Computer Science

Grade - 9

Government of Nepal
Ministry of Education, Science & Technology
Curriculum Development Centre
Sanothimi, Bhaktapur
Publisher : Government of Nepal
Ministry of Education, Science & Technology
Curriculum Development Centre
Sanothimi, Bhaktapur

ISBN:

First Edition : 2081 B.S.

Printed at :

Price :
 Preface
A textbook is a main tool for the use of students on a particular subject that
is usually developed based on a curriculum to meet its curriculum standards.
This ‘Computer Science, Grade 9’ textbook has been developed to address the
main aims of Secondary Education. It aligns with the intent pursued by the
National Curriculum Framework for School Education, 2076 and has been
developed fully in accordance with the Secondary Level Optional Computer
Science Curriculum, 2080. All components of each lesson in the textbook are
equally important and they have the specific aim of presentation so as to fulfill
the learning outcomes stated in the curriculum.

This textbook is prepared by a team that includes Mr. Sunil Kumar Gharti,
Mr. Bimal Thapa, Mr. Pratik Man Singh Pradhan, Mr. Binaya Adhikari, Mr.
Shyam Adhikari and Mr. Lav Dev Bhatta. Several people notably, the Director
General, Mr. Ima Narayan Shrestha, the subject committee chairperson,
Dr. Bed Prasad Dhakal and the subject committee members; Dr. Bal Krishna
Subedi and MS. Pramila Bakhati contributed a lot in framing the book in this
form. The contribution made by other experts and the practitioners; Dr. Shyam
Prashad Acharya, Mr. Rom Kanta Pandey, MS. Nirmala Pokhrel, Mr. Yub Raj
adhikari, MS. Salina Dangol and Mr. Shreehari Sharestha is also appreciated.
The language of the book was edited by Mr. Nabin Kumar Khadka and the
layout of the book was designed by Mr. Jayaram Kuikel. The Curriculum
Development Centre extends sincere gratitude to all of them.

This textbook may be used to deliver the foundation for the content of the
curriculum, the balance between theoretical and practical aspects is to be
maintained by the teachers. This textbook can be used as the primary resource
for classroom teaching but teachers are encouraged to make use of their own
resources to supplement the computer science learning of their students. The
Curriculum Development Centre always welcomes constructive feedback for
the betterment of its publications.

2081 BS.

Curriculum Development Centre

Sanothimi, Bhaktapur
 Contents

S.No. Unit Page No.

1. Computer System 1

2. Number System 41

3. Block Programming 53

4. Web Technology 81

5. Internet and Social Media 143

6. Cyber Security and Digital Citizenship 167

7. Concept of Programming 185

 Unit 1 Computer System

Figure 1.1

Let’s think!
a) What are the components of a computer system?
b) How are the computer systems used in a different field?
c) Which are the major input and output devices of a computer system?

Nowadays, science and technology are inseparable from our daily lives. The
rapid development of computer technology has revolutionized the modern world.
Computers are now used worldwide, regardless of a country’s development level. In
Nepal, computers play essential roles in business, banking, education, entertainment,
scientific research, law, and air traffic control. Computers have become integral to
every sphere of human activity, bringing about enormous changes.

Technology is at the heart of our existence. Computers serve as essential tools for
accessing information, expressing creativity, collaborating, and monitoring learning
outcomes. Understanding the factors behind this technology becomes even more
crucial as we build smart cities.
Computer Science , Grade 9 1
1.1 Introduction to computer systems
“Computer” comes from the Latin word “Computare,” meaning ‘to calculate.’
Nowadays, computers are everywhere and are important. We use computers at home,
school, work, and other places. They’re great at doing math fast and accurately. But
they can do much more than that! They can make documents, videos, games, music,
and presentations.

A computer is an electronic device that accepts raw data from users; processes
raw data according to a given set of instructions, and stores and gives meaningful
information. It is a programmable device that can perform specific tasks and generate
results at a very high speed. In other words, a computer is an electronic device
operating under the control of instructions stored in its memory that can accept data
(input), process the data according to specified rules, produce information (output),
and store the information for future use.

Features of a computer

Computers are powerful and useful in all areas. The uses of computers are being
increased with time. The main features or characteristics of computers are described
below:

i. Automatic

The computer is an automatic device. It can do tasks automatically as instructed

by software. It can automatically control various devices attached to the
computer system.

ii. Speed

A computer works on low or high signals of electricity. These two different

states of electric signals are represented on a computer by using binary numbers
1 and 0. The circuitry of a computer is designed such that electric signals travel
at the speed of light, resulting in high processing speed.. It takes only a few
seconds for calculations that we take hours to complete. The weather forecast
that you see every day on TV is the result of the compilation and analysis of
huge amounts of data on temperature, humidity, pressure, etc. from various
places on computers. It takes a few minutes for the computer to process the
huge amount of data and give the result.

It can process millions (1,000,000) of instructions or even more in a second.

2 Computer Science , Grade 9
 The table below shows the speed of the computer in different units of time.

Unit of Time Part of Second Power of 10

Millisecond (ms) 1/1000 10-3 One Thousandth
Microsecond (μ)s) 1/1000000 10-6 One Millionth
Nanosecond (ns) 1/1000000000 10-9 One Billionth
Picosecond (ps) 1/1000000000000 10-12 One Trillionth
Femtosecond (fs) 1/1000000000000000 10-15 One Quadrillionth

iii. Accuracy

A computer performs calculations accurately. It is a 100% accurate device.

It does not make any kind of mistake and does not produce the wrong
information. But sometimes, due to incorrect input (data or instruction) or
faults in hardware or programs, a computer may produce incorrect output.
The incorrect output produced due to incorrect input is referred to as Garbage
In Garbage Out (GIGO). An error due to the malfunctioning of hardware or
programs is referred to as a bug.

iv. Storage

A computer has storage capacity. It can store a large volume of data,

information, and programs on storage devices like hard disks, optical disks,
Blu-ray disks and flash drives as files. These storage devices store data,
information, and programs as long10 as desired by the user and can be used
whenever required. The storage capacities (memory size) of storage devices
are measured in bytes and higher units of bytes. One byte is needed to store
one character. The different units of storage are shown below.

1 Bit = 1 or 0 4 Bits = 1 Nibble

8 Bits = 1 Byte 1024 Bytes = 1 KB
1024 KB = 1 MB 1024 MB = 1 GB
1024 GB = 1 TB 1024 TB = 1 Peta Byte
1024 PB = 1 Exa Byte 1024 EB = 1 Zetta Byte
1024 ZB = 1 Yotta Byte
Computer Science , Grade 9 3
v. Diligence

A computer can perform the task repeatedly without losing speed and accuracy
for a long time. The capability of a computer to perform a task repeatedly
without losing speed and accuracy for a long time is known as diligence. Due
to this characteristic of a computer, it is also called a diligent machine. This
capability of the computer makes it useful for quality control and process
control tasks.

vi. Versatile

A computer is a versatile machine. Versatility refers to the capability of doing

various kinds of tasks. Due to the versatile nature of a computer, it is used
in almost all fields. It can be used for calculation, preparation of documents,
designing, researching, and entertaining. It can even be used for transferring
emails, e-faxes, messages, and files from one computer to another computer
in any place in the world.

Functions of a computer system: Input, Process, Output, Storage (IPOS) with

Basic Block Diagram

A computer is an electronic device that converts raw data into meaningful

information carrying out various processes as instructed by the program. The block
diagram of the IPOS cycle of the computer system as

Input Process (CPU) Output

Storage

Figure 1.2

Input: Enter data into the computer.

Process: Process data to produce information.
Output: Display information.
Storage: Store data and information

4 Computer Science , Grade 9

Application Areas of Computer Systems

Due to the versatile abilities of a computer, it has become one of the most important
tools for people. People can perform tasks more quickly, correctly, efficiently, and
systematically with the help of computers. Computers make people efficient and
productive, and they also free up their time for other tasks. People are not only
using computers for preparing documents, spreadsheets, presentations, graphics,
etc. They are using computers for modern facilities like instant messaging, video
chatting, email, online gaming, online shopping, ticketing, booking, checking
and transferring money in banks, finding the latest news and information, etc.
So, computers are used in nearly every field. The following are some important
applications of computers:

Figure 1.3

Education: Computers are used in

the education sector for teaching and
learning purposes. Using computers,
students can learn different subjects
through websites on the Internet.
Teachers can prepare the teaching
materials and present them effectively
through multimedia computers.
Computers are also used in education Figure 1.4
for keeping records of students,
producing monthly bill statements, and results of examinations.
Computer Science , Grade 9 5
Communication: Computers play a vital
role in communication. They help us send
and receive information through the Internet.
We use various communication services
like email, video conferencing, net phone,
chatting, and social media platforms such
as Facebook, Twitter, and Instagram to stay
connected with others.

