create and save a document;
• recognize how to create a slide show using animation and sound.

Competencies Contents Suggested Activities

• Create and save word 2.1 Word Processor • Students should locate where the word processing software in
processing document. • Open word processor the computer and create, save and close the document.
• Format a character as • Creating new document • Students should insert, remove unwanted items and/or change
required. existing ones in the document and also apply Undo and Redo.
• Saving a document
• Index a paragraph.
• Closing a document
• Index text in desired
• Editing a document
direction.
• Formatting a document • Explain and demonstrate how to change the appearance of text
• Align text by using icons changing Font, Style, Size, Color and changing font style.
on the menu bar and by – Character Formatting
– Paragraph Formatting • Students should apply paragraph format such as alignment,

n Information Communication Technology — Grade 9 Teacher Guide

selecting paragraph from
formatting menu. – Page formatting indent, line spacing, bullets and numbers, and drawing borders
around paragraphs.
• Apply bullets and – Spell checking
numbers to display • Demonstrate setting text and paragraph alignment Left, Right,
– Adding tables
ordered or unordered list. Centre, Justify.
– Adding pictures
• Change the styles of • Explain and demonstrate powerful formatting features including
– Inserting tables
bullets and numbers header and footer, margins and the steps involved to insert and
effectively. – Inserting pictures delete bullets, a page break, a header and footer, page numbers
(clipart, drawing object) and date and time on a document that they have already
produced.
 Competencies Contents Suggested Activities
• Insert and delete a page • Student should check spell of paragraph and page and identify
break and page number in color application.
a document.
• Add and delete headers
and footers in a document.
• Protect their document
from unauthorized access.
• Use tables and pictures by
inserting.

• Create a presentation. 2.2 P

 resentation Software and • Student should use tables and pictures by inserting.
• Prepare and present a Techniques • The students should make slides using each feature as it is
slide show. • Features of a presentation explained and demonstrated such as creating slides, inserting
• Create a presentation package text, formatting text, inserting clipart, formatting background,
using design techniques. • Creating slides using text inserting slides, deleting slides and inserting images from other
and images files.
• Create a slide show.
• Formatting text and • Explain various design techniques listed such as design templates,
background animation scheme, color schemes and adding sound.
• Inserting and deleting • Each group of students to present their slide shows to the class,
slides giving explanations as necessary. presentation software, spare
paper, magazines, newspapers, reference books etc.
• Presenting a slide show
• Create a slide show using
animation and sound
• Change slide layout

Information Communication Technology — Grade 9 Teacher Guide n

55
Syllabus
 Assessment

56
Syllabus

The teacher should assess each student’s work continuously over the whole unit and compare it with the following description, based
on the specific objectives, to determine whether the student has achieved the minimum required level.

Students At Minimum Requirement Level

A student working at the minimum requirement level will be able to: Create and save the word processing document, Format a
character as required, Index a paragraph, Index text in desired direction, Apply bullets and numbers to display ordered or unordered
list, Insert and delete a page break and page number in a document, Add and delete headers and footers in a document, Create a
presentation, Prepare and present a slide show and Create a presentation using design techniques.

Students Above Minimum Requirement Level

Students working above the minimum requirement level should be praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

Students Below Minimum Requirement Level

Students working below the minimum requirement level will require extra help if they are to catch up with the rest of the class. They
should be given extra attention in class and additional lesson time during breaks or at the end of the day.

n Information Communication Technology — Grade 9 Teacher Guide

 Unit 3: Information and computer security
(3 periods)
Unit Outcome: Students will be able to:
• understand the responsible behavior in the computer laboratory;
• recognize the nature of computer virus and measures to protect.

