Unit 1

Unit – 1 Introduction to IC T
Unit 1 INTRODUCTION
TO ICT
UNIT OUTCOME
Students will be able to:
 know the term data, information, technology and the sources 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.
1.1 OVERVIEW OF ICT

Information and Communication Technology (ICT) refers to technology that provides access to information
through telecommunications (the transmission of signals over long distances). It focuses primarily
on communication technologies. This includes the Internet, wireless networks, cell phones, and other
communication media.
Information and Communication Technologies (ICTs) have become a major factor in social and economic
development of the society. The advances in technology
and reductions in costs have made ICTs suitable for less
developed countries. ICTs are no longer luxury for the elite,
but becoming absolute necessity for those in rural areas.
Therefore, Ethiopia is not leaving ICTs as a sector for just
commercial interests or free market and privatizat ion, but
rather regards them as part of the general public welfare,
participation, use and debate.
The ability to participate in ICTs requires participation,
partnership, understanding of social implication of new
technologies and management of changes at national
level. The immediate potential benefits of ICTs in Ethiopia Fig. 1.1: Use of ICT for the general public welfare
include:
1. Efficient communications for manufacturing, service and tourism sector.
2. Fast response to natural disasters and effective rural health and family planning services.
3. Effective governance and administrative effectiveness.
4. Efficient education, research and communication of research results.
5 . A ccess to global market and research information.
Information Communication Technology — Grade 9 Student Textbook 1
6 . Employment opportunities for small and medium enterprises.

7 . Effective and enhanced data and information gathering and distribution for better planning.
8 . Enhanced national cohesion and integration of heterogeneous social composition or geographical
dispersal.
Government, individuals and institutions should work hard in improving the use of ICTs in
Ethiopia.
Basic Terms Related to ICT

Let us have an overview of the basic terms related to ICT:
l Data vs Information
The frequency of the use of the words data and information are very high in our daily lives. Depending
on the context, the meanings and use of these words differ. B oth data and information are types of
knowledge or something used to attain knowledge. Though used interchangeably, there are many
differences between the meanings of these two words.
Data is a collection of raw facts and figures or a raw input which when processed or arranged makes meaningful
output. Data is the plural of the Latin word “ datum” . For example, students fill an admission form when
they get admission in school/ college. The form consists of raw facts about the students. These raw facts
are student’ s name, father name, mother name, address, etc. The purpose of collection of this data is
to maintain the records of the students during their study period in the school/ college.
In computer terms, symbols, characters, images, or numbers are data. These are the inputs for the
system to give a meaningful interpretation.
U sers need data to create useful information.
Information is the data that is organized, meaningful and useful for

making a decision. Computers process data to create information,
such as the total marks for each student, which are used to decide
who is the topper.
Data collected from census is used to generate different types of
information. The Ethiopian government can use it to determine the
literacy rate in the country. Government can use the information in
making important decisions such as to improve literacy rate and
implement ICTs etc.
Fig. 1.2: Census Information can be very
Data processing is the transformation of data into meaningful useful for Implementing ICTs in Ethiopia
information.
The whole purpose of a computer (and communications) system is to produce (and transmit) usable
information.
Figure 1.3 illustrates the processing of raw data into useful information, its recycling and its packaging
in a new form so that it is easier to understand, more attractive, or more useful.
2 Information Communication Technology — Grade 9 Student Textbook

Fig. 1.3: Data versus Information

Data processing includes the following steps:
(i) Data Coding (ii) Data Input,
(iii) Data Editing, and (iv) Data M anipulation.
Table 1 .1 gives the differences between data and information.
Table 1.1: Differences between Data and Information
Data Information
It is a collection of facts and figures. It is a collection of final results.
It is in an unorganized (raw) form. It is in an organized form.
It is not in directly useful form. It is in directly useful form.
It needs processing. It does not need any processing.
It is also termed as input. It is also termed as output.
It requires observations and recordings. It requires analysis.
l Technology
Technology is the usage and knowledge of tools, crafts, techniques, or systems, or methods of organizations.
Science is concerned with how and why things happen. Technology focuses on making things happen.
Technology began to influence human beings as soon as people began using tools.
N ow-a-days, technology is an integrated part of lives of human beings. For example, the technology
in communications such as mobile phones help us to connect with the other people easily.
Technology has a simple but important role in our life now-a-days. W ithout it, we will not be
having the connection with the other people.
l Information Technology
“Information Technology”, or “IT”, refers to anything related to computing technology, such as networking,
hardware, software, the Internet, or the people that work with these technologies.
or
Information Technology is the study, design, development, implementation support and/or management of any
computer based information systems. This relates particularly to software applications and computer hardware.
The history of IT goes back several years. In order

to perform the functions associated with the field of
technology, the modern field uses computers, servers,
database management systems and cryptography.
Since we live in the “i nformation age”, information
technology has become a part of our everyday lives. That
means the term “I T”, already highly overused, is here to
stay. Fig. 1.4: Information Technology has become a part
of our daily lives (Courtesy: web.worldbank.org)
l Sources of Information
A n information ‘ source’ can be categorized by the type of information it contains. Sources are usually
classified as primary, secondary and tertiary. Table 1.2 illustrates the various sources of information.
Table 1.2: Sources of Information
Primary Sources Secondary Sources Tertiary Sources
Original ideas and research A nalysis, discussion or Significant knowledge is
interpretation of original combined, condensed and
ideas and research summarized
Examples: Examples: Examples:
Research articles, research Review articles, specialist texts, Encyclopedias, handbooks,
reports, diaries, letters, textbooks, newspaper articles. dictionaries, bibliographies.
performance recordings,
standards, legislation.
The use of information sources is influenced by the following factors:

(i) subject of the study,
(ii) nature of the information sought,
(iii) the attitude of the user,
(iv) the intensity of the need one feels, and
(v) working conditions.
Fig. 1.5: Use of Information Sources is
Documentary Sources Influenced by the Working Conditions
A s mentioned earlier the sources of information or evidence are often categoriz ed as primary, secondary,
or tertiary material. These classifications are based on the originality of the material and the proximity
of the source or origin. This informs the reader as to whether the author is reporting information that
is first hand or is conveying the experiences and opinions of others which is considered second hand.
Determining if a source is primary, secondary, or tertiary can be tricky. Let us describe the three
categories of information and give examples to help you make a determination.
P ri m a ry D oc um e n ta ry
Pr imary sources of information are original materials that often convey new ideas, discoveries, or
information. These sources originate from the time period under study. Examples of primary sources
include:
(i) original research studies (often in the form of journal articles in peer-reviewed publications), also
called empirical studies (e.g., psychology)
(ii) patents, technical reports
(iii) original documents such as diaries, letters, e-mails, manuscripts, lab data/ notes
(iv) newspaper articles from the time period under study
(v) autobiographies, first-person accounts, case studies
(vi) artifacts and archival material such as official documents, minutes recorded by government agencies
and organiza tions, photographs, coins, fossils, natural specimens
(vii) works of art such as literature, music, architecture, or paintings.
S ce on d ar y D oc um en tar y
Secondary sources of information are based on primary sources. They are
generally written at a later date and provide some discussion, analysis,
or interpretation of the original primary source. Examples of secondary
sources include:
(i) review articles or analyses of research studies about the same topic
(also often in peer-reviewed publications)
(ii) analyses of original documents or archival material
(iii) biographies, reviews, or critiques of an author. Fig. 1.6: A biography—One of the
Secondary Documentary Sources of
T e rti ar y D oc um en tar y Information
Tertiary sources of information are based on a collection of primary and secondary sources. Examples of tertiary
sources include:
(i) textbooks (sometimes considered as secondary sources)
(ii) dictionaries and encyclopedias
(iii) manuals, guidebooks, directories, almanacs
(iv) indexes and bibliographies.
How do you tell the difference?

It is not always easy to distinguish primary and secondary sources. The distinction between primary,
secondary, and tertiary sources can differ between subjects and disciplines, particularly between the
sciences and the humanities.
(i) In the sciences, research findings may be communicated informally through e-mail, then presented
at meetings before being formally published as a primary source. Once published, they will be
commented on by other scholars (secondary sources) and professionally indexed in a database or
printed index (tertiary sources).
(ii) In the humanities, primary sources for the cultural history of the 1950s might include the paintings,
novels, and films of the period.
(iii) A newspaper article is a primary source if it is reporting the news or the views of the day, but may
be a secondary source to the extent that it includes analysis and research based on other sources.
If a source does not fit the description of a primary source, it is most likely a secondary source.