Figure 1.5
Banking: Computers have
revolutionized the banking sector.
They handle various services like
accounting, updating customer
records, and generating bank
statements. Automated computers
revolutionize banking by
improving efficiency, security, and
customer service through online
and mobile banking, advanced Figure 1.6
data analytics, and AI, reducing manual processing and costs.

Medicine: Computers are essential in

healthcare. They help diagnose diseases through
scans like CT scans and ultrasounds and monitor
heart health with tools like ECGs. Hospitals
use computers to manage patient records and
medications, and they’re even used in surgeries.
In addition, computers play a crucial role in Figure 1.7
medical research, analyzing large datasets to develop new treatments and training
surgeons with advanced simulations.

Entertainment: Computers are a big part of

entertainment. We use them to play games,
listen to music, watch films and movies, and
even access web stuff. They provide immersive
experiences through powerful graphics and
virtual reality technology. Streaming platforms
like Netflix and Spotify rely on computers Figure 1.8
6 Computer Science , Grade 9
to deliver a vast library of entertainment. Social media platforms connect people
worldwide, and computers empower creativity by enabling digital art creation and
innovative product design.

Scientific research: Computers are

essential in all forms of scientific study.
Scientists use the Internet to obtain up-
to-date information from all across
the world. They rely on computers for
weather forecasting, space exploration,
and complex research in various
scientific fields. Computers enable
researchers to analyze vast amounts
of data and conduct simulations that Figure 1.9
further our understanding of the world around us.

Agriculture: Computers have not only

transformed modern occupations but have
also brought significant changes in traditional
sectors like agriculture. Computers are
revolutionizing agriculture through precision
farming, data-driven decision-making, and
advanced technologies like GPS, drones, IoT,
and AI, enhancing efficiency and productivity. Figure 1.10
Activity 1.1
Activity Outcome -
- Able to describe computer components, features, and applications with
diagrams/flowcharts.
Required Resources: Chart Papers, Meta Cards, Cardboards, Images, PowerPoint
Presentation, etc.
Procedure:
Your teacher will break you into groups of 3-5 and let each group to present on
one of the following topics:
1. Computer Features 2. Computer Components 3. Computer Applications
Result: Moderated discussion by the teacher for your reflection with feedback.

Computer Science , Grade 9 7

Exercises
1. Write the full forms of the following abbreviations.

i. EC ii. MHz iii. GHz iv. ms v. ns vi. Ps

vii. Fs viii. GIGO ix. RAM x. IPOS xi. ATM

xii. CT scans

2. Choose the correct answer.

a. Which fraction of a second is equivalent to one millionth of a second?

i) Milliseconds ii) Microsecond

iii) Nanosecond iv) picoseconds

b. Incorrect input results in incorrect output. It is referred to as ….

i) FIFO ii) LIFO iii) GIGO iv) None of the above

c. How many kilobytes are in one megabyte?

i) 1030 ii) 1000 iii) 1048 iv) 1024

d. Repeatedly working capability of computers is known as ………..

i) storage ii) speed iii) diligence iv) versatility

e. What is the primary function of the CPU in a computer system?

i) Memory storage ii) Data input

iii) Arithmetic and logic operations iv) Graphics rendering

3. Write short answers to these questions.

a) Define the Computer.

b) How do IPOS work?

c) What is GIGO?

8 Computer Science , Grade 9

 d) List any four computer features.

e) Why is a computer called a diligence machine?

f) List four computer-related uses.

g) Identify distinct computer storage units.

4. Write long answers to these questions.

a) Explain the working principles of computers with a block diagram and

explain it in detail.

b) Describe the use of computers in the education field.

Computer Science , Grade 9 9

1.2 Input Devices
Input devices are tools for entering raw data and instructions into a computer system.
These devices allow users to provide data for processing. Examples of input devices
include the Mouse keyboard, joystick, microphone, etc.

Mouse

The mouse is a popular handheld pointing input device

used to interact with computers. It’s used for tasks like
pointing at objects, giving commands, and drawing
or painting. A typical mouse has three buttons: the left
button, the right button, and the scroll button. Users
employ these buttons for actions such as clicking,
double-clicking, right-clicking, dragging, and scrolling
to communicate commands to the computer. Figure 1.11

Keyboard

The keyboard is a popular input device used to enter data into the computer by
typing. The most common keyboard layout is the “QWERTY” keyboard, named
after the first six letters in the top row of keys. A standard keyboard consists of 104
keys. A multimedia keyboard has more than 104 keys. The keys on a keyboard are
grouped into five different groups as:
a. Alphabet keys
b. Numeric keys
c. Cursor-movement keys
d. Functional keys
e. Special purpose keys Figure 1.12
All keys marked with A to Z and punctuation symbols are alphabet keys. Keys
marked with 0 to 9 and mathematical symbols are numeric keys. Keys marked with
F1 to F12 are the function keys, and they are used for entering commands. Keys
marked with arrow signs (←, ↑, →, ↓) are cursor movement keys (i.e., also known
as arrow keys), and they are used to move the cursor in the specified direction. The
Space bar, Enter key, Back Space key, Caps Lock key, Esc key, Ctrl key, Alt key,
Shift key, Delete key, Home key, End key, and Insert key are the special purpose
keys.

10 Computer Science , Grade 9

Joystick
A joystick is an input device commonly used for playing
video games. It consists of a stick that can be moved
in various directions and typically features additional
buttons for controlling gameplay. Joysticks come in
different types and configurations, tailored for different
Figure 1.13
gaming experiences.
Microphone
The microphone is a device used for capturing sound and
converting it into a digital format that can be input into a
computer. It is widely used for a variety of reasons, including
voice chat and video conferencing via platforms such as
Skype, Viber, Facebook Messenger, and others.
Scanner Figure 1.14

The scanner is an input device used to convert physical

drawings or documents into digital format, allowing them to
be entered into a computer. It functions by capturing images
or text from a physical document and then transferring this
data to the computer in a digital format.
Webcam Figure 1.15

A webcam is a digital device that captures real-time

video and audio, essential for video conferencing,
online streaming, content creation, remote work, online
education, and social interactions.
Figure 1.16
Touchscreen
A touch screen is a display panel that is sensitive to touch,
covering the screen of a device. Initially popularized in
smartphones, touch screens are now commonly found in
laptops, notebooks, palmtops, and desktop computers.
Users interact with touch screens by touching them with
their fingers, allowing them to select objects on the screen
and give commands to the computer system.

Figure 1.17
Computer Science , Grade 9 11
Touchpad

A touchpad is a touch-sensitive pad found in laptops,

also called a Glide pad or trackpad. It acts like a mouse,
letting users move the cursor by sliding their fingers. It
usually has left and right buttons for clicking.
Figure 1.18
1.3 Central Processing Unit (CPU)
The processing unit contains elements such as the CPU (Central Processing Unit),
also known as the computer’s brain. The CPU is the primary processing unit
responsible for receiving data from the input unit, executing instructions provided
by the user, and generating output information. Intel CPUs, AMD CPUs, Apple
CPUs, ARM CPUs (Non-Apple), etc. are popular examples of CPUs.

Figure 1.19

Functions of the CPU

The CPU (Central Processing Unit) performs the following primary functions:

i. Fetching: The CPU retrieves instructions or data from the computer’s memory
(RAM).

ii. Decoding: The CPU interprets the fetched instructions to understand what
actions are required.

iii. Executing: The CPU performs the necessary actions, such as calculations,
data movement, or interacting with other hardware.

12 Computer Science , Grade 9

iv. Storing: The CPU stores the results of executed instructions back into memory
or sends them to an output device.

v. Managing Interrupts: The CPU handles interruptions from other hardware or

software, ensuring smooth and efficient processing.