Competencies Contents Suggested Activities

• Identify responsible 3.1 Information and Computer • Explain that the laboratory contains delicate and expensive
behavior in the computer Security equipment; students must behave in a calm manner and not
laboratory. • Responsible behaviour in damage any machines or furniture; they must not touch any
• Identify safe online the computer lab electrical connections for any reason.
behavior. • School ICT Policy • Explain that students should not give either their own or
• Identify the school ICT • another’s personal data to anyone; email addresses should not
Nature of computer
police and live with it. be given to anyone.
viruses
• Describe computer virus. • Explain and demonstrate some of the school ICT policies which
0 Measures to protect
means rules prepared by the school.
• Identify the measure to
protect computer virus. • Discuss what a computer virus can do to a computer system
and show the students how the computers they use have been
protected against virus.

Assessment
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description, based
on the specific objectives, to determine whether the student has achieved the minimum required level.
Students At Minimum Requirement Level
A student working at the minimum requirement level will be able to: Identify responsible behavior in the Computer Laboratory,
Identify safe online behavior, Identify the school ICT policy and live with it, describe computer virus and identify the measure to
protect from computer virus.
Students Above Minimum Requirement Level
Students working above the minimum requirement level should be praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.
Students Below Minimum Requirement Level

Information Communication Technology — Grade 9 Teacher Guide n

Students working below the minimum requirement level will require extra help if they are to catch up with the rest of the class. They
should be given extra attention in class and additional lesson time during breaks or at the end of the day.

57
Syllabus
58
Unit 4: application software
Syllabus

(15 periods)
Unit Outcome: Students will be able to:
• recognize the uses of spreadsheets;
• understand the screen elements in the spreadsheet window;
• recognize how to create and use simple spreadsheet using text and numbers;
• understand how to format worksheets;
• recognize to use built in functions and create custom formula.

Competencies Contents Suggested Activities

• Identify the purpose of a 4.1 Spreadsheets • Explain that a spreadsheet is a document which helps you
spreadsheet. • Introduction organize data in rows and columns that intersect to form cells.
• Identify the screen • Starting spreadsheets • Students should identify each cell can contain words, a number,
elements in the or a formula.
• Screen elements of
spreadsheet window. • Students should recognize Screen elements of spreadsheets:
spreadsheets
• Manipulate rows and such as Title bar, Menu bar, Formula bar, Standard toolbar,
• Create and use a simple
columns. Worksheet, Inserting, Renaming, Deleting, Move or Copy,
spreadsheet
• Manipulate data in a cell. Columns, Rows, Cells, Fill handle and Cell address.
• Entering and editing text

n Information Communication Technology — Grade 9 Teacher Guide

• Save the worksheet. • Show examples of spreadsheets.
• Saving the worksheet
• Use auto sum. • Explain and demonstrate title bar etc. It can be seen that there
are screen similarities with Word and other MS products;
• Use mathematical
main differences in a spreadsheet are (i) the formula bar
operators on data to
which is used for operations on cells such as calculations
perform addition, sum and
(ii) the working area.
others.
• Explain what the cell address is (column letter, row number).
 Competencies Contents Suggested Activities
• Use the function of the Fill • Using the four • Explain and demonstrate: Can adjust either by freehand or using
handle mathematical operators format box from format menu, how to insert rows and columns
• Apply different effects to a on data to create custom and deleting rows or columns.
cell and its contents formula: • Instruct students to open a work book and in sheet one has to
• Addition enter three digit numbers in few cells horizontally or vertically.
• Sum (dragging) They should calculate the sum manually (on paper).
• Entering a formula into a • Explain and demonstrate how to calculate the sum (total).
cell • Explain and demonstrate how to calculate sum (total) using
• Copying by using the Fill auto sum.
handle • Explain and demonstrate formatting text and numbers in a cell
using the Cell dialog box from the Format menu.
• Adding background to a worksheet, Formatting Cells, Number,
Alignment, Font, Borders, Pattern and Cell reference: Absolute
and Relative.

Assessment
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description, based
on the specific objectives, to determine whether the student has achieved the minimum required level.

Students At Minimum Requirement Level

A student working at the minimum requirement level will be able to: Identify the screen elements in the spreadsheet window, Manipulate
rows and columns, Manipulate data in a cell, save the worksheet, Use some built-in functions to calculate totals and averages, use the
function of the Fill handle and Apply different effects to a cell and its contents.