Tip: Work Backwards

1. S tar t w i th ter ti ar y sourc es ( ref er en c e sourc es , d at ab as es , et c .)
Find background information on your topic by consulting reference sources and web pages for introductions
and summaries, and to find bibliographies or citations for secondary and primary sources.
2. T hen g o to sec on d ar y sourc es
Find articles, books, webpages, and other sources providing more extensive and in-depth analysis of a
topic. Check to see what other scholars and experts have to say about your topic.
3. T hen try p ri m ar y sourc es
Once you have some background knowledge on your topic, you will be better able to understand,
interpret, and analyze the primary source of information. See if you can find primary source evidence to
support or refute what other scholars and experts have said about your topic, or try an interpretation of
your own and look for more primary sources to confirm or refute your thesis. Wh en you present your
conclusions, you will have produced another secondary source to assist others in their research.
Non-documentary Sources
The non-documentary sources are also called Informal Information Sources. These include government
departments, research organizat ions, learned professional societies, industries, universities, colleagues,
corridor meetings at conferences and social gatherings.
Some examples of institutes which are excellent non-documentary sources in Ethiopia are given below
along with their U RLs (U niform Resource Locators).
(i) A ddis A baba U niversity (U RL: www.abyssiniacybergateway.net/ ethiopia/ )
(ii) A lemaya U niversity (U RL: www.alemayau.edu.et/ )
(iii) Institute of Ethiopian Studies (U RL: www.ies-ethiopia.org)
(iv) International Community School of A ddis A baba (U RL: www.icsaddis.edu.et/ )
(v) J imma Institute of H ealth Sciences (J imma, Ethiopia) (U RL: www.ju.edu.et/ )
Ac q ui ri n g I n f orm at i on T hroug h N on - d oc um en tar y S ourc es

A s far as non-documentary sources of information are concerned, private correspondence is still in wide
use. Oral transmission of a particular topic is quite useful for acquiring information.
A gencies of non-documentary sources of information include:
1. Communication among small groups, such as:
(i) Suggestions from colleagues/ friends,
(ii) Contacts with peers,
(iii) Off-prints from authors,
(iv) J ournal clubs,
(v) Technological gatekeepers, and
(vi) Corridor meetings at conferences.
2. Communication among big groups, such as:
(i) Seminars and conferences, and
(ii) Invisible colleges (information exchange groups).

3. N ew social information exchange tools like B logs (fun keeping journals on the Internet–ac cessible
to other users) and Twitter, such as:
(i) www.twitter.com (ii) ethiopiatwitter.blogspot.com
(iii) www.ethiopianreview.com (iv) www.african-safari-information.com
(v) twitter.com/ethiopiawire (vi) green.blogs.nytimes.com
Activity 1.1
A REPORT ON SOURCES OF INFORMATION IN EDUCATION
Information can come from many sources — personal experiences, books, articles, expert opinions,
encyclopaedias, the World Wide Web — and the type of information can change depending on the situation.
In recent times, Ethiopia has shown encouraging signs in the expansion of utilizing ICT for multi-purposes. ICT
plays a vital role in studying the sources of information in education sector all over the world.
Sources of Information
Look at the following sources of information. Notice the similarities between them. Keep in mind the following
three questions:
1. Which sources can you find online?
2. Which sources guide you to other information on your topic?
3. Which sources would you use when writing a report?
Magazines Newspapers
Books Encyclopedias
World Wide Web
Library Catalogue
Fig. 1.7: Some Sources of Information

Searching Sources of Information in Education

The students can visit any school/college/institution in groups with their ICT teachers to know about the
sources of information in education. There, students may find several sources of information which may be
documentary (primary, secondary or tertiary sources) and non-documentary.
The students may find some sources of information in education like Periodicals, Laboratory Notebooks,
Bibliographies, Reference Books, Yearbooks and Directories etc. in the school/college/institution. They may
even look for some Blogs and Twitters on the World Wide Web.
Prepare a list of the sources of information in the form of a table as shown below.
Sources of Information
S.No. Primary Sources Secondary Sources Tertiary Sources Non-documentary
1. ............. ............. ............. .............
2. ............. ............. ............. .............
3. ............. ............. ............. .............
4. ............. ............. ............. .............
5. ............. ............. ............. .............
... ............. ............. ............. .............
Finally submit the report to your ICT teacher and get it evaluated.
KEY CONCEPTS
 Data is a collection of raw facts and figures or a raw input which when processed or arranged makes meaningful
output.
 Information is the data that is organized, meaningful and useful.
 Technology is the usage and knowledge of tools, crafts, techniques, or systems, or methods of
organizations.
 Information Technology (IT) refers to anything related to computing technology, such as networking, hardware,
software, the Internet, or the people that work with these technologies.
 An information ‘source’ can be categorized by the type of information it contains. The types are primary,
secondary and tertiary.
Assessment 1.1
Fill in the Blanks
1. ICT stands for ...................................... .
2. ...................................... consists of raw facts and figures that are processed into information.
3. ...................................... is the usage and knowledge of tools, crafts, techniques, or systems, or methods of
organizat ions.
4. The sources of information are usually classified as ....................., ..................... and .................... .

State whether True or False

1. ICT is “ the study of International Crime Technology”.
.2 Wh en computer and communications are combined, the result is Information and Communications
Technology.
3. Information is data that has been summariz ed or otherwise manipulated for use in decision-making.
4. The non-documentary sources are also called Informal Information Sources.
Answer the Following

1. Define data and information.
2. Give the differences between data and information.
3. Explain the term technology and information technology.
4. Wr ite a short note on sources of information.
Suggested Activities
1. Explain and demonstrate the terms data, information and technology.
2. Explain and demonstrate the different sources of information.
Field Trips
1. Students should visit some big educational organiz ation in their city. Interact with faculties there and
prepare a report on “ B asic concepts of ICT and sources of information” .
2. Students should visit some places like shopping centre, hospitals and science laboratory in their city and
report on “I mpact of ICT on everyday life”.
1.2 GENERATION OF COMPUTERS

A computer is an electronic device that accepts, processes, stores and outputs data under the control of sets of
instructions.
Computers have come across a long way to acquire the current form and capability. It took around 50
years of continuous developments to bring the computer in its present form. The evolution of computers
is mainly divided into five main generations. The computers of each of these generations have different
properties.
Each new generation resulted in the following changes:
l First Generation Computers (1940–1956)

The U .S. census B ureau developed the first business computer in the year 1951. This computer was called
U niversal A utomatic Computer (U N IV A C). It used vacuum tube (see Fig. 1.8) circuits for processing. The

computers that used vacuum tube circuits were called the First Generation Computers. The vacuum tube
circuits contained a filament that was heated to emit electrons.
The main features of the first generation computers were as follows:
1. They used vacuum tubes.
2. They had a very big size.
3. They consumed huge electricity.
4. They were prone to failures.
5. They generated a lot of heat. Fig. 1.8: Vacuum Tube
6. They only supported machine language.
l Second Generation Computers (1956–1964)

B ell Labs of U .S.A . invented transistors (see Fig. 1 .9) that were used instead of vacuum tubes. Transistors
are electronic circuits that are small in size. They do not emit electrons and do not require any heating. The
computers that used transistors were called the Second Generation Computers.
The main features of the second generation computers were as follows:
1. They used transistors instead of vacuum tubes.
2. They were smaller in size as compared to the first generation computers.
3. They generated lesser heat.
4. They were more reliable and faster than the first generation computers.
5. They used core memories, magnetic tapes and disks.
6. They used lesser electricity.
7. They could be programmed by using machine as well as assembly
language. Fig. 1.9: Transistor
l Third Generation Computers (1964–1971)

The Third Generation Computers used Large Scale Integrated (LSI) circuits for processing. The LSI circuits
were invented in mid 196 0s . LSI circuits integrate several circuit components into a single chip.
The main features of the third generation computers were as follows:
1. They used integrated circuits (see Fig. 1.10) .
2. They had a small size as compared to the second generation
computers.
3. They consumed less electricity.
4. They were faster and reliable than the second generation
computers.
5. They supported high level language. Fig. 1.10: Integrated Circuit
l Fourth Generation Computers (1971–Present)

V ery Large Scale Integrated (V LSI) chips were invented in the year 1969. The computers that used V LSI
chips were called the Fourth Generation Computers.