Components of the CPU: CU, ALU, and MU

The speed of a computer depends mainly on its microprocessor. The microprocessor

has three main parts.
a. Control Unit (CU)
b. Arithmetic Logic Unit (ALU)
c. Registers

All these work together to process the computer’s data.

a. The Control Unit controls the working of all parts of a computer. It controls the
movement of data inside as well as outside the CPU. It communicates between
registers and the ALU and between the CPU and all the input, output, and
storage devices. It directs all the parts of the computer system to perform their
tasks.

b. The Arithmetic Logic Unit (ALU) performs all arithmetic operations like
addition, subtraction, multiplication, division, and logical operations like
greater than, less than, not equal, etc.

c. Registers are small memory units used to store immediate data, instructions,
and results while processing data.

1.4 Motherboard and Data Bus

The motherboard is known as the PCB (Printed Circuit Board), or system board,
or main circuit board. It serves as the foundation of the computer system. It hosts
various components such as the microprocessor, slots, ports, and other essential
chips. Often referred to as the “backbone” of the computer, the motherboard
connects critical components like the ROM chip, network chip, and sound card,
ensuring seamless communication and functionality within the system.

The motherboard serves as a central connector hub in a computer system, facilitating

communication and collaboration among components.

Computer Science , Grade 9 13

i. Physical Connections: Sockets securely hold key components like the CPU and
RAM. Expansion slots allow for additional hardware like graphics cards and
network adapters. Dedicated ports connect external devices such as monitors,
keyboards, and printers.

ii. Electrical Connections: Power distribution from the PSU ensures all
components receive power through specific circuits and voltage regulators.
Data transfer occurs via electrical signals flowing through the motherboard’s
network of pathways.

iii. Communication Hub: Chipsets like the Southbridge and Northbridge manage
communication between peripherals and high-speed components like the
CPU and RAM. Internal buses, such as PCIe and SATA, act as data transfer
highways between components.

Data Bus

Buses are connected lines or electronic pathways within a microprocessor chip that
link its internal components. Data, address, and control are typically three types
of buses in a microprocessor. The data bus is a key communication pathway in a
computer system, enabling the transfer of digital data between components like the
CPU, memory, and peripherals. Made of parallel lines, it allows for efficient and
high-speed exchange of binary information. The width of the data bus, measured in
bits, determines the amount of data transferred in one go, with wider buses typically
offering faster communication and better system performance. In essence, the data
bus plays a crucial role in ensuring smooth information flow and the execution of
computing tasks.

The data bus functions as follows:

i. Transferring Data: It facilitates the transfer of data between different components

such as the CPU, RAM, hard drive, and peripherals.

ii. Handling Different Data Types: Various types of buses manage different kinds
of data and operate at varying speeds.

1.5 Computer memory

A computer memory is used for storing various types of data and information. There
are different types of memory for storing data and information. Some memory
stores data temporarily and some stores permanently. Some memories communicate
14 Computer Science , Grade 9
directly with CPU whereas some communicate indirectly with computer systems.
The overall classification of computers can be done in two types:
a. Primary memory and
b. Secondary memory

Primary memory

Primary memory, also known as the main memory or internal memory of a

computer system, serves as the core storage component. It can be categorized as
either temporary or permanent. Compared to secondary memory, primary memory
has a relatively limited storage capacity. Its primary function is to temporarily store
data and instructions during processing. Acting as the memory directly accessible
by the CPU, primary memory facilitates the processor’s interaction with running
applications and services stored temporarily in specific memory locations. Upon
booting up, primary memory loads all active applications, including the operating
system, user interface, and background programs. Whenever a program or
application initiates within the computer system, it is loaded into primary memory
to interact with the operating system. The two types of primary memory are:
RAM (Random Access Memory)
ROM (Read Only Memory)

RAM (Random Access Memory)

Random Access Memory (RAM) is the volatile memory or short-term memory

of a computer system. It executes both reading and writing operations. It can read
and store data randomly from any physical location within it. RAM holds data and
instructions during processing. Since it is volatile memory, data stored in RAM is
erased when the power supply is turned off.
Hence, to retain files permanently, they must
be stored on secondary storage devices like
a hard disk. RAM is classified as R/W (read-
write) memory since it allows both reading
and writing operations. Upon powering on
the CPU, system files stored on the hard disk
are loaded into primary memory RAM. There
are two main types of RAM: Static Random
Fig. 1.20 Random Access Memory

Computer Science , Grade 9 15

Access Memory (SRAM) and Dynamic Random Access Memory (DRAM).

i. SRAM: Static Random Access Memory, retains data in a static state as long
as power is supplied to the memory. This semiconductor-based memory
stores data and instructions without the need for periodic refreshment, unlike
DRAM. While SRAM is more costly than DRAM, it offers faster performance.
Typically employed as cache memory, SRAM consumes less power compared
to DRAM.

ii. DRAM: Dynamic Random Access Memory, is constructed using capacitors.

Data stored in this type of RAM is prone to loss within a few milliseconds, even
when the computer is powered on, necessitating periodic circuit refreshment.
DRAM’s design involves capacitors, where charge leakage occurs. While
DRAM is less expensive and slower compared to SRAM, it finds common
usage in PCs due to these characteristics.

Difference between SRAM and DRAM

SRAM DRAM
a. It is made up of transistors. a. It is made up of capacitors.
b. It is more expensive. b. It is less expensive.
c. SRAM doesn’t need periodic c. DRAM needs periodic refreshment.
refreshment.
d. Charges don’t get leaked from d. Data charges get leaked from
SRAM. DRAM.
e. SRAM are less dense. e. DRAM is denser.
f. It is faster than DRAM. f. It is slower than SRAM.
g. Data is stored in the form of g. Data is stored in the form of charge.
voltage.

ROM (Read Only Memory)

ROM exclusively retains information that can solely be accessed for reading
purposes. Altering data stored in ROM presents a challenge. Serving as the non-
volatile memory of a computer system, ROM ensures that data and instructions
remain intact even when the power supply is disconnected. Unlike volatile memory
types, ROM doesn’t require a constant power supply to preserve stored data. The

16 Computer Science , Grade 9

instructions within ROM are embedded during manufacturing by the respective
manufacturer. Given its read-only nature, users cannot modify the contents of
ROM. This type of memory commonly stores BIOS (Basic Input Output System)
information essential for booting up the computer. The programs housed in ROM
are known as firmware. Variants of ROM include PROM, EPROM, and EEPROM.

i. PROM: PROM, or Programmable

Read-Only Memory, refers to a type
of ROM with a unique characteristic:
it can be programmed just once but
read multiple times thereafter. Once
data and instructions are stored in
PROM, they become permanent and
cannot be erased. Similar to other
ROM types, PROM maintains its
contents even when the power is
off. Unlike ROM, which comes with Fig. 1.21. Read Only Memory
pre-installed contents during manufacturing, PROM is initially blank upon
manufacture. To write data onto PROM, a specialized device called a PROM
programmer or PROM burner is employed. Once programmed, PROM cannot
be altered or erased, making it suitable for storing permanent data in digital
electronic devices.

ii. EPROM: Erasable Programmable Read-Only Memory (EPROM) is a form

of ROM that offers the capability of being reprogrammed multiple times.
However, reprogramming EPROM requires specialized techniques involving
UV (ultraviolet) light rays. The contents stored on EPROM can be erased and
rewritten using these UV rays. It’s important to note that frequent erasures of
EPROM can lead to wear and tear, potentially affecting its lifespan.

iii. EEPROM: Electrically Erasable Programmable Read-Only Memory

(EEPROM) is a variation of EPROM that offers the capability to erase
and write data electronically using electrical signals within a millisecond.
Unlike traditional EPROM, EEPROM does not require special techniques or
laboratory conditions to delete or write content onto it. This flexibility allows
for the efficient modification of data without the need for external tools or
UV light exposure. Whether it’s a single byte of data or the entire content of
the device, EEPROM provides the convenience of electrically erasable and
writable memory.

Computer Science , Grade 9 17

Firmware

Firmware refers to software that is embedded within a piece of hardware. In

essence, it serves as software specifically designed to operate and control hardware
components.

Cache memory
The high speed memory between primary memory RAM and CPU is known as
cache memory. The cache memory is used to store frequently accessed data and
instruction during the time of processing by CPU. It is the high speed volatile
memory available to the processor for fast processing. The storage size of cache
memory is small. The CPU first searches data in cache for processing if not found
there then looks in RAM and loads to cache memory. The main importance of cache
memory is to make the CPU execution faster.
CPU register
A CPU Register is a compact storage memory situated within the microprocessor
that is distinguished by its high data transfer rate. It stores the data and instructions
used by the microprocessor during its operation.