Students Above Minimum Requirement Level

Students working above the minimum requirement level should be praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

Students Below Minimum Requirement Level

Students working below the minimum requirement level will require extra help if they are to catch up with the rest of the class. They
should be given extra attention in class and additional lesson time during breaks or at the end of the day.

Information Communication Technology — Grade 9 Teacher Guide n

59
Syllabus
60
Unit 5: using internet
Syllabus

(10 periods)
Unit Outcome: Students will be able to:
• understand the internet as a global network;
• recognize the meaning of some basic terms related to the Internet;
• recognize the work with a search engine to search for items;
• understand hotspots and hyperlinks;
• comprehend the meaning of some common e-mail terms.

Competencies Contents Suggested Activities

• Identify the internet and 5.1 Using Internet • Explain the difference between a website and web pages; show
the World Wide Web. • Definition of Internet some sites and pages.
• explain how Internet and • Uses and services available • Define browser.
WWW are used. on the Internet • List, describe and demonstrate the different types of browsers.
• Define website, web page. • Terms • Explain and demonstrate the screen elements of a browser.
• Define a browser. • Types of browsers SW • Explain that each website has a unique address; a website holds
• List and describe some • Screen elements of Internet information; creation of websites briefly; there may be a few or
different types of browser. Explorer many pages on the website.

n Information Communication Technology — Grade 9 Teacher Guide

• Open a browser and • Using Internet • Explain and demonstrate some hyperlinks, and returning back
identify the screen to the original web page.
• Browsing information
elements. • Students practice accessing websites using addresses.
• Saving document
• Use web addresses to • Students will investigate four search engines (for example,
• Saving images
access websites. AltaVista, Lycos, and Google. Yahoo), explaining the features
• Printing documents
• Describe some different of search engines, and write a report on their preferred search
types of browser. • Searching information engine, giving reasons why they prefer it.
 Competencies Contents Suggested Activities
• Store Favourite addresses. 5.2 Using E-mail • Identify functions on the compose e-mail page; students compose
• Create an e-mail account. • Creating an e-mail account and send e-mail.
• Compose and send an • Composing and sending an • Identify and explain the outbox/sent items.
e-mail. e-mail • Explain the facilities in the e-mail system.
• Receive and open an • Receiving and replying to • Explain why distribution lists are useful; and demonstrate how
e-mail. an e-mail to implement.
• Use the facilities provided • Facilities of an e-mail • Explain and demonstrate how to attach a file to an e-mail, and
in the e-mail system. system how to open an attachment on an incoming e-mail.
• Distribution list • The teacher will check that each student:
• Attachments ƒƒ has an e-mail address and has received and sent mail (by
– sending checking inbox and sent items).
– receiving ƒƒ can create a folder for filing the same kind of mail.
• Auto reply ƒƒ can create a distribution list.
ƒƒ can attach a file to an e-mail.
Assessment
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description, based
on the specific objectives, to determine whether the student has achieved the minimum required level.

Students At Minimum Requirement Level

A student working at the minimum requirement level will be able to: Identify the internet and the world wide web, define website,
web page, and browser, describe some different types of browser, Open a browser and identify the screen elements, Use web addresses
to access websites, Store Favorite addresses, identify types of search engines, create an e-mail account, Compose and send an e-mail
and receive and open an e-mail.

Students Above Minimum Requirement Level

Students working above the minimum requirement level should be praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

Students Below Minimum Requirement Level

Students working below the minimum requirement level will require extra help if they are to catch up with the rest of the class. They
should be given extra attention in class and additional lesson time during breaks or at the end of the day.

Information Communication Technology — Grade 9 Teacher Guide n

61
Syllabus
62
Unit 6: control and learning with logo
Syllabus

(7 periods)
Unit Outcome: Students will be able to:
• understand the logo language;
• recognize to produce a variety of diagrams using the logo language.