The main features of the fourth generation computers are:

1. They contain high-speed microprocessors.
2. They contain huge storage volumes in the form of magnetic and optical
storage.
3. They contain main memories up to GB s (Gigabytes).
4. They are companied by great developments in the fields of networks.
l Fifth Generation Computers (Future) Fig. 1.11: VLSI chip

Recent research has focused on developing “t hinking computers”. These
computers are called the Fifth Generation Computers.
Fifth generation computers will have the power to learn and apply knowledge to solve a problem. They
would be able to work like humans do. Y ou can watch a movie named “ A I” by Steven Spielberg to have
an idea of such computers.
Table 1.3 summarizes the key technologies and features of the various generations of computers.
Table 1.3: Comparison of Generations of Computers
Generation Period Circuitry Input Storage Output Language Examples
1s t 1940–56 V acuum Pu nched Cards M agnetic Pu nch M achine U nivac, IB M 650,
Tubes tapes Cards Language B urroughs 20
2n d 1956–4 Transistors Pu nched Cards, M agnetic Pu nch M achine, IB M 140,

M agnetic tapes tapes Cards A ssembly H oneywell 20,
3r d 1964–71 Integrated K eyboards M agnetic M onitor P ascal, IB M System- 360

Circuits Disks Fortran,
(ICs) Cobol, RPG
4t h 91 71– V ery Large M ouse, M agnetic M onitor, RDB M S, etc. IB M System

present Scale Integ- Scanners, Disks with Pr inters 3760, H P 30
ration (V LSI) Sound, etc. higher
of circuits capacity
5t h Future W ith
A rtificial
intelligence
Activity 1.2
INTRODUCTION TO ARTIFICIAL INTELLIGENCE
In small groups students will discuss “Introduction to Artificial Intelligence” based on the following information.
The group leader from each group will give a brief presentation to the class based on the discussions.

Artificial Intelligence
Artificial Intelligence (AI) is the ability of a computer or other machines to perform those activities that are
normally thought to require intelligence.
or
Artificial Intelligence is the branch of computer science concerned with making computers behave like
humans.
The term was coined in 1956 by John McCarthy at the Massachusetts Institute of Technology, located in
Cambridge, Massachusetts (United States).
Artificial intelligence includes:
1. Games playing: Programming computers to play games such as chess and checkers.
Fig. 1.12: Games Playing

2. Expert systems: Programming computers to make decisions in real-life situations (for example, some
expert systems help doctors diagnose diseases based on symptoms).
3. Natural language: Programming computers to understand natural human languages.
4. Neural networks: Systems that simulate intelligence by attempting to reproduce the types of physical
connections that occur in animal brains.
5. Robotics: Programming computers to see and hear and react to other sensory stimuli.
Fig. 1.13: A Robot — An AI tool

Currently, no computers exhibit full artificial intelligence (that is, are able to simulate the human behaviour).
The greatest advances have occurred in the field of games playing.
Today, the hottest area of artificial intelligence is neural networks, which are proving successful in a number
of disciplines such as voice recognition and natural-language processing.
KEY CONCEPTS
 The computers that used vacuum tube circuits were called the First Generation Computers.
 The computers that used transistors were called the Second Generation Computers.
 The Third Generation Computers used Large Scale Integration (LSI) circuits for processing.
 The computers that used Very Large Scale Integrated (VL SI) chips were called the Fourth Generation Computers.
 Recent research has focused on developing “thinking computers”. These computers are called the Fifth
Generation Computers. They would be able to work like humans do.

Assessment 1.2
Fill in the Blanks
1. The evolution of computers is mainly divided into ............................ main generations.
2 . Each new generation of computers resulted in decrease in ...................... and ..........................
3. The computers that used ............................ circuits were called the First Generation Computers.
4. ............................ generation computers will have the power to learn and apply knowledge to solve a
problem.

1. The computers of all the five generations have different properties.
2. The computers that used transistors were called the First Generation Computers.
3. The Third Generation Computers used integrated circuits.
4. The Fourth Generation Computers are companied by great developments in the fields of networks.

1. List the generation of computers.
2. Compare the differences amongst each generation of computers.
Suggested Activity
Explain and demonstrate (pictorially or physically) each generation of computers.
Field Trip
Organize a field trip to various places such as government organizat ions and science laboratories to find out
and report on:
Different generations of computers.
1.3 TYPES OF COMPUTERS

Computers can be classified into super computers, mainframe computers, minicomputers, and
microcomputers (personal computers) on the basis of the following:
1. Size
2. Cost
3. P erformance
(i) Speed of processing data
(ii) Storage capacity
(iii) A bility to handle input and output devices
Let us classify the types of computers used today:
l Super Computers
(i) Super computers are the largest and fastest computers. They are also the costliest computers.
(ii) They are used in fields like science and defence. These
computers are used for designing and launching
missiles, weather forecasting, biomedical research,
aircraft design and automobile design.
(iii) There are only a few super computers throughout
the world. Some examples are IB M B lue Gene/ L, IB M
Roadrunner and Cray J aguar.
Fig. 1.14: Super computer
l Mainframe Computers
(i) M ainframe computers are more powerful than minicomputers.
(ii) They have high processing speeds and can store large amounts of
data. They are used in wide area networks and support hundreds of
users. H owever, these computers consume more electricity.
(iii) Some examples are IB M 30 series and U nivac 180.
Fig. 1.15: Mainframe computer
l Minicomputers
(i) M inicomputers are small general-purpose computers, also called mid-
range servers. These computers can perform more complex tasks and cost
more than microcomputers.
(ii) They are larger in size and they have small to medium storage
capacity.
(iii) They are used for processing data and analysing results of experiments.
They are also used for controlling and monitoring production
processes.
(iv) Some examples are PD P 1/ 42 and V A X 1 .
Fig. 1.16: Minicomputer
l Microcomputers
(i) M icrocomputers are also called P ersonal Computers (PC s). These computers use microprocessors.
(ii) They are small in size. A lso, they do not have large storage capacities.
(iii) They can perform difficult tasks. They are used mainly for desktop publishing, accounting, statistical
analysis, graphics designing and project management.
(iv) Some examples are A pple II, IB M PC , PS / 2 and M acintosh.
A desktop microcomputer A tower microcomputer

Fig. 1.17: Two Microcomputers

P ersonal computer or PC s are the popular form of computers. Individuals as well as organizat ions use
these computers. The classification of P Cs is as:
1. Desktops: These CP s are those in which the case or main housing sits on a desk, with keyboard in
front and screen (monitor) often on top.
2. Portables: These PC s are so small that they can be placed on your lap.
The difference between portables and desktops is that portables can be carried while travelling unlike
desktops. The portables are classified as:
(i) Laptops: These are small-sized machines that have the same power of a desktop. The weight of a
laptop is around 7 to 12 kg. The drawback of a laptop is that it is too bulky. Examples: Toshiba 520 0C
and SLT/ 286.
(ii) Notebooks: These are smaller than a laptop and are designed to overcome the drawbacks of a
laptop. They have the size of a notebook but are as powerful as a desktop. They weigh 3 to 4 kg.
Examples: Contura 3/ 20 and A cer A nyW are.
(iii) Palmtops or Personal Digital Assistants ( PDAs) : These are handheld computers which have the size
of a pocket calculator. They are not as powerful as a desktop. PD A s combine personal organizat ion
tools — schedule planners, address books, to-do lists — with the ability in some cases to send e-mail
and faxes. Example: H P95L X .
A Laptop A Notebook A Personal Digital Assistant (PDA)

Fig. 1.18: A laptop, a notebook and a Personal Digital Assistant (PDA)
l Characteristics of a Computer
Computers are capable of performing highly complex tasks, which human beings cannot perform efficiently.
The following are the main characteristics of computers, which make them so powerful:
1. Speed
Computers work at an amazi ng speed without any mistakes. The work, which a normal person would
complete in a few hours can be done within fractions of a second by a computer. Speed of computers
– 3 – 6
is measured in terms of milliseconds (10 seconds), microseconds (10 seconds) or nanoseconds
– 9
(10 seconds).
2. Accuracy
A computer performs its task with great accuracy. It never commits mistakes in processing the data. It
produces errors when we enter inaccurate input, i.e., Garbage In Garbage Out (GIGO).