Differentiating between primary and secondary memory.

Primary Memory Secondary Memory

a. Primary memory is considered as the a. Secondary memory is also known
main memory of a computer system. as auxiliary or backup memory.
b. It can directly communicate with the b. Secondary memory indirectly
CPU. communicates with the CPU.
c. The storage capacity of primary c. The storage capacity of secondary
memory is less than secondary memory is higher than primary
memory. memory.
d. Primary memory is faster than d. Secondary memory is slower than
secondary memory. primary memory.
e. They are more expensive. e. They are less expensive
f. Information stored in primary f. Information stored in secondary
memory cannot be moved from one memory can be transferred from
place to another. one computer to another.

18 Computer Science , Grade 9

 g. Data and instructions to be currently g. Data and information to be stored
executed are stored in Primary permanently are kept in secondary
memory. memory.
h. Primary memory can be both volatile h. Secondary memory is non-volatile
and non-volatile. in nature.
i. Primary Memory has faster access time. i. This memory has low access time.
j. Examples: RAM, ROM, Cache j. Examples: Pen drive, CD, Hard Disk.

Units of memory measurement

The bit is the smallest unit of memory measurement, representing one binary digit
(either 0 or 1).

S. N. Memory Unit Description

1. Bit 1 Bit = 0 or 1
2. Nibble 1 Nibble = 4 Bits
3. Byte 1 Byte = 8 Bits
4. Kilobyte (KB) 1 Kilobyte (KB) = 1024 Bytes
5. Megabyte (MB) 1 Megabyte (MB) = 1024 KB
6. Gigabyte (GB) 1 Gigabyte (GB) = 1024 MB
7. Terabyte (TB) 1 Terabyte (TB)= 1024 GB
8. Petabyte (PB) 1 Petabyte (PB) = 1024 TB
9. Yottabyte (YB) 1 Yottabyte (YB) = 1024 PB

1.6 Storage devices

Storage devices or Secondary memory, also known as auxiliary or backup memory,
store data, and instructions permanently for future use. Unlike primary memory, it
retains information even when the computer is turned off. Common types include
magnetic tape, hard disks, SSDs (Solid State Drives), optical storage discs, and pen
drives.

Computer Science , Grade 9 19

Hard disk

A hard disk is a popular storage device that holds enormous

amounts of data indefinitely. It is constructed with aluminum
materials and coated with a ferromagnetic element. Its surface
consists of circular metal discs, or platters, which rotate while
data is written or read. It offers substantial storage capacity
and is measured in revolutions per minute (rpm) for speed,
typically ranging from 5400 to 7200 rpm.
Fig. 1.22
SSD (Solid State Drive)

Nowadays, hard disks are quickly being replaced by

SSD (Solid State Drive) due to their faster performance,
lower latency, and increased reliability. SSDs use
semiconductor chips to store data, offering quicker read
and write speeds compared to hard disks. Despite being
more expensive, SSDs are preferred in devices like
laptops, notebooks, and ultrabooks for their enhanced
performance. Fig. 1.23

Optical Storage Disc

An optical storage disc is a disc that uses laser light technology to store and retrieve
data. The most commonly used optical storage discs are CDs, DVDs, Blu-ray disks,
etc.

CD (Compact Disc)

In 1980, Philips Company of the Netherland developed the first CD or optical disk,
which was 12cm in diameter and had a 72-minute audio/video storage capacity.
Laser ray technology is used to retrieve and store the data. The information on the
optical disk is stored in the form of pits, which are tiny reflective bumps.

CD is 12cm in diameter and weight 18gm and width 1mm (millimeter). The data
can be written on a CD only once and can be read many times. CD is made up of
polycarbon and both surfaces are coated with aluminium reflected. Nowadays, CDs
are commonly used in microcomputers. It can be used to transfer data from one
computer to another. The storage capacity of CD is 700MB.

20 Computer Science , Grade 9

DVD (Digital Versatile Disc)

DVD stands for Digital Versatile Disc or Digital Video Disc. Its storage capacity
is higher than CD. It stores multiple layers of data. The various DVD storage
capacities are
• Single Side Layer- 4.7 GB
• Single Side Double Layer-8.5 GB
• Double Layer Single Side- 9.4 GB
• Double Layer Double Side-17.08 GB

Philips, Sony, Toshiba/ Panasonics Companies developed first DVD in 1995 whose
weight 16gm. DVD Drive is used to read/write the data on DVD.

Difference between CD and DVD

S.No. CD DVD
1 Its storage capacity is 700MB. Its storage capacity is up to 20GB.
2 It is cheaper. It is expensive.
3 It is used to store audio and software. It is used to store video and software.
4 Its types are CD-R, CD-RW, etc. Its types are DVD-RW, DVD+RW, etc.
5 It was developed by Philips and It was developed by Philips, Sony,
Sony. Toshiba, Panasonic, etc.

Flash memory

Flash memory is a type of non-volatile computer storage that can be electrically

erased and reprogrammed. It is a crucial component in various electronic devices,
including USB drives, memory cards, SSDs (Solid State Drives), and other storage
devices. Flash memory retains stored data even when power is turned off.

Pen drive

Flash memory is a form of non-volatile memory

known for its ability to retain data even when power
is turned off. This feature makes it ideal for storage
and transferring data between personal computers and
various digital devices. Its electronic reprogramming
and erasing capability add to its versatility. Flash
memory is commonly integrated into USB flash drives, Fig. 1.24
Computer Science , Grade 9 21
MP3 players, digital cameras, and solid-state drives (SSDs). Data stored in flash
memory is erased in blocks, necessitating the removal of entire blocks before new
data can be written. Despite being more expensive than traditional hard drives and
RAM, flash memory offers advantages such as durability, portability, and faster
access times. These qualities have contributed to its widespread adoption in modern
technology.

Cloud storage

Cloud storage refers to the online storage of data

on remote servers accessed over the Internet.
It allows users to upload, access, and manage
their files and data from anywhere with an
Internet connection. Third-party companies like
Dropbox, Google Drive, Microsoft OneDrive,
and Amazon S3 provide cloud storage services. Fig. 1.25
These services let you change the amount of storage you use. Cloud storage is
useful because you can access it from different devices, it syncs automatically, and
it can be cheaper than traditional storage methods.

Compare HDD Vs SSD Vs Flash memory

Hard Disk Drives (HDDs) have been used for storage for many years. They use
spinning disks and read/write heads to access data. This method is reliable and
cost-effective for large storage, but it has slower speeds, usually between 80 to 160
MB/s. HDDs are good for storing a lot of data, with sizes from 500 GB to 18 TB,
and they are cheaper per gigabyte. However, their moving parts can fail more easily
and are sensitive to physical shocks. They also use more power, especially when
starting up. So, while HDDs are great for backup and storing lots of data, they are
slower than newer storage technologies.
Solid State Drives (SSDs) are a big improvement in storage technology, using
NAND flash memory with no moving parts. This makes them much faster, with
read/write speeds from 200 MB/s to over 3,500 MB/s for NVMe SSDs, and they
have lower latency. SSDs are more reliable and can handle physical shocks and
vibrations better than HDDs. They also use less power, which is great for laptops and
mobile devices. However, SSDs cost more per gigabyte, although prices are going
down. Due to their speed and performance, SSDs are best for running operating
systems, software, and games.
Flash memory includes USB flash drives, SD cards, and similar storage devices.
22 Computer Science , Grade 9
They use NAND flash technology, which means no moving parts and low latency.
Flash memory devices have different speeds and capacities; USB 3.0 drives can
reach up to 600 MB/s, and SD cards range from 10 MB/s to 300 MB/s. They are
very durable and use little power, making them ideal for portable storage and
battery-powered devices like cameras and smartphones. Although more expensive
per gigabyte than HDDs, flash memory is often similar in cost to SSDs and is great
for quick, removable storage.

1.7 Output devices

Output devices are essential components of a computer system, responsible for
presenting processed data in a meaningful format to users. These devices convert
digital information generated by the processing unit into human-readable forms.
The primary output devices include monitors and printers, while other devices such
as plotters, speakers, and headphones also serve specific output functions.