Competencies Contents Suggested Activities

• Use the logo primitives 6.1 C
 ontrol and Learning with • Draw equilateral triangles using the primates.
to draw a variety of logo • Write a procedure to draw on equilateral triangles.
shapes. • Using primitives • Write a procedure to include a random number generator
• Write procedures to • Writing procedures e.g., throwing a die.
include repeat and RND.
– Using RND • Teacher will observe printed version and dribble file and
necessary.
• Use Full version of logo language.

Assessment
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description, based
on the specific objectives, to determine whether the student has achieved the minimum required level.

n Information Communication Technology — Grade 9 Teacher Guide

Students At Minimum Requirement Level
A student working at the minimum requirement level will be able to: Use the logo primitives to draw a variety of shapes and Write
procedures to include repeat and RND.

Students Above Minimum Requirement Level

Students working above the minimum requirement level should be praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

Students Below Minimum Requirement Level

Students working below the minimum requirement level will require extra help if they are to catch up with the rest of the class. They
should be given extra attention in class and additional lesson time during breaks or at the end of the day.
 GLOSSARY

a c
Absolute Reference: Commonly used in Cell: Intersection of a row and column in a
spreadsheet applications, it is a formulated cell worksheet.
reference that will not adjust when used to calculate CD-RoM (Compact Disc Read-only Memory):
the sum of specific cells. A durable and low cost circular optical storage device
AI (Artificial Intelligence): It is the branch of widely used to store large amounts of information.
computer science concerned with making computers Computer: A computer is an electronic device
behave like humans. that accepts, process, stores and outputs data under
Analog: It is any fluctuating, evolving, or the control of a set of instructions.
continually changing process that represents data by CPU (Central Processing Unit): A processor on
measurement of a continuous physical variable. an IC chip (called a microprocessor) that serves as the
Application Software: A program that is designed ‘brain’ of the computer.
to perform specific tasks. Cursor: A movable, blinking symbol that indicates
ASCII: American Standard Code for Information the position on a computer screen where user action
Interchange. It is pronounced (as-kee). is needed.

b d
Backup: To copy files or data to a second source or Data: A collection of raw facts and figures or a
media so as to safeguard it. raw input which when processed or arranged makes
Bandwidth: A measurement of how much data meaningful output.
(bits per second) can be sent through a connection. Data Communications: The moving or sharing
BCD: Binary Coded Decimal. of encoded information between two or more data
BIT (Binary DigIT): It is the smallest unit of sources using an electronic medium.
processing of computerized data in terms of 1s Digital: A system that defines data in a discrete,
or 0s. non-fluctuating (i.e., non-analogue), numerical digits,
Blog: (Slang term for a Weblog) A blog is a personal specially 1s or 0s.
journal that can be accessed publicly and allow people Directory: An organizing unit in a computer’s file
to comment on the previously posted comments. system for storing and locating files. In a hierarchical
BMP (pronounced “bimp”): Microsoft Windows file system, directories can contain subdirectories as
image file format is the only graphics format where well as files.
compression actually enlarges the file. Distribution List: Also called a mailing list, is
Byte: A combination of 8 bits to represent computer a collection of e-mail addresses that allows you to
data transfer or data storage measurement. e-mail multiple people at one time.

Information Communication Technology — Grade 9 Teacher Guide n 63

Glossary

Domain Name System: An addressing system H

in which abbreviations are used to indicate the type
of organization or entity instead of whole name, for Hardware: The physical equipment used in a
computer system, such as the CPU, peripheral devices
example, .edu for educational institution.
and memory.
DVD: Digital Versatile Disc or Digital Video Disc.
Home Page: The initial page of a site on the World
Wide Web.
E HTML: Hypertext Markup Language. It is a
collection of structuring and formatting tags used to
E-Commerce: Buying and selling or business
create Web pages.
transaction conducted on the Internet.
HTTP (Hyper Text Transport Protocol): The
E-Mail: Stands for Electronic Mail. This is a system standard protocol for transferring hypertext documents
of relaying messages across the Internet, from one on the World Wide Web.
Internet user to another.
Hyperlinks: A word or graphic display on one
EPROM: Erasable Programmable Read-Only web page that allows a computer to shift to another
Memory (“ee-prom”). It is a memory chip whose related web page.
contents can be erased by a mechanism using ultraviolet Hypertext: A method of storing data through a
light and reprogrammed for other purposes. computer program that allows a user to create and
link fields of information at will and to retrieve the
F data non-sequentially.