3. Reliability
Computers are more reliable than human beings as they do not get bored of the repetitive tasks and
never get tired.
4. Storage Capacity
A computer can store large amount of data. It can store various documents, articles, pictures, etc., in
its memory which can be used whenever required. On the other hand, a human being can keep only a
limited information in his/ her mind and rest of the things, he/ she forgets.
5. Versatility
A computer can perform various types of jobs. On a computer system, we can listen to songs while
typing text or play games while working on any other package, do calculations, make drawings, surf
the net, send e-mail, etc.
6. Reduction in Manpower
Earlier, the work in industries/ factories was done by a number of persons. B ut with computers, it can
be completed by a few persons and that too more accurately and efficiently. The advent of computer
has reduced the need of manpower.
7. Paper Work can be Reduced

The use of computer reduces the burden of paper work in any organizat ion. For example, record of
each student of a school can be kept in the computer itself rather than keeping manual files for each
student. A lso, information regarding any student can be obtained easily and quickly with the help of a
computer.
l Limitations of a Computer
Despite having various advantages, computers do have the following limitations that are the strengths of
human beings. These are:
1. No Decision-making Ability
Computers cannot take any decisions. H uman beings assist the computer to take the decisions. For
example, suppose a street hawker is selling flowers. If such kind of flowers are already in our house, we
will decide not to purchase them. Taking decision in this way, without the assistance of human beings,
is not possible by a computer.
2. No Intelligence
Computers do not have intelligence of their own, they work according to the instructions given by
humans.
3. No Emotions and Feelings

Computers are far away from emotions and certainly being machines, they cannot have feelings and
instincts.
These limitations of computers are characteristics of human beings. Thus, computers and human beings
work in collaboration to make a perfect pair.
Activity 1.3
USES OF COMPUTERS
In small groups students will discuss “Some uses of computers” based on the following information. The group
leader from each group will give a brief presentation to the class based on the discussions.
Computers are everywhere. Some of the modern uses of computers are:
1. Traffic Control System

Computers are used to control the movement of people, goods,
and vehicles in order to ensure their safe, orderly, and expeditious
(done with speed and efficiency) flow throughout the transportation
system. Each of the five areas of transportation—roadways, airports
and airways, railways, coastal and inland waterways, and pipelines—
have unique systems of control.
The traffic control system has improved worldwide so much that
being mobile (whether walking or riding) has become a lot safer. Fig. 1.19: An air traffic control system
2. Ticket Machines
The ticket machines are computerized vending machines that generate
tickets. Whatever the size, the process is the same. The person chooses
the ticket type and quantity from the display. After choosing the payment
method, the ticket is generated.
3. Cash Machines in Banks

A cash machine or an ATM (Automated Teller Machine) is an unattended
machine (outside some banks) that dispenses money when a personal Fig. 1.20: A ticket machine
coded card is used.
The central bank of Addis Ababa is known as the National Bank of
Ethiopia (NBE). Besides the central bank, there are many other banks in
Addis Ababa. The ATM counters in Addis Ababa can be located at:
(i) Hilton Hotel, Ground Floor
(ii) Sheraton Hotel, Lounge
(iii) Wabe Shebelle Hotel, Ground Floor Fig. 1.21: A cash Machine or
an ATM
(iv) Dembel Shopping Mall, Ground Floor
KEY CONCEPTS
 Super computers are the most powerful computers among digital computers.
 Mainframe computers are designed to handle huge volumes of data and information.
 Minicomputers are small general purpose computers, also called mid-range servers.

 Microcomputers are also called Personal Computers (PCs). These are classified into desktops and portables.
 The main characteristics of a computer are: speed, accuracy, reliability, storage capacity, versatility, reduction
in manpower and reduction in paper work.
Assessment 1.3
Fill in the Blanks
1. ........................... can be classified into super computers, mainframe computers, minicomputers and
microcomputers.
2. ........................... are the largest and fastest computers.
3. ........................... are those computers in which the case or main housing sits on a desk, with keyboard in
front and screen (monitor) often on top.
4. P ersonal Digital A ssistants (PD A s) have the size of a ........................... .

1. W e cannot classify the computers on the basis of size.
2. M ainframe computers are more powerful than minicomputers.
3. M inicomputers cannot be called mid-range servers.
4. Laptops are small sized machines that have the same power of a desktop.

1. Classify the types of computers used today.
2. List the characteristics of each type of computer.
Suggested Activity
Categorize the computers in terms of size, processing speed and capacity only.
Field Trips
1. Determine what types of computers are being used in your school. In which departments are the different
types of computer used? Wh at are they used for? H ow are they connected to other computers?
2. Organize a field trip to various places such as science laboratories and government organizat ions to find
out and report on:
Types of computers and their uses.
1.4 INTRODUCTION TO DATA REPRESENTATION

A digital computer works with binary number system. The binary number system has only two digits
0 and 1. Inside the computer, binary number is represented by an electrical pulse. 1 means a pulse of
electricity and 0 means no pulse.
Data is divided into three types—a lphabetic data, numeric data and alphanumeric data. A lphabetic
data is used to represent the alphabets. It consists of capital letters A –Z , small letters a–z and blank
space etc. A lphabetic data is also called non-numeric data. N umeric data consists of ten digits
0, 1 , 2, 3, 4, 5, 6, 7, 8, 9, two signs + and – and decimal point. A lphanumeric data is used to represent
alphabetic data, numeric data, special characters and symbols.
One digit in binary number system is called a bit and combination of eight bits is called a byte. A byte
is the basic unit that is used to represent the alphabetic, numeric and alphanumeric data.
A ll the data that is entered into a computer is first converted into the binary form and after processing,
it is again converted to human readable form as shown in Fig. 1.2.
Fig. 1.22: Conversion of a letter to Binary form and back

W e will learn about computer coding system later in this unit.
l Number Systems
There are different types of number systems that are used to represent data. Y ou are already familiar with the
decimal number system. The other useful number systems are binary, octal and hexadecimal. Y ou may regard
each digit as a box that can hold a number.
Let us discuss the various number systems:
Binary Number System

In the binary number system, there can only be two choices for representing data—ei ther a " 0" or a " 1" .
The base or radix of the binary number system is 2.
Octal Number System

In the octal number system, there can be eight possibilities:
" 0" , " 1" , " 2" , " 3" , " 4 " , " 5" , " 6" , " 7" .
The base or radix of the octal number system is 8.
Hexadecimal Number System

In the hexadecimal number system, we have 16 symbols:
" 0" , " 1" , " 2" , " 3" , " 4 " , " 5" , " 6" , " 7" , " 8" , " 9" , " A " , " B " , " C" , " D" , " E" , and " F" .
The base or radix of the hexadecimal number system is 16.

A s shown in Table 1.4, there is a direct correspondence between the binary system and the octal system,
with three binary digits corresponding to one octal digit. Likewise, four binary digits translate directly into
one hexadecimal digit. In computer usage, hexadecimal notation is especially common because it easily
replaces the binary notation, which is too long and human mistakes in using the binary numbers are too
easily made.
Table 1.4: Base Conversion Table
Decimal Binary Equivalent Octal Equivalent Hexadecimal Equivalent
0 0 0 0
1 01 1 1
2 01 2 2
3 01 3 3
4 01 4 4
5 01 5 5
6 01 6 6
7 01 7 7
8 10 10 8
9 10 1 9
10 10 12 A
1 10 13 B
12 10 14 C
13 10 15 D
14 10 16 E
15 1 17 F
l Conversion of Numbers from One Number System to the Other

W e can convert a number in one system to the other system by following rules specified by the number
systems. Following conversions are generally performed in calculations.
Decimal to Binary Conversion

To convert a decimal number to its equivalent binary number, follow these steps:
1. Divide the number by 2 and store the remainder.
2. Divide the quotient by 2 and store the remainder.
3. Repeat these steps until quotient becomes 0.
4. Wr ite the remainders from bottom to top order.
This arrangement of remainder digits will be the binary equivalent of the number. Let us describe this
conversion process with decimal number 23.