Monitor

Monitors, also known as Visual Display Units (VDUs),

are essential output devices in computer systems,
presenting processed data to users in the form of text,
videos, and graphics. Output displayed on a monitor’s
screen is referred to as soft copy output. Monitors
come in two main types based on color capabilities:
monochrome and color monitors.
Fig. 1.26
LED and LCD Monitors

LCD (Liquid Crystal Display) Monitor

LCD monitors utilize liquid crystal technology

to display images on a screen. They are known for
their lightweight, thin profile, and energy efficiency.
These monitors consist of two layers of glass or
plastic substrates containing liquid crystals that
form an image when activated. Backlighting in LCD
monitors is typically provided by fluorescent lamps.
Figure 1.27 LCD monitors offer advantages such as sharp image
quality, thin design, and energy efficiency, making them popular in various visual
display applications.
Computer Science , Grade 9 23
LED (Light Emitting Diode) Monitor

LED monitors are a type of display technology commonly found in modern

monitors, televisions, and other visual display devices. Unlike traditional LCD
monitors that use fluorescent backlighting, LED monitors utilize light-emitting
diodes to illuminate the screen. LED monitors are lighter, thinner, and more energy-
efficient than CRT (cathode-ray tube) and LCD monitors. They offer higher image
quality, brightness, and color reproduction, making them ideal for long-term use.

Printer
A printer is an output device that displays the data or information on the paper.
There are mainly two types of printers. They are impact and non-impact printers.
Laser printer
Laser printers utilize a laser beam to create an image on
a photosensitive drum, which is then transferred onto
the paper using toner (powdered ink). Laser printers
are known for their fast printing speeds and crisp,
professional-quality prints. They are often used in office
environments for high-volume printing.
Fig. 1.28
Ink-jet printer
Inkjet printers use liquid ink sprayed onto the paper
to create text and images. They are known for their
versatility and ability to produce high-resolution
prints. Inkjet printers are commonly used for
everyday printing tasks, such as documents, photos,
and graphics. Fig. 1.29
Dot-matrix printer
A dot matrix printer is a type of impact printer. It features
a print head containing numerous pins. When the print
head strikes an inked ribbon, it creates dotted characters
on the paper. Dot matrix printers offer a speed range of
50 to 400 CPS (Characters per second).
Fig. 1.30

24 Computer Science , Grade 9

3D printer
3D printers are a unique type of non-impact printer that
builds three-dimensional objects layer by layer using
various materials such as plastic, metal, or resin. They
are commonly used in manufacturing, prototyping,
and design industries to create prototypes, models,
and custom parts. 3D printers offer unparalleled
flexibility and customization options for creating
objects with complex details.
Speaker Fig. 1.31
A speaker is a device used for playing sound from computers or other
electronic devices. It converts digital signals into audible sound. The
quality of the sound we hear depends on the quality of the speaker
itself. There are various types of speakers available, including those
designed for high-volume, bass, or outdoor use.

1.8 Peripheral devices

Fig. 1.32
Peripheral devices are external hardware components that connect to a computer
or other digital device to extend its capabilities. These devices provide additional
functionalities and interact with the computer to enhance user experience. Peripheral
devices can be categorized into input, output, storage, communication, and other
specialized devices. They are essential for the overall functionality and usability of
computer systems. They help with input, and output, storing data, and connecting
to the Internet.

Hardware ports

Hardware ports are sockets located on the exterior of

the system unit that links to expansion boards. This
architecture facilitates the connection of two devices
by determining the design of the plug and socket, the
types and purposes of wires involved, and the electrical
signals transmitted across them. Ports are linked to the
interior of the system unit. Hardware interfaces serve
several key functions that include:
● Connecting peripheral devices. Figure 1.33

Computer Science , Grade 9 25

● Providing electrical power to devices with low power requirements, like mice,
keyboards, and pen drives.
● Transmitting data to and from peripheral devices.

USB port

The Universal Serial Bus (USB) is used for short-distance digital

data transfer. USB ports are versatile, allowing connection to
a wide range of devices such as printers, cameras, keyboards,
speakers, scanners, and mice.
Figure 1.34
Type C port

The Type C port is a versatile connector found in many

devices like phones and laptops. It’s small and reversible,
meaning you can plug it in either way. Type C supports fast
charging, and high-speed data transfer, and can connect to
various accessories. Figure 1.35
HDMI

The High Definition Multimedia Interface (HDMI) is a

common interface for transmitting high-definition audio
and video signals over a single cable. It is widely used to
connect devices such as digital TVs, DVD players, Blu-
Ray players, gaming consoles, and AppleTV to televisions.

VGA port
Figure 1.36
The Video Graphics Array (VGA) port is a standard
analog interface used to connect monitors, projectors,
and other display devices to computers. It uses a 15-
pin connector to carry analog signals for the red, green,
and blue color channels (RGB), as well as horizontal
and vertical synchronization signals. Despite being an
older technology, VGA ports remain prevalent in many
computing environments.
Figure 1.37

26 Computer Science , Grade 9

Ethernet port

Ethernet ports are used for wired local area networking

(LAN), enabling devices to communicate within
a network. Ethernet technology defines how data
packets are transmitted over network cables and the
protocols used for communication among networked
devices. Ethernet ports typically feature a physical Figure 1.38
connector supporting data transmission using Ethernet protocols.

Audio port

It is also known as audio jacks or audio connectors,

audio ports are essential for connecting audio devices
such as headphones, microphones, speakers, and other
audio equipment to electronic devices. These ports
facilitate the transmission of analog audio signals
between devices, allowing users to listen to audio
output or record audio input. Figure 1.39

Activity 1.2
Activity Outcome:
Able to describe disassembling and reassembling computers to understand
hardware components by the teacher.
Required Resources: Computer Case, Power Supply Unit (PSU), Motherboard,
Central Processing Unit (CPU), Random Access Memory (RAM), Storage
Drives: Hard Disk Drive (HDD) or Solid State Drive (SSD), Graphics Processing
Unit (GPU), Cooling Systems, Optical Drives (optional), and Expansion Cards.
Tools needed:
● Screwdrivers: Typically Phillips head screwdrivers of various sizes.
● Anti-static wrist strap: Prevents static discharge from damaging components.
● Tweezers: For handling small screws and parts.
● Thermal paste: Used when reinstalling a CPU to maintain proper cooling.
● Plastic pry tools: For gently opening cases or removing components.

Computer Science , Grade 9 27

Procedure:
Steps for disassembling
1. Power off and unplug: Ensure the computer is completely powered down
and unplugged.
2. Remove the case cover: Use the screwdriver to remove screws and slide off
the cover.
3. Disconnect power supply cables: Detach cables connected to the motherboard
and drives.
4. Remove storage drives and GPU: Unscrew and carefully slide out.
5. Uninstall RAM: Press the clips on either side of the RAM to release.
6. Remove the CPU cooler and CPU: Unscrew the cooler and lift it off, then
unlock and remove the CPU carefully.
7. Detach the motherboard: Unscrew it from the case and lift it out.
Steps for Reassembling
1. Place the motherboard: Align it with standoffs in the case and screw it in.
2. Install the CPU and cooler: Place the CPU in the socket, apply thermal
paste, and attach the cooler.
3. Install RAM: Insert it into the slots and press until the clips lock.
4. Reinstall the GPU: Slide it into the PCIe slot and secure it.
5. Reconnect storage drives: Slide them into the bays and connect power and
data cables.
6. Connect power supply cables: Attach to the motherboard and components.
7. Reattach the case cover: Secure the cover with screws.
Result: Moderated discussion by the teacher for your reflection with feedback.