Firmware: A microprogram stored in read-only I

memory (ROM), designed to implement a function
that had previously been provided in software. Icon: A picture or symbol to represent a command
on a computer screen.
Format: The arrangement of data for computer
input or output, such as the number and size of ICT: Information and Communication Technology.
fields in a record or the spacing and punctuation of IDE (Integrated Development Environment):
information in a report. It is also used to prepare a A programming environment integrated into an
disk for reading and writing. application.
Information: Meaningfully organized data.
Freeware: This is a shortened version of Free
Software. Programmers offer their work without IT (Information Technology): The development,
wanting pay in return. implementation, and maintenance of computer
hardware and software systems to organize and
FTP (File Transfer Protocol): A software protocol communicate information electronically.
for exchanging information between computers over a
Integrated Circuit (IC): A circuit of transistors,
network.
resistors, and capacitors constructed on a single
semiconductor wafer or chip, in which the components
G are interconnected to perform a given function.
Interpreter: It translates and executes source
Gigabyte (GB): 2 to the 30th power (1,073,741,824)
program, written in high level language, statement-
bytes. One gigabyte is equal to 1,024 megabytes. by-statement.
GIGO: It is an acronym that stands for Garbage In, Internet: The Internet is a network of networks
Garbage Out. all of which use the same set of communications
GUI (Graphical User Interface): A program protocols.
interface that takes advantage of the computer’s Intranet: A private network for communications
graphics capabilities to make the program easier to and sharing of information that, like the Internet, is
use. Well-designed graphical user interfaces can free based on TCP/IP but is accessible only to authorized
the user from learning complex command languages. users within an organization. An organization’s

64 n Information Communication Technology — Grade 9 Teacher Guide

 Glossary

intranet is usually protected from external access by a to large computers or to other small computers on a
firewall. network.
ISP (Internet Service Provider): A company that Microprocessor: An integrated computer circuit
provides access to the Internet. that performs all the functions of a CPU.
MODEM: Stands for MOdulator and DEModulator.
J It is a device that changes data from digital (computer
JAVA: A high-level programming language language) to analog (phone line language) and then
developed by Sun Microsystems. back again.
JPEG (pronounced “J-Peg”, stands for Joint Motherboard: The main circuit board of a
Photographic Experts Group): It is an image format microcomputer.
that allows for compression when stored. MPEG (Motion Picture Experts Group): A format
to make, view, and transfer both digital audio and
K digital video files.
Kilobyte (KB): This is about a thousand bytes of MS-Excel: Spreadsheet application software,
space. In reality, it is two to the 10th power or 1,024 provided by Microsoft.
bytes. MS-PowerPoint: Presentation software, provided
by Microsoft.
L MS-Word: Word processing application software,
LAN (Local Area Network): A network that provided by Microsoft.
links together computers and peripheral equipment
within a limited area, such as a building or a group of N
buildings.
Language Processor: Software that converts a Nanosecond: A billionth of a second. Many
high level language or assembly language code into computer operations, such as the speed of memory
machine understandable form. chips, are measured in nanoseconds. Nanosecond is
often abbreviated as ns.
LCD (Liquid Crystal Display): A method of
displaying readings continuously using a liquid- Netiquette: The rules of etiquette that apply when
crystal film, sealed between glass plates that changes communicating over computer networks, especially
its optical properties when a voltage is applied. the Internet.
Login: To attach to a computer using the user’s Newsgroup: An online discussion community found
ID. on the USENET system. These groups cover thousands
LOGO (Logic Oriented, Graphics Oriented): A of different topics of information and are offered free of
high level programming language specifically designed charge.
for its ease of use and graphics capabilities. Node: In networks, a processing location. A node
can be a computer or some other device, such as a
M printer.
Mainframe: Second largest computer available
after the supercomputer. O
Megabyte (MB): About a million bytes of space.
Operating System: A system software program
Actually it is 2 raised to the 20th power or 1,048,576
bytes of space. that works as a bridge between computer hardware
and the user. Operating systems perform basic tasks,
Memory: Internal storage areas in the computer.
such as recognizing input from the keyboard, sending
Microcomputer: A category of computer that is output to the display screen, keeping track of files
generally used for personal computing, for small and directories on the disk, and controlling peripheral
business computing, and as a workstation attached devices such as disk drives and printers.
Information Communication Technology — Grade 9 Teacher Guide n 65
Glossary