2 2 3 Remainder
2 1 1 1
2 5 1 = 10
2 2 1
2 1 0
0 1
Converting Decimal to Octal

To convert a decimal number to its equivalent octal number, follow these steps:
The steps are same as in decimal to binary conversion with only one difference that the number is
divided by 8 because, 8 is the base in octal number system. For example, 837 in decimal will be equal to
15 05 in octal.
8 8 37 Remainder
8 1 04 5
8 13 0 = 150
8 1 5
0 1
Converting Decimal to Hexadecimal

To convert a decimal number to its equivalent hexadecimal number, follow these steps:
The steps are same as in decimal to binary conversion with only one difference that the number is
divided by 16 because, 16 is the base in hexadecimal number system. For example, 175 in decimal will be
equal to 6B 3 in hexadecimal.
16 175 Remainder H exadecimal equivalent
16 107 3 3
16 6 1 B = 6B 3
0 6 6

Converting Binary to Decimal

Y ou can convert a binary number back to decimal number by multiplying each digit from right side with
increasing power of 2 and adding the result. This means, the first digit from right will be multiplied by 2 0 ,
the second digit with 2 1 and so on. For example,
(101) 2 = ? 1 0
0 1 2 3 4
= 1 × 2 + 1 × 2 + 1 × 2 + 0 × 2 + 1 × 2
= 1 + 2 + 4 + 0 + 16
= 23
Converting Octal to Decimal

W e can also convert an octal number to decimal number by multiplying each digit from right side with
increasing power of 8 and adding the result. This means, the first digit from right will be multiplied by 8 0 ,
the second digit with 8 1 and so on. For example,
(150) 8 = ? 1 0
= 5 × 8 0 + 0 × 8 1 + 5 × 8 2 + 1 × 8 3
= 5 + 0 + 3 20 + 512
= 837
Converting Hexadecimal to Decimal

W e can also convert an hexadecimal number to decimal number by multiplying each digit from right
side with increasing power of 1 6 and adding the result. This means, the first digit from right will be
multiplied by 1 6 0 , the second digit with 1 6 1 and so on. For example,
(6B )3 1 6 = ? 1 0
0 1 2
(6B 3) 1 6 = 3 × 61 + 1 × 16 + 6 × 16 (H ere, B = 1)
= 3 + 761 + 1536
= 175
Converting Binary to Octal

To convert a binary number to its equivalent octal number, follow these steps:
1. Divide the binary number into groups of three bits each beginning from right side.
2. A dd 0s to the left, if last group is incomplete.
3. Convert each group into decimals.
For example, consider the following:
(101) 2 = ? 8
= 10 01
= 5 3
A s 10 = 1 × 2 + 0 × 2 1 + 1 × 2 2
0
= 1 + 0 + 4 = 5
and 01 = 1 × 2 0 + 1 × 2 1 + 0 × 2 2
= 1 + 2 + 0
= 3
Therefore, (101) 2 = (53) 8
Converting Octal to Binary

To convert an octal number to its equivalent binary number, follow these steps:
1. Convert each digit octal number to its equivalent three digit binary number.
2. Combine all the binary groups into a single group.
For example, consider
(53) 8 = ? 2
(53) 8 = 5 3
= 10 01
as 10 = 5 and 01 = 3 in decimal (refer to Table 1.4)
Therefore, (53) 8 = (101 1) 2
Converting Binary to Hexadecimal

To convert a binary number to its equivalent hexadecimal number, follow these steps:
1. Divide the binary number into groups of four bits each beginning from right side.
2. A dd 0s to the left, if last group is incomplete.
3. Convert each group into decimals.
For example, consider the following
(110) 2 = ? 1 6
= 01 01
= 3 5
as 01 is 3 in decimal and 01 is 5 in decimal (refer to Table 1.4) .
Therefore, (110) 2 = (35) 1 6
Converting Hexadecimal to Binary

To convert a hexadecimal number to its equivalent binary number, follow these steps:
1. Convert every digit i.e., A to F of hexadecimal number (if any) to decimal equivalent.
2. Convert every decimal number to its equivalent four digit binary number.
3. Combine all the binary groups to form a single binary number.
For example,
35 1 6 = ? 2
3 = (001) 2 (refer to Table 1.4)
5 = (010) 2
Therefore, (35) 1 6 = (110) 2
It must be remembered that whatever number system one may use, the information stored in the
computer memory is always in terms of binary digits. It is only for our convenience that we use octal
or hexadecimal numbers.
l Computer Coding System

W e are already familiar about different types of number systems. The computers convert the information,
numeric or non-numeric, into binary form. Therefore, one must know how the data/ information is stored
in computer memory.
A computer handles non-numeric data in addition to numerical data, that is, alphabets, punctuation
marks and other special characters. Some predefined codes are used to represent the numeric and non-
numeric characters. These codes are known as al p han um er i c c od es . A ny data or information is represented
internally using the bits 0 and 1.
A computer system’ s data/ information storage capacity is represented by bytes, kilobytes, megabytes,
gigabytes and terabytes.
1 B yte = 8 bits
1 0
1 K ilobyte (K B ) = 2 bytes = 1024 bytes
1 0 1 0 2 0
1 M egabyte (M B ) = 1024 K B = 2 × 2 bytes = 2 bytes
1 0 2 0 3 0
1 Gigabyte (GB ) = 1024 M B = 2 × 2 bytes = 2 bytes
1 0 3 0 4 0
1 Terabyte (TB ) = 1024 GB = 2 × 2 bytes = 2 bytes
Let us discuss some useful codes for data representation:
BCD (Binary Coded Decimal)

Binary Coded Decimal (B CD) code is one of the early computer codes. The idea of this coding scheme is to
convert each digit of a decimal number into its binary equivalent instead of converting the entire decimal
value into a binary number. This makes the conversion process easier.
Table 1.5 shows B CD equivalent of each decimal digit. Since 8 and 9 require 4 bits, all decimal digits
are represented in B CD by 4 bits.
Table 1.5: BCD equivalent of decimal digits
Decimal Digits BCD Equivalent
0 0
1 01
2 01
3 01
4 01
5 01
6 01
7 01
8 10
9 10
N ote that each decimal digit is independently converted to a 4- bits binary number, and hence, the
conversion process is very easy. A lso note that when four bits are used, altogether 16( 2 4 ) combinations are
possible (refer to hexadecimal number system). H owever, from Table 1.5 you can see that only the first 10
of these combinations are used to represent decimal digits. The remaining six arrangements (101, 10,
10, 10, 10 and 1) have decimal values from 10 to 15. These arrangements are not used in B CD
coding. That is, 10 does not represent 10 1 0 in B CD. Instead,

10 = 01 0 or 00010000 in BCD
1 0 1 0
Similarly,
01 or 00010101 in BCD 15 = 01
1 5 1 0
In the discussion above, we have used a group of four bits to represent a digit (character) in B CD. 4- bits
B CD coding system can be used to represent only decimal numbers because four bits are insufficient to
represent the various characters used by a computer. H ence, instead of using four bits with only 16 possible
characters, computer designers commonly use six bits to represent characters in B CD code. In 6- bit B CD
code, the four B CD numeric place positions are retained but two additional zo ne positions are added. W ith
six bits, it is possible to represent 64( 2 6 ) different characters. This is sufficient to code the decimal digits
(10) , alphabetic letters (26 in number), and other special characters (28 in number). Table 1.6 illustrates
coding of alphabetic and numeric characters in B CD.
Table 1.6: Alphabetic and numeric characters in BCD along with their Octal equivalent
Character BCD Code Octal Character BCD Code Octal
Equivalent Equivalent
Zone Digit Zone Digit
A 1 01 61 S 01 01 2
B 1 01 62 T 01 01 23
C 1 01 63 U 01 01 24
D 1 01 64 V 01 01 25
E 1 01 65 W 01 01 26
F 1 01 6 X 01 01 27
G 1 01 67 Y 01 10 30
H 1 10 70 Z 01 10 31
I 1 10 71
0 0 0 0
J 10 01 41 1 0 01 01
K 10 01 42 2 0 01 02
L 10 01 43 3 0 01 03
M 10 01 4 4 0 01 04
N 10 01 45 5 0 01 05
O 10 01 46 6 0 01 06
P 10 01 47 7 0 01 07
Q 10 10 50 8 0 10 10
R 10 10 51 9 0 10 1

Example 1.1 Write the binary digits used to record the word BASE in BCD.
Solution. In B CD notation:
B = 110010 A = 110001 S = 010010 E = 10
H ence, the binary digits
10 10 01 10 10
B A S E
will record the word B A SE in B CD.
Example 1.2 Using Octal notation, write the BCD coding for the word DIGIT.
Solution. In B CD notation:
D = 64 I = 71 G = 67 I = 71 T = 23
H ence, the B CD coding for the word DIGIT in octal notation will be
64 71 67 71 23
D I G I T
ASCII
Pr onounced “a sk-ee”, A SCII (American S tandard C ode for I nformation I nterchange) is the binary code
most widely used with microcomputers. It has replaced many of the special codes that were previously
used by computer manufacturers.
A SCII 7- bit code can represent up to 128 characters. A letter, digit or special symbol is called a character.
It includes upper-case and lower-case alphabets, numbers, punctuation marks, special characters and
control characters.
A SCII 8- bit code can represent up to 256 characters. Table 1.7 shows A SCII 8- bit coding scheme for
alphabets and digits.
Table 1.7: ASCII 8-bit Coding Scheme