28 Computer Science , Grade 9

Exercises
1. Write Full forms of the following abbreviations:
i. CPU ii. BIOS iii. HDD iv. SSD v. RAM
vi. CU vii. USB viii. ALU ix. MU x. PCB
xi. BIOS xii. ROM xiii. PSU xiv. CMOS xv. CD
xvi. DVD xvii. KB xviii. MB xix.GB xx. TB
xxi.YB xxii. PB xxiii.SRAM xxiv. DRAM xxv. VRAM
xxvi. EPROM xxvii. EEPROM xxviii. rpm xxix. VDU
xxx. LED xxxi. LCD xxxii. CPS xxxiii. LCM xxxiv. PPM
xxxv. Mbps xxxvi. HDMI xxxvii. LAN
2. Choose the correct answer.
i. What is the primary function of the CPU in a computer system?
(a) Memory storage (b) Data input
(c) Arithmetic and logic operations (d) Graphics rendering
ii. Which of the following is a volatile memory in a computer system?
a. Hard Disk Drive (HDD)
b. Random Access Memory (RAM)
c. Solid State Drive (SSD)
d. Cache Memory
iii. What does the term “BIOS” stand for in a computer system?
a. Basic Input Output System b. Binary Input Output System
c. Base Input Output Software d. Basic Integrated Operating System
iv. Which of the following is a secondary storage device?
a. RAM b. CPU
c. USB Flash Drive d. Cache Memory
Computer Science , Grade 9 29
 v. What is the role of the motherboard in a computer system?
a. Manage power supply
b. Connect all hardware components and provide communication
between them
c. Execute software applications
d. Store data permanently
vii. What is the role of a monitor as an output device in a computer system?
a. Monitors capture and decode barcodes.
b. Monitors provide a visual display of digital information such as text,
images, and videos.
c. Monitors regulate the power supply to other output devices.
d. Monitors convert hand-drawn sketches into digital format.
viii. What is the role of microphones as an input device in a computer system?
a. Microphones capture and decode barcodes.
b. Microphones record audio input, allowing for voice commands or
communication.
c. Microphones read information from magnetic stripes.
d. Microphones are used for scanning documents.
ix. What is the primary function of a printer as an output device?
a. Convert printed or handwritten text into digital form
b. Display graphics on the screen
c. Produce a hard copy of digital documents or images
d. Record audio input
x. What is the primary function of a microprocessor in a personal computer?
a. Display graphics on the screen
b. Manage power supply to peripherals

30 Computer Science , Grade 9

 d. Execute instructions and perform calculations
d. Control the cooling system
3. Write short answers to these questions.
a. What is the primary function of the CPU in a computer system?
b. Explain the difference between RAM and ROM in terms of functionality.
c. How does a hard drive differ from RAM in terms of data storage?
d. What is the role of a motherboard in a computer system?
e. Explain the concept of cache memory and its importance in CPU
performance.
f. Define the term “bus” in the context of computer architecture.
g. What is the purpose of an input device in a computer system? Provide
examples.
h. What is a peripheral device, and how does it enhance a computer system?
4. Write long answers to these questions.
a. Explain the architecture of a computer system, detailing the functions of
the CPU, memory, input/output devices, and storage.
b. What is the role of an operating system in managing and coordinating the
various components of a computer system with examples? Analyze the
functions of an operating system.
c. Differentiate between primary and secondary memory.
d. Describe the role of cache memory, RAM, and storage devices. How do
they contribute to overall system performance?
e. Explain the architecture of a CPU in detail.

Computer Science , Grade 9 31

1.9 Computer Software
Computer software refers to a set of instructions, programs, or data that enable
a computer to perform specific tasks or functions. It is a crucial component of a
computer system, working in conjunction with hardware to provide a platform for
various applications and user interactions. Computer software is classified into two
types. They are:
a. System software
b. Application software

a. System software

System software serves as the backbone of computer operations, overseeing

and supporting its functions. It acts as a vital bridge between users and
computers, serving as a foundation for running different applications. It also
plays a crucial role in organizing files and folders.

System software is crucial for ensuring computers operate smoothly. It

encompasses a range of programs and tools essential for basic tasks, hardware
resource management, and maintaining a reliable computing environment.
It can be further categorized into operating systems, utility software, device
drivers, and language processing software, etc.

Figure 1.40

32 Computer Science , Grade 9

i. Operating system

Operating system software

is the system software
that controls and manages
the overall operation of a
computer just like a traffic
policeman controls the traffic
on the road. It is the basic
requirement of a computer.
It is the first software that Figure 1.41
is loaded into the computer memory (RAM) when you switch a PC on and
works till you shut down the computer. It controls hardware and application
software. It acts as an interface between the user and the computer or between
the software and the hardware. It makes hardware usable in computers and
provides an environment to software and users for doing their tasks. It provides
the environment in which you interact with a computer and application software.
It is responsible for the smooth and efficient operation of the computer system.
Without an operating system in a computer, we cannot operate the computer.
Microsoft Windows OS, Macintosh OS X, Fedora, Ubuntu, Android, IBM
OS/2, UNIX and LINUX are some examples of operating systems.

ii. Language processor

A language processor (also called translator) is system software that translates

programs written in assembly language or high level language into machine
language. Assembler, interpreter and compiler are three types of language
processors.

iii. Utility software

Utility software is the helpful software that performs specific tasks related to
the maintenance of computer hardware and data. It helps to keep a computer
in a smooth functioning condition. It provides facilities for performing
tasks like transferring data and file, recovering lost data and file, searching
and removing computer viruses, disk management, etc. Backup software,
Download Accelerator (DAP), SplitFile, Anti viruses, WinZip, WinRaR, Disk
Defragmenter, Registry Cleaner, HistoryCleaner, CClearner, etc. are some
examples of utility software.

Computer Science , Grade 9 33

 WinRaR CClearner Avira Antivirus

Figure 1.42

iv. Device drivers software

A device driver is a set of programs

that is designed to control and manage
the specific device. The device drivers
make the devices usable. Every device
or hardware like printer, sound card,
display card, etc. has its own device
driver. Suppose you have brought a
new printer and to use the printer, you
have to first install the device driver of
the printer.
Figure 1.43

b. Application software

Application software refers to programs tailored to meet specific user needs.

This collection of programs is crafted to perform distinct tasks such as
composing emails, editing photos, creating presentations, listening to music,
engineering design, video editing, billing, and more. Packaged Software and
Customized (or Tailored) Software are two types of application software.

i. Packaged/general purpose application software

Packaged software is the readymade software developed for all general users
to perform their generalized tasks. Software companies like Microsoft, Adobe,
Dropbox, Corel, Oracle, Google, etc., use to develop packaged software. MS-
Office, Adobe InDesign, Sybase, SQL Server, Oracle, CorelDraw, Adobe
PhotoShop, 3DS Max, Maya, VLC Media Player, Google Meet, Zoom,
Spotify, etc. are packaged software.

34 Computer Science , Grade 9

 Figure 1.44

ii. Customized/tailored software

Customized (Tailored) software

is the application software which
is designed to fulfill the specific
requirements of an organization,
office or individual. It is useful for
the organization, office or person for
whom it is developed. SEE Result Figure 1.45
Processing Software, Hospital Management Software, School Management
Software, Bill Processing Software, Air Ticket Reservation Software, Banking
Software, etc. are customized software.

Open sources and proprietary software

Based on the accessibility of source code of software, there are two types of
software. They are open source software (OSS) and closed source software (CSS).

Open source software is a type of software that allows its source code to be publicly
accessible. It means anyone can view, modify and use the code freely. Linux,
Apache, Audacity, OpenOffice, Android and others are open source software.

The close source software (also called proprietary software) is a type of software
that does not allow its source to be accessed by any others except the creator or
the authorized organization. The CSS usually comes with a license, and users are
required to purchase the software to use it. This leads to higher costs and restrictions
on the modification and usability of the software. Windows OS, Adobe Photoshop,
iTunes, Microsoft Office Suite, AutoCAD, and many others are CSS.

Computer Science , Grade 9 35

 Figure 1.46

Differences between Open-source Software and Proprietary Software

Open-source software Proprietary software

Open Source Software refers to the Proprietary Software refers to the
software in which users can view the software that uses the proprietary and
source code which is freely available closely guarded code. Users cannot view
on the Internet. the source code.
The code can be copied, modified, Only the original authors of the software
or deleted by other users and can access, copy, and alter that software.
organizations.
Open source software is freely Proprietary Software is also known as
available on the Internet or users have Licensed or Closed Source Software
to pay a nominal amount of fee to use and users have to buy a license to use
Open Source Software. Proprietary Software.
There is very little security because Proprietary software can be fixed only
anyone can view and modify the source by a vendor as its source code can only
code and because of availability, the be accessed by the person, team, or
source code is open for hackers to organization who created it and maintains
practice on. exclusive control over it.