Output Device: A device that translates information ROM (Read-Only Memory): A memory in which
processed by the computer into a form that humans program instructions, operating procedures, or other
can understand. data are permanently stored, generally on electronic
chips during manufacture, and that ordinarily cannot
P be changed by the user or when power is switched
off.
PDF (Portable Document Format): A technology
developed by Adobe and was designed to capture all Router: A device in a network that handles message
of the elements of a printed document and place it in transfers between computers.
a single image file.
Pen Drive: A secondary storage device that can be S
used to easily transfer files between USB-compatible
systems. Scroll Bar: A widget found in graphical user
interface and used to show and control which portion
Pixel: The smallest element of an image that can be
of a document is currently visible in a window. A
individually processed in a video display system.
window may have a horizontal or, vertical scroll bar,
Plotter: A computer output device that draws or both.
images on paper using a pen.
Screen Saver: A moving picture or pattern that
Primitives: The LOGO commands are known as
appears on the screen when you have not used the
‘Primitives’.
mouse or keyboard for a specified period of time.
Procedure: The sequence of actions or instructions
Serial Port: A port or interface that can be used for
to be followed in solving a problem or accomplishing
a task. It may be used at one or more points in a serial communication, in which only 1 bit is transmitted
computer program. at a time. Most serial ports on personal computers
conform to the RS-232C or RS-422 standards.
Processor: A device that processes programmed
instructions and performs tasks. The speed at which Server: This is a mainframe computer that serves
the CPU processes information internally is measured the other computers attached to it.
in MegaHertz (MHz) and GigaHertz (GHz). 1 GHz is Sheet Tab: In spreadsheet applications, this refers
equal to 1,000 MHz. to a tab at the bottom of a worksheet that acts as a
Programmable Read-Only Memory (PROM): means to identify or access different sheets within a
A special memory chip that is blank when first workbook.
purchased. It can be written to by the user by using a Slide Show: Used to display the slides in a desired
special hardware program. Once the data is written to sequence.
it, it cannot be erased or changed.
SMS (Short Message Service): A popular wireless
Protocol: A set of rules governing the format of service that is used for sending and receiving short
messages that are exchanged between computers.
messages up to a maximum of 160 characters. The
service is used for text messaging between cell
Q phones that are on a GSM (Global System for Mobile)
Query: Used to retrieve information on a certain network.
condition from a database. Source Code: Program code written in a high level
language.
R Software: The set of instructions used to direct
the operation of a computer, as well a documentation
RAM (Random Access Memory): A volatile
giving instructions on how to use them.
computer memory available to the user for the
temporary storage and manipulation of data. Spam: The disruptive unwanted messages,
especially commercial messages posted on a computer
Relative Reference: The default reference in a
network or sent as e-mail.
spreadsheet package.