Character Decimal ASCII–8 Character Decimal ASCII–8
A 65 01 0 01 a 97 01 01
B 6 01 0 01 b 98 01 01
     
O 79 01 0 1 o 1 01 1
P 80 01 01 0 p 12 01 0
Q 81 01 01 01 q 13 01 01
     
Y 89 01 01 10 y 12 01 10
Z 90 01 01 10 z 12 01 10
0 48 0 1 0 5 53 01 01
1 49 0 1 01 6 54 01 01
2 50 0 1 01 7 5 01 01
3 51 0 1 01 8 56 01 10
4 52 0 1 01 9 57 01 10

UNICODE
U nicode uses two bytes (16 bits) for each character. It can handle 65, 536 character combinations. Thus,
it allows almost all the written languages of the world to be represented using a single character set.
Formally,
U n i c od e p rov i d es a un i q ue n um b e r f or ev er y c har ac ter ,
n o m at ter w hat the p l at f orm ,
n o m at ter w hat the p rog ram ,
n o m at ter w hat the l an g uag e.
U nicode standard covers the principal written languages of the A merica, Europe, the M iddle East,
A frica, India and A sia.
KEY CONCEPTS
 A digital computer works with binary number system.
 All the data that is entered into a computer is first converted into the binary form and after processing, it is
again converted to human readable form.
 There are different types of number systems (binary, octal, hexadecimal) that are used to represent data.
 We can convert a number in one system to the other system by following rules specified by the number
system.
 Some useful computer coding systems are BCD, ASCII and UNICODE.
Assessment 1.4
Fill in the Blanks
1. A digital computer works with ........................... number system.
2. A ........................... is the basic unit that is used to represent the alphabetic, numeric and alphanumeric
data.
3. 1 K ilobyte (K B ) = ........................... bytes.
4. The full form of A SCII is ........................... .
State Whether True or False

1. The binary number system has only one digit 1.
2. W e can convert a number in one system to the other system by following rules specified by the number
system.
3. B CD code is one of the early computer codes.
4. U N ICODE uses one byte (8 bits) for each character.

1. Explain how data is represented in the computer.
.2 Discuss in brief the number systems—b inary, octal and hexadecimal.

3. P erform the following inter-number system conversions:

(i) (101) 2 = ( )1 0 (ii) (25) 1 0 = ( )2
(iii) (759) 1 0 = ( )8 (iv) (746) 8 = ( )2
(v) (59F )1 6 = ( )2 (vi) (9D)1 6 = ( )1 0
(vii) (110) 2 = ( )8 (viii) (47) 8 = ( )1 0
(ix) (79) 1 0 = ( )1 6
4. Wr ite short notes on the following computer coding systems:
(i) B CD (ii) A SCII (iii) U N ICODE
Suggested Activity
Introduce an idea of the complexity of data representation in computer.
1.5 COMPUTER SYSTEM

A computer is an electronic device that can accept data and instructions, store and process it to produce
the required result.
The acronym for C O M P U T E R is “ C ommon O riented M achine P articularly U sed for T rade, E ducation
and R esearch” .
The computer mainly consists of hardware and software components. B oth of these work together to
process data. Figure 1.23 illustrates these two components.
Fig. 1.23: Hardware and software
Hardware
The physical components of the computer that can be seen and touched are called as hardware. The
term hardware is used to refer to all the components inside or outside the computer. In addition to
this, components used to interconnect two or more components, for example, wires are also regarded as
hardware. W e have several hardware devices that are used at various phases of data processing cycle.
The hardware that are used to supply input to computer are called as input devices. The hardware that are
used to process the data, are called as processing devices and the devices that are used to present output
of computer are called as output devices. Each of these categories has a broad variety of devices of various
brands and qualities.
Software
The sets of instructions that instruct the computer to do different tasks are called as software. For example,
word processing, games, painting, e-mail, spreadsheets etc.
Software is the driving force behind the working of computer. W ithout the presence of software, the
computer is as good as a piece of plastic and metal. H ardware can be considered as organs and the software
is life that moves inside these organs. B oth of them cannot perform their function without the presence of
each other.
l Hardware Components
H ardware consists of all the machinery and equipment in a computer system. The hardware includes, the
keyboard, the monitor, the printer, and the “b ox” — the computer or processing device itself. Figure 1.24
illustrates hardware of a computer.
Fig. 1.24: Hardware of a computer

The hardware components are given in Fig. 1.25.
Fig. 1.25: Hardware components
Input Devices
Input devices allow people to put data into the computer in a form that the computer can use, for example,
keyboard and mouse.
Fig. 1.26: Input devices
Output Devices
Output devices translate information processed by the computer into a form that humans can understand—
print, sound, graphics, or video. For example, monitor, printer and sound speakers.
Fig. 1.27: Output devices

System Unit
The system unit is also known as case. It is the box that houses the processor chip
(CPU ) i.e., the ‘ brain’ of computer, the memory chips, and the motherboard with power
supply, as well as some secondary storage devices—f loppy-disk drive, hard-disk drive,
and CD or DV D drive. The case comes in desktop or tower models. It includes a power
supply unit and a fan to keep the circuitry from overheating.
Fig. 1.28: Case or
Secondary Storage Devices system cabinet
W ithin the motherboard in the system cabinet, the secondary storage devices are connected to it. Secondary
storage or permanent storage stores your data as long as you want.
Let us discuss the commonly used secondary storage devices—C ompact Disk (CD) and Digital V ersatile
Disk (DV D):
C om p ac t D i sk ( C D )
The compact disk or CD is an optical storage medium. It is relatively cheap and has a storage capacity of
up to 7 0 M egabytes of data. There are three main types of CDs:
(i) CD-ROM (Compact Disk—Read Only Memory): It is an optical-disk format that is used to hold pre-
recorded text, graphics and sound, for example, encyclopedias, software, games, e-books etc. It is a
read-only disk. Read-only means that the disk’ s content is recorded at the time of manufacture and
cannot be written on or erased by the user.
(ii) CD-R (Compact Disk-Recordable): It is an optical-disk format on which data can be recorded only once
but can be read many times. It allows users to make their own CD disks, though it is a slow process.
Once recorded the contents cannot be erased. CD-R is often used by companies for archiving, that
is, to store vast amounts of information.
(iii) CD-RW (Compact Disk-Rewritable): It is an erasable disk that allows users to record and erase data,
so the disk can be used over and over again. CD-RW disks are used for archiving and backing up
large amounts of data or work in multimedia production or desktop publishing, however, they are
relatively slow.
D i g i tal V er sat i l e D i sk ( D V D )
The digital versatile disk or digital video disk or DV D is an optical storage medium. It is a CD-style disk
but is able to hold about 15 times as much information and transfer it to the computer about 20 times as
fast as a CD-ROM . There are three main types of DV Ds:
(i) DVD-ROM (Digital Versatile Disk—Read Only Memory): It is a high capacity optical disk capable of
storing 4.7 Gigabytes to 17 Gigabytes. It is a powerful and versatile secondary storage medium
which was originally developed for the movie industry.
(ii) DVD-R (DVD-Recordable): It is similar to CD-R that
allows users to write on the disk only once but read it
many times. Recordable DV Ds offer the user yet another
option for storing large amount of data.
(iii) DVD-RW (DVD-Rewritable): M ost writable DV D drives
are DV D-RW . The DV D-RW disks can be recorded on
and erased more than once.
DV D technology is bringing down prices these days.
Figure 1.29 shows how to use a CD/ DV D. Fig. 1.29: How to use a CD/DVD
Some secondary storage devices are also called input and output devices. For example, CD, DV D and
P en Drive etc.
l Types of Software
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 providing various services to the users. Figure 1.30 shows the two types of
software.
Fig. 1.30: Types of software
System Software
System software is a set of master programs that keep the computer system working.
The basic components of system software are given below:
O p er at i n g S y stem S of tw a re
Operating system is a bridge between the computer hardware and the user. V arious types of operating systems
are W indows, M ac OS, U nix, Linux etc.
Operating systems perform basic tasks, such as:
1. Recognizi ng input from the keyboard
2. Sending output to the display screen
3. K eeping track of files and directories on the disk
4. Controlling peripheral devices such as disk devices and printers.
Language Software
A language acceptable to a computer system is called computer language or programming language. A ll
computer languages can be classified broadly into the following three categories:
1. M achine Language
2. A ssembly Language
3. H igh-level Language.
L ow L ev el L a n g uag e
Machine Language
Every computer understands only one language without using a translation program which is called
machine language of the computer.
Assembly Language
A language that allows instructions and storage locations to be represented by letters and symbols instead
of numbers is called assembly language or symbolic language.
M achine and assembly languages are often referred to as low-level programming languages.