36 Computer Science , Grade 9

Open source software provides better There is a very limited scope of
flexibility which means more freedom innovations with the restrictions and all.
which encourages innovation.
Examples: Andriod, Linux, Unix, Examples: Windows OS, Mac OS, Adobe
Libre Office, Drupal, GNOME Flash Player, iTunes, Microsoft Office

Comparison between the features of system and application software

System software Application software

It is designed to manage the resources of It is designed to fulfill the requirements
the computer system, like memory, I/O of the end user for performing day-to-
device process management, security, day tasks.
etc.
It is designed by writing programs in It is designed by using high-level
low-level language like machine-level language and 4GL.
language or assembly language.
It executes when the system is powered It executes according to the user’s
on and runs until the system is powered needs. It executes when the user starts
off. and terminates when the user closes it.
It is installed on the computer system It is installed as per the user’s
at the time when the operating system requirements.
is installed.
It is capable of running independently. It cannot run independently without
system software.
It is independent of the application It needs system software to execute.
software,
It is crucial for the effective functioning It is not extremely important for the
of a system. functioning of the system.

Introduction to mobile and web applications

A computer program designed for a specific purpose is called an app or application.
It is commonly installed on smartphones and tablets for various tasks. Mobile
software includes apps and operating systems made for mobile devices like
smartphones, tablets, and smartwatches. This software is designed to work with
features like touchscreens, GPS, cameras, and mobile networks. It covers many
Computer Science , Grade 9 37
types of apps, such as games, productivity tools, social media, and navigation apps.
It also includes operating systems like Android and iOS, which manage the device’s
hardware and software.

Web applications are software programs that run on web servers and are used through
web browsers over the internet. Unlike traditional desktop applications, they don’t
need to be installed on your device. You use them through a web page interface.
Examples include email services like Gmail, online office tools like Google Docs,
and social media sites like Facebook. Web applications are convenient because you
can use them on any device with a web browser and an internet connection.

Figure 1.47

Activity 1.3
Activity Outcome:
● Able to describe the main objectives of software.
Required Resources: Chart Papers, Meta Cards, Cardboards, Images, PowerPoint
Presentation, etc.
Procedure:
Your teacher will divide you into a group of 3-5 each, and let your group collect
names of software used in hospitals, hotels, the educational sector, and other
different sectors surrounding you. Present and discuss in group about the main
objectives of this software.
Result: Moderated discussion by the teacher for your reflection with feedback.

38 Computer Science , Grade 9

Exercises
1. Write the full forms of the following abbreviations:

i. OS ii. CUI iii. DOS iv. GUI v. SPSS

vi. OSS vii. SQL viii. HTML ix. CSS

2. Choose the correct answer.

i. What is the purpose of an operating system in a computer system?
a. Manage hardware resources and provide a user interface
b. Perform complex mathematical calculations
c. Store and retrieve data
d. Display graphics on the screen

ii. Which type of software is designed to perform a specific task, such as

word processing or spreadsheet calculations?
a. System software b. Application software
c. Utility software d. Firmware
iii. What is software?
a) A physical part of the computer
b) Instructions that tell a computer what to do
c) A type of input device
d) A tool for cleaning computer hardware
iv. Which of the following is an example of application software?
a) Microsoft Word b) CPU c) Hard Drive d) RAM
v. What is the role of the operating system?
a) To provide power to the computer
b) To manage hardware and software resources
c) To store data permanently
d) To print documents

Computer Science , Grade 9 39

 vi. Which of the following is not software?
a) Keyboard b) Web Browser
c) Video Player d) Word Processor
3. Write short answers to these questions.
a. What does the term “open source” mean in software?
b. How does open-source software differ from proprietary software?
c. What is system software, and what role does it play in a computer system?
d. Define application software and provide examples of common applications.
e. What is the purpose of utility software, and give examples of utilities?

4. Write long answers to these questions.

a. Explain the types of computer software with their respective functions.

b. Differentiate between system software and application software with
respective roles in a computer system.
c. Differentiate between open source and proprietary software models with
examples of everyday applications that we use.
d. Explain the concept of utility software and its role in enhancing the
performance and functionality of a computer system.

Project Work
1. Collect names of software used in the hospital, hotel, educational sector and
other different sectors surrounding you and group discussion about the main
objectives of these software.

2. Take a short interview with your teachers, friends, parents and relatives and
prepare a field report about what types of computers, laptops or other devices
they are using, what types of Operating System the device installs. Also make
a list of apps that they have used in their smartphones.

3. Carry out a practical task involving the assembly and disassembly of a computer
system, and write a detailed report documenting each step of the process.

40 Computer Science , Grade 9

 Unit 2 Number System

Figure 2.1
Let’s think!
a) What is a digit? What is a computer word?
b) Define the base or radix of the number system.
c) Which language is used by computer systems, smartphones, and tablets?

The concept of numbers evolved long ago in human history when people started
using their fingers, sticks, pebbles, knots of rope, and different symbols for counting
with simple addition or subtraction. Over time, people invented various calculating
devices. At present, we use different kinds of numbers every day for different
purposes.

2.1 Concept of number system

These numbers belong to different number systems, which have different symbols
and rules. A number system is a writing system with specific symbols and rules for
expressing numbers and doing different calculations. For example, when we count
things, we use the decimal number system, which has 10 symbols, from 0 to 9.
That means we can make any number we want using the 10 symbols. The decimal
number system is easy to use and understand. So, it is the most commonly used
number system in our daily life.
Computer Science , Grade 9 41
Various number systems are currently in use. A number system is differentiated by
its base or radix. The base is defined as the total number of digits available in the
number system. There are mainly four types of number systems:
● Decimal number system
● Binary number system
● Octal number system
● Hexadecimal number system

Decimal number system

The decimal number system is the common number system we use in our lives. It
has a base of 10 since it uses digits ranging from 0 to 9. In this system, each digit’s
position represents a distinct power of 10, which includes units, tens, hundreds,
thousands, and so on. For example, the decimal number 719 consists of the digit 9
in the units position, 1 in the tens position, and 7 in the hundreds position.

(719)10 = (7 × 100) + (1 × 10) + (9 × 1)

= (7 × 102) + (1 × 101) + (9 × 100)
= 700 + 10 + 9
= 719

Binary number system

The binary number system uses only two digits: 0 and 1. Thus, it is a base-2 number
system. It is used by computers. For example, (110111)2 is a binary number.

42 Computer Science , Grade 9

Octal number system

The octal number system is the base-8 number system that uses 8 digits (0 to 7).
Some examples of octal numbers are (207)8, (5706)8, (601022)8, etc.

Hexadecimal number system

The hexadecimal number system is the base-16 number system that uses 16 symbols,
i.e., 10 digits:0, 1, 2, 3, 4, 5, 6, 7, 8, 9, and 6 letters: A, B, C, D, E, F. The letters from
A to F represent the values 10 to 15 respectively. Some examples of octal numbers
are (8F5)16, (AC4)16, (B52)16, (ACD)16, etc.

Hexadecimal 0 1 2 3 4 5 6 7 8 9 A B C D E F
Decimal 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Number system chart

The following number system chart shows the base values and the digits of different
number systems.

Number system Base Symbols / Digits Used

Binary 2 0, 1
Octal 8 0, 1, 2, 3, 4, 5, 6, 7
Decimal 10 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
Hexadecimal 16 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and A, B, C, D, E, F

Application of number system conversion

Number system conversion is important in many fields, especially in computer

science and digital technology. Computers use binary code to process information,
so it’s essential to understand how to convert between binary, decimal, octal, and
hexadecimal systems. In digital logic design, circuits and components use binary
and hexadecimal notations, making these conversions necessary. IP addresses
in networking are often shown in hexadecimal or dotted-decimal notation, so
knowing how to convert them is useful. Number system conversion is also used in
cryptography, graphics, and signal processing to represent data efficiently. Overall,
understanding number system conversion is crucial for anyone working with digital
information.

Computer Science , Grade 9 43

2.2 Binary calculation
There are four main types of binary calculation:
i. Binary addition,
ii. Binary subtraction,
iii. Binary multiplication and
iv. Binary division.