66 n Information Communication Technology — Grade 9 Teacher Guide

 Glossary

Spreadsheet: A document which helps to organize Utility Program: A program developed to run
data in rows and columns that intersect to form cells. within an Operating System to perform a specific
Supercomputer: High-capacity computer with service.
thousands of processors that is the fastest calculating
device ever invented. V
Switch: In networks, a device that filters and
forwards packets between LAN segments. Virus: A program or piece of code that is loaded
onto your computer without your knowledge and
System: A combination of the hardware, software,
runs against your wishes.
and firmware. A system typically consists of components
(or elements) which are connected together in order to
accomplish a specific function or set of functions. W
System Software: It is a set of master programs WAN (Wide Area Network): A network in
that keeps the computer system working. which computers are connected to each other over
a long distance, using telephone lines and satellite
T communications.
Task bar: The bar that contains the start button WAV: Stands for WAVeform sound format.
and appears by default at the bottom of the desktop. Microsoft’s format for encoding sound files.
TCP/IP: Acronym for Transmission Control Web page: A single, usually hypertext document
Protocol/Internet Protocol, the suite of communications on the World Wide Web that can incorporate text,
protocols used to connect hosts on the Internet. graphics, sounds, etc.
Terabyte (TB): 2 to the 40th power (1,099,511,627,776) Web server: A computer that runs specific software
bytes. to serve web pages to the Internet.
Toolbar: A row or rows of buttons on a display Website: A connected group of pages on the
screen that are clicked on to select various functions World Wide Web regarded as a single entity, usually
in a software application or web browser. maintained by one person or organization and
Topology: In networking, this refers to the physical developed to a single topic or several closely related
or logical arrangement of a network. topics.
Trojan: A type of computer virus that is loaded Wizard: A utility that provides guided sequence to
into an unsuspecting users system via a host program perform complex task easily and quickly.
such as a free game.
Word Processor: Software that processes textual
Turtle: A triangular shape pointer used in LOGO matter and creates organized documents.
that helps in drawing figures.
WWW (World Wide Web): Series of servers or
computers that are interconnected through hypertext.
U
WYSIWYG: What You Say Is What You Get.
UNICODE: Binary coding scheme that uses 2
bytes (16 bits) for each character. It allows almost all X
the written languages of the world to be represented
using a single character set. XML (eXtensible Markup Language): It is a
Uploading: It means transmitting data from a local markup language, not limited to Web documents.
computer to a remote computer, as from your PC to a
website you are constructing. Z
UPS (Uninterruptible Power Supply): It is a
backup power unit that provides continuous power Zip Disks: The disks with a special high-quality
when the normal power supply is interrupted. magnetic coating that have a capacity of 100, 250 or
750 megabytes.
User: Someone attached to a server or host.

Information Communication Technology — Grade 9 Teacher Guide n 67

 REFERENCES

books l tutor2u.et
l www.techniwarehouse.com
1. Brian K. Williams, Stacey C. Sawyer, “Using
Information Technology”, The McGraw-Hill l www.microsoft.com
Companies, Inc. l www.computerworld.com
2. Dennis P. Curtin, Kim Foley, Kunal Sen, l www.baycongroup.com
Cathleen Morin, “Information Technology”, l www.mcafee.com
The McGraw-Hill Companies, Inc. l www.onguardonline.gov
3. Dixit J.B., “excel with Information and l www.computersecurity.net
Communication Technology”, Firewall Media.
l www. securiour.com
4. Rutkosky Nita, Seguin Denise, Roggenkamp
l www.contemposervices.com
Rutkosky Andrey, “Microsoft Office 2007”,
l www.homeandlearn.co.uk
Paradigm Publishing, Inc.
l www.inpics.net
5. Muller Jim, “The Great Logo Adventure:
l www.isoc.org
Discovering Logo on and off the Computer”,
l mail.yahoo.com
Doone Publications.
l www.google.com
6. Watt Molly, Watt Daniel, “Teaching With
l www.hotmail.com
Logo: Building Blocks for Learning”, Addison
Wesley Publishing Company. l www.ehow.com
l www.softronix.com
websites l www.amblesideprimary.com
l www.ecawa.asn.au
l www.scribd.com
l www.atschool.eduweb.co.uk
l www.computersciencelab.com
l www.jonhoff.net
l www.slideshare.net
l www.crystal-objects.com
l www.math.uaa.alaska.edu

68 n Information Communication Technology — Grade 9 Teacher Guide