H i g h L ev el L an g uag e
High-level programming languages overcome the limitations of low-level programming languages. The main
feature of high-level languages is machine independence, i.e., portable (can be used on different computers
with or without minor changes).
Today many different high-level languages are in use because each one was designed for a different
purpose. For example, LOGO, FORTRA N , COB OL, B A SIC, P ascal, C, C++, C#, J ava, RPG , LISP and
SN OB OL.
S ourc e P rog ra m an d O b j ec t P rog ram

Let us define source and object program:
Source Program: A computer program written in high level language by a programmer that can be
converted (or translated) into machine language.
Object Program: A computer program translated from an equivalent source program into machine
language by a compiler or assembler.
Compilers and Interpreters

Computers work in machine language. These need translators for converting different computer languages
into machine language. Compilers and interpreters are translators which are also known as language
processors.
C om p i l er
Compiler software translates a source program that is usually written in a high level language by a
programmer into machine language. The compiler is capable of replacing single source program statement
with a series of machine language instructions. For each language the machine requires a separate compiler.
Figure 1.31 shows the working of a compiler.
Fig. 1.31: Working of a compiler

I n ter p ret er
Interpreter software translates each source program statement into a sequence of machine instructions and
then executes these machine instructions before translating the next source language statement. Interpreter is
also unique for each high level language like compiler. Figure 1.32 shows the working of an interpreter.
Fig. 1.32: Working of an interpreter

Others
P rog ram U ti l i ti es
U tilities are the programs that carry out general tasks such as formatting disks, storing files, virus checking.
Some examples of utilities are text editors, backup utility, compression utility, disk defragmenter and antivirus
software.
Y ou can buy the utility programs at computer stores. Some utility programs are also available free of
cost on the Internet.
D ve i c e D ri v er s
Device drivers are programs which allow hardware devices such as the keyboard, printers to interface with
the computer.
M odern operating systems have inbuilt support for a variety of input and output devices. For example,
W indows X P contains drivers of hundreds of printers, scanners and other devices.
l Application Software
A pplication software allows the user to perform specific tasks. A n application software, designed to satisfy
one purpose may not be able to solve other purpose of the same user. For example, software for financial
management cannot be used for designing two-dimensional graphics. Similarly, we have word processors
for letter writing and presentation software for presentations. W e cannot interchange the use of two
application software with each other.
There are two main categories of application software: Pre-Written and Customised A pplication
Software.
P re- Wr i tten Ap p l i c at i on S of tw ar e: These are designed for common needs of various businesses. For
example, Wo rd Pr ocessing Software, Electronic Spreadsheets, Pr esentation Software, Database M anagement
Systems, Communication Software, Desktop Pu blishing Software.
C ustom i zed Ap p l i c at i on S of tw ar e: These are created for a specific application of a specific environment.
For example, software required by a publishing house. This type of software may not be useful for a
computer assembling house who deals in the items having warranty period. Software engineers are hired
to create such software. Different computer languages are used to create these software.
Types, Examples and Uses of Application Software

A pplication software can be classified in many ways—f or productivity, speciality education/ reference,
entertainment, and personal uses. Figure 1.3 illustrates the types of application software.
AP P L I C AT I O N S O F T W AR E
P rod uc ti v i ty S p ec i al i ty E d uc ta i on / E n ter tai n m en t P er son al

sof tw ar e sof tw ra e ref er ne c e sof tw ar e sof tw ar e sof tw ra e
• Word • Presentation graphics • Encyclopedias • Games, etc. • Cookbooks
processing • Financial • Phone books • Medical
• Spreadsheets • Desktop publishing • Almanacs • Home
• Database • Drawing & painting • Library searches decoration
management (image editing) etc. • Gardening
• Personal • Project management • Home repair
information • Computer aided • Tax
management design preparation
• Web browse • Web page design etc.
• E-mail etc. • Video/audio editing etc.
Fig. 1.33: Types of application software

Let us discuss some of the application software in brief:

(a) General purpose software: These software are useful in controlling the general activities of organizat ions.
For example, M S-WO RD, M S-EX CEL and DTP software.
(b) Speciality software: These software are used for a special purpose. For example, P eachtree.
(c) Entertainment software: These software allow a computer to be used as an entertainment tool. For
example, Solitaire and Pi nball.
(d) Educational software: These software allow a computer to be used as a teaching and learning tool. For
example, M icrosoft Encarta, M avis B eacon and TypingM aster Pr o.
l Features of Operating System

Operating System (OS) is a bridge between the computer hardware and the user. For example, W indows,
Linux, M ac OS, Solaris, U N IX etc.
W indows provides a Graphical U ser Interface (GU I). A graphical user interface is simple to use because
any action that is performed is in the form of button clicks or selection of commands.
Some of the features of an OS are given below:
1. M anipulates the files and folders on a computer.
2. Transfers files from one folder to another.
3. Finds a file or folders using a ‘ search’ facility.
4. Customizes the computer desktop.
Let us discuss these features using W indows X P operating system.
Creating Folders or Directories

Folder is like a container, which can store programs, files and also other folders.
(i) T o C re at e a F ol d er at the D es k top
1. Right-click in an empty area of the desktop.
2. From the pop-up menu so displayed, select New (see Fig. 1.34) .
Fig. 1.34: Creating a folder at the desktop

3. From the cascading menu, select the option Folder (see Fig. 1.34 ). A folder icon appears with the
name ‘ N ew Folder’ highlighted.
4. Type a name for the newly created folder and press Enter key.
(ii) T o C re at e a F ol d er i n a D ri v e/ F ol d er
1. In ‘ M y Computer’ navigate to the item (drive/ folder) in which you wish to create a new folder.
2. Double click on this item, so that a window exhibiting its contents is opened.
3. Right-click on an empty area in the window.
4. Select New from the pop-up menu displayed, and Folder from the cascading menu (see Fig. 1.35) .
A folder icon appears with the name ‘ N ew Folder’ highlighted.
Fig. 1.35: Creating a folder in a drive/folder
5. Type a name for the newly created folder and press Enter key.
Say, you create a new folder called Software in the ICT folder. In this case, the ICT folder is called the
parent folder and the Software folder is called the subfolder.

Copying Files and Folders

To copy a file or a folder to another folder, perform the following steps:
1. Select the file or folder.
2. Click the Edit menu.
3. Click the Copy option.
A lternatively, you can right-click the file or folder, click the Copy option from the shortcut menu or
press the Ctrl and C keys simultaneously (see Fig. 1.36) .
Fig. 1.36: Copying files and folders

4. Select the folder where you have to paste the file or folder.
6. Click the Paste option.
A lternatively, you can right-click the folder, click the P aste option from the shortcut menu or press the
Ctrl and V keys simultaneously.
A quick way to move and copy files or folders is to use right mouse button to invoke the shortcut menu
(a menu which gets displayed by right click of mouse).
Moving Files and Folders

To move a file or a folder completely from one folder to another, perform the following steps:
3. Click the Cut option (see Fig. 1 .37) .

Fig. 1.37: Selecting the Cut option

A lternatively, you can right-click the file or folder, select the Cut option from the shortcut menu or
press the Ctrl and X keys simultaneously.
4. Select the folder where you have to paste the file or folder.
6. Click the Paste option (see Fig. 1.38) .
Fig. 1.38: Selecting the Paste option

If a number of files have to be copied or moved, it can be done using the Shift key or the Ctrl key.
W hen you want to select consecutive files and folders, click the first item, hold down the < Shift> key and
click the last item. Wh en you want to select files that are not consecutive, hold down the < Ctrl> key and
click each item. To select all files and folders in the window, choose Edit, Select All.

Copying an item places an exact replica of the copied item at the new location also retaining the item
as the location where it is copied from. B ut, moving an item from a location to another erases its
existence at the original location.
Renaming Files and Folders

A file or folder can be renamed immediately after it is created or later.
To rename a file,
2. Click the Rename option in the File menu.
3. Type a new name and press the < Enter> key.
A lternatively,
1. Right-click the file or folder.
2. Click the Rename option in the pop-up menu (see Fig. 1.39) .
3. Type a new name and press the Enter key.
Fig. 1.39: Renaming files and folders

Y ou can also select the file and press the F2 key to change the name.
The name of the file or folder is highlighted. Type the new name and press the Enter key.
Deleting a File or Folder

To delete a file or folder, perform the following steps:
2. Pr ess the Delete key.
W indows asks for confirmation before deleting a file
or folder as shown in Fig. 1.40. Click Yes to delete the
file or folder. Click No to cancel the operation.
A lternatively, you can right-click the file or folder
and select the Delete option in the pop-up menu.
Deleted files and folders are stored in the Recycle
B in. If you delete any file by mistake, it can be restored
by clicking the Restore option in the File menu of the Fig. 1.40: Deleting a File or a Folder

Recycle Bin window. If any file or folder has to be deleted permanently from the machine, then right click
on the Recycle Bin and select the Empty Recycle Bin option.
On clicking Empty Recycle Bin option the following message will be displayed (see Fig. 1 .4 1 ).
Fig. 1.41: Confirm Multiple File Delete dialog box

Click Yes to permanently delete the files and folders from Recycle B in.
Searching Files and Folders

To search files and folders, perform the following steps:
1. Click the Search option in the Start menu. The Search Results window appears.
2. Click the ‘ A ll Files and Folders’ option.
3. Specify the name of the file or the folder that has to be searched.
4. Specify the folder in which the search has to be happened.
Fig. 1.42: The Search option

The results are displayed in the right pane. Y ou can also access the Search option by pressing the Ctrl
and E keys simultaneously.
Customizing Computer Desktop

Arran g i n g I c on s on the D es k top
Icons can be arranged on the desktop. These can be dragged and placed anywhere on the screen. To
automatically arrange these, perform the following steps:
1. Right-click on the empty space on the desktop.
A pop-up menu appears. A menu that appears when you click the right mouse button is called a
context-sensitive menu.
2. Choose the Arrange Icons By option from the pop-up menu.
3. Click the Auto Arrange option (see Fig. 1 .43) .
Fig. 1.43: Auto Arrange Icon option

Y ou can also arrange the icons by N ame, Size, Type, etc.
Changing the Desktop Background

The background of a desktop can be changed. To change the background of the desktop, perform the
following steps:
1. Right-click on the empty space on the desktop.
2. Click the Properties option (see Fig. 1.4) .
Fig. 1.44: Properties option

3. The Display Properties dialog box appears. Click the Desktop tab (see Fig. 1.45) .
4. Select any option from the Background list box. For example, select W indows X P as the background
and click the Apply button (see Fig. 1.45) .
5. Click the OK button to close the dialog box.
Fig. 1.45: Changing background.

The background is also known as the wallpaper.
Changing the Screen Saver

Screen saver is a moving picture or pattern that appears on the screen when the mouse or the keyboard is
not used for a specified period of time. Y ou can set the time using the W ait spin box. To select the screen
saver, perform the following steps:
1. Right-click on the empty space of the desktop.
2. Click the Properties option.
3. Click the Screen Saver tab (see Fig. 1.46) .
4. Select any Screen saver from the list.

5. Click the Apply button.

Fig. 1.46: Changing Screen Saver
C han g i n g the Ap p ear an c e

The appearance of the desktop can be changed. To change the appearance of the desktop, perform the
following steps:
1. Right-click on the empty space of the desktop.
2. Click the Properties option.
3. Click the Appearance tab (see Fig. 1.47) .
4. Select any option from the list box. For example, select W indows X P style from W indows and
buttons.
5. Click the Apply button.

Fig. 1.47: Changing the Appearance
You can change Color scheme and Font size depending on your choice.
KEY CONCEPTS
 A computer system consists of hardware components and software components.
 Hardware are the physical parts of the computer that can be seen and touched.
 Software are the sets of instructions that instruct the computer to do different tasks for example: word
processing, games, painting, email, spreadsheets.
 Software can be classified as systems and application software.
 Operating system is a bridge between the computer hardware and the user.
Review Questions
Fill in the Blanks
1. A ........................... consists of hardware and software components.
2. Commonly used secondary storage devices are ........................... and ........................... .
3. ........................... software keep the computer system working.
4. ........................... are programs which allow hardware devices to interface with the computer.

State Whether True or False

1. H ardware are the sets of instructions that instruct the computer to do different tasks.
2. System unit contains the motherboard, power supply and hard disk.
3. Pr ogram U tilities carry out general tasks such as formatting disks, storing files, virus checking etc.
4. A n operating system cannot customize computer desktop.
Multiple Choice Questions

1. ICT focuses primarily on ....................... technologies.
(a) W ater (b) Communication (c) Research (d) Transportation
2. Computers can be classified on the basis of the following.
(a) Size (b) Cost (c) P erformance (d) A ll of these
3. Wh ich of the following coding scheme uses two bytes (16 bits) for each character?
(a) EB CDIC (b) U N ICODE (c) A SCII (d) B CD
4. A program written in high level language is known as ........................... .
(a) M ain Pr ogram (b) Image Pr ogram (c) Object Pr ogram (d) Source program
Match the Following

Column A Column B
1. Social information exchange tool (a) 2048 K B
2. Characteristics of a computer (b) Transistor
3. M egabyte (c) Integrated Circuit
4. Entertainment Software (d) B log
5. First generation (e) 1024 K B
6. Second generation (f) V ersatility
7. Third generation (g) V ery Large Scale Integration
8. Fourth generation (h) V acuum Tube
(i) Solitaire

1. Describe the computer system.
2. List major hardware components of a computer system.
3. Define system software and application software. Give their uses also.
4. Give the features of an operating system.
Suggested Activities
1. Demonstrate and explain in brief a computer system.
2. Define and explain the difference between system software and application software.
Field Trip
Students should visit some big educational organizat ion in their city. Interact with faculties there and prepare
a report on the latest computer system in use.

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Unit – 1 Introduction to IC T

1.1 OVERVIEW OF ICT

6 . Employment opportunities for small and medium enterprises.

Basic Terms Related to ICT

U sers need data to create useful information.

Information is the data that is organized, meaningful and useful for

2 Information Communication Technology — Grade 9 Student Textbook

Fig. 1.3: Data versus Information

The history of IT goes back several years. In order

The use of information sources is influenced by the following factors:

How do you tell the difference?

Information Communication Technology — Grade 9 Student Textbook 5

Tip: Work Backwards

Ac q ui ri n g I n f orm at i on T hroug h N on - d oc um en tar y S ourc es

6 Information Communication Technology — Grade 9 Student Textbook

World Wide Web

Fig. 1.7: Some Sources of Information

Searching Sources of Information in Education

8 Information Communication Technology — Grade 9 Student Textbook

State whether True or False

Answer the Following

1.2 GENERATION OF COMPUTERS

l First Generation Computers (1940–1956)

Information Communication Technology — Grade 9 Student Textbook 9

l Second Generation Computers (1956–1964)

l Third Generation Computers (1964–1971)

l Fourth Generation Computers (1971–Present)

10 Information Communication Technology — Grade 9 Student Textbook

The main features of the fourth generation computers are:

l Fifth Generation Computers (Future) Fig. 1.11: VLSI chip

2n d 1956–4 Transistors Pu nched Cards, M agnetic Pu nch M achine, IB M 140,

3r d 1964–71 Integrated K eyboards M agnetic M onitor P ascal, IB M System- 360

4t h 91 71– V ery Large M ouse, M agnetic M onitor, RDB M S, etc. IB M System

Information Communication Technology — Grade 9 Student Textbook 11

Fig. 1.12: Games Playing

Fig. 1.13: A Robot — An AI tool

12 Information Communication Technology — Grade 9 Student Textbook

State whether True or False

Answer the Following

1.3 TYPES OF COMPUTERS

A desktop microcomputer A tower microcomputer

14 Information Communication Technology — Grade 9 Student Textbook

A Laptop A Notebook A Personal Digital Assistant (PDA)

Information Communication Technology — Grade 9 Student Textbook 15

7. Paper Work can be Reduced

3. No Emotions and Feelings

1. Traffic Control System

3. Cash Machines in Banks

Information Communication Technology — Grade 9 Student Textbook 17

State whether True or False

Answer the Following

1.4 INTRODUCTION TO DATA REPRESENTATION

Fig. 1.22: Conversion of a letter to Binary form and back

Binary Number System

Octal Number System

Hexadecimal Number System

Information Communication Technology — Grade 9 Student Textbook 19

l Conversion of Numbers from One Number System to the Other

Decimal to Binary Conversion