Binary addition
Binary numbers can be added in the same way as we add decimal numbers. The
rules for adding binary numbers are

A B A+B
0 0 0
0 1 1
1 0 1
1 1 0 with carry 1
(i.e 10)

Steps of binary addition:

Step1 Align the numbers that you have to add in the same way you align while
adding decimal numbers.
Step2 Start with the two numbers from the right end position.
Step3 Add the numbers by following the rules of binary addition as given above.
Step4 After adding the first column from the right position, add a second column,
and so on.
Step5 Repeat the above steps until all the columns are finished.
Examples of binary addition
1 1 0 0
+ 0 1 0 1
10 0 0 1

Hence, 1100 + 0101 = 1 0 0 0 1

44 Computer Science , Grade 9
Binary subtraction
Binary numbers can be subtracted in the same way as we subtract decimal numbers.
The rules for subtracting binary numbers are:
A B A-B
0 0 0
1 0 1
1 1 0
0 1 1 with borrowing 1
from the left column

Example:

1 0 1 1 1
-1 0 1
1 0 0 1 0

Hence, 1 0 1 1 1 – 1 0 1 = 1 0 0 1 0

2.3 Number conversion

People commonly use the decimal number system in their daily lives. Computers
use binary, octal, and hexadecimal number systems according to their model or
brand. We cannot easily understand binary number systems, this way computers
can’t understand decimal number systems. So there are different methods to convert
one number system to another as follows:

Decimal to Binary, Octal, Hexadecimal

Decimal to Binary number system conversion
To convert decimal numbers to binary numbers, follow the following steps:
Step 1. Divide the given decimal number by 2 and write down the remainder.
Step 2. Divide the quotient by 2 and again write down the remainder.
Step 3. Repeat the process until the quotient becomes zero.
Step 4. Write the remainder from bottom to top.

Computer Science , Grade 9 45

Example: (46)10 = (?)2

2 46 Remainder
2 23 0
2 11 1
2 5 1
2 2 1
2 1 0
0 1

Therefore, (46)10 = (101110)2

Decimal to Octal number system conversion

To convert decimal numbers to octal numbers, follow the following steps:
Step 1. Divide the given decimal number by 8 and write down the remainder.
Step 2. Divide the quotient by 8 and write down the remainder.
Step 3. Repeat the process until the quotient becomes zero.
Step 4. Write the remainder from bottom to top.

Example: (345)10 = (?)8

8 345 Remainder
8 43 1
8 5 3
0 5

Therefore, (345)10 = (531)8

Decimal to Hexadecimal number system conversion

To convert decimal numbers to hexadecimal numbers, follow the following steps:

Step 1. Divide the given decimal number by 16 and write down the remainder.
Step 2. Divide the quotient by 16 and write down the remainder.
Step 3. Repeat the process until the quotient becomes zero.
Step 4. Write the remainder from bottom to top.

46 Computer Science , Grade 9

Example: (88)10 = (?)16

16 88 Remainder
16 5 8
0 5

Therefore, (88)10 = (58)16

Binary, Octal, Hexadecimal to Decimal

Binary to Decimal number system conversion
To convert binary numbers to decimal numbers, follow the following steps:
Step 1. Multiply each binary digit with its place value (positive powers of two
that is 20, 21, 22, 23, 24 ………)
Step 2. Add all the products calculated in step 1 and the total number is the
decimal equivalent number.
Example: (10011)2 = (?)10
(10011)2 = 1 × 24 + 0 × 23 + 0 × 22 + 1 × 21 + 1 × 20.
= 1×16 + 0 × 8 + 0 × 4 + 1 × 2 + 1 × 1.
= 16 + 0 + 0 + 2 + 1.
= 19.

Octal to Decimal number system conversion

To convert an octal number to a decimal number, follow the following steps:
Step 1. Multiply each octal digit with its place value (positive powers of eight that
is 80, 81, 82, 83, 84 ………)
Step 2. Add all the products calculated in step 1 and the total number is the
decimal equivalent number.

Example: (157)8 = (?)10

(157)8 = 1×82 + 5×81 +7×80.

= 1× 64 + 5 × 8 + 7 × 1.
= 64 + 40 + 7.
= 111.
Computer Science , Grade 9 47
Hexadecimal to Decimal number system conversion
To convert hexadecimal numbers to decimal numbers, follow the following steps:
Step 1. Multiply each octal digit with its place value (positive powers of two that
is 160,161, 162,163, 164 ………)
Step 2. Add all the products calculated in step 1 and the total number is the
decimal equivalent number.

Example: (1AC)16 = (?)10

(1AC)16 = 1×162 + 10 ×161 + 12 ×160
= 1 × 256 + 10 × 16 + 12 × 1
= 256 + 160 + 12
= 428

Note:

B B

D O[÷] O D[×]

H H

Decimal Hexadecimal Octal Binary

0 0 0 0
1 1 1 1
2 2 2 10
3 3 3 11
4 4 4 100
5 5 5 101
6 6 6 110
7 7 7 111

48 Computer Science , Grade 9

 8 8 1000
9 9 1001
10 A 1010
11 B 1011
12 C 1100
13 D 1101
14 E 1110
15 F 1111

Binary to Hexadecimal and vice versa

Binary to Hexadecimal number system conversion
To convert binary numbers to hexadecimal numbers, follow the following steps:
Step 1. Arrange binary digits in groups
of four from right to left.
Step 2. Write the respective hexadecimal
number for each binary group.
Step 3. Give the result base 16.
Example: (100000110101)2 = (?)16

1000 0011 0101

4 Digit Combination 1000 0011 0101

Octal Number 8 3 5

Therefore, (100000110101)2 = (835)16

Hexadecimal to Binary number system conversion

To convert hexadecimal numbers to binary numbers, follow the following steps:
Step 1. Write binary equivalent 4 digits group to
each hexadecimal number.
Step 2. Give the result base 2.
Example: (9A3)16 = (?)2

Hexadecimal number 9 A 3
Binary equivalent 1001 1010 0011

Therefore, (9A3)16 = (100110100011)2

Computer Science , Grade 9 49
 Activity
Activity Outcome -
Able to describe number systems and binary calculations with diagrams/
flowcharts.
Required Resources: Chart Papers, Meta Cards, Cardboards, Images, PowerPoint
Presentation, etc.
Procedure:
Your teacher will divide you into a group of 3-5 each, and let your group present
on any of the following topics:
a. number system conversion
b. Binary calculation
Result: Moderated discussion by the teacher for your reflection with feedback.

Exercises
1. Choose the correct option.
i. What is the result of the binary addition: 1101 + 1011?
a. (11010)2 b. (11000)2
c. (11110)2 d. (11101)2
ii. When adding two binary numbers, what is the carrying value in
binary addition?
a. 100 b. 1 c. 10 d. 11
iii. In binary multiplication, what is the result when multiplying any
binary digit by 0?
a. 1 b. 11 c. 0 d. The original digit
iv. What is the base of the octal number system?
a. 2 b. 7 c. 8 d. 10
v. What is binary equivalent to the octal number 64?
a. (110100)2 b. (1101111)2
c. (1110001)2 d. (11000101)2
vi. In the hexadecimal system, what does the symbol ‘A’ represent?
a. 11 b. 12 c. 10 d. 13
50 Computer Science , Grade 9
2. Answer these questions.
a) What is a number system?
b) Define the base or radix of the number system.
c) List out the different types of number systems.
d) What is a hexadecimal number system? Write down the symbols used in
the hexadecimal number system.
3. Calculate the following as indicated:
a. Perform the following binary addition:
i. (11110)2 +(1001)2 ii. (1011)2 +(1001)2
iii. (101011)2 +(11011)2 iv. (1010)2 +(110)2
v. (101001)2 +(1110)2 vi. (100001)2 +(100011)2
vii. (100111)2 +(11010)2 viii. (110001)2 +(100101)2
b. Perform the following binary subtraction:
i. (1100)2 - (1001)2 ii. (1001)2 - (110)2
iii. (11101)2 - (1010)2 iv. (101100)2 - (10011)2
v. (11111)2- (10110)2 vi. (110011)2 - (10100)2
vii. (100100)2 - (1110)2 viii. (1000001)2- (10101)2
4. Convert the given numbers as indicated:
a. Decimal to Binary Conversion
i. (56)10 ii.(78)10 iii. (123)10
iv.(345)10 v.(540)10 vi. (572)10
vii.(546)10 viii. (1098)10 ix.(2103)10
x.(445)10
b. Binary to Decimal Conversion
i. (1101)2 ii. (1010)2 iii. (10010)2
iv. (10110)2 v. (101001)2 vi. (11100111)2
vii.(111100)2 viii. (10010011)2 ix. (1011100)2
x. (100110)2

Computer Science , Grade 9 51

 c. Decimal to Octal Conversion
i. (69)10 ii. (216)10 iii. (767)10
iv. (79)10 v. (443)10 vi.(413)10
vii.(765)10 viii.(1334)10 ix.(1825)10
x. (2783)10
d. Octal to Decimal Conversion
i. (124)8 ii.(242)8 iii. (333)8 iv. (763)8
v. (103)8 vi.(451)8 vii. (3401)8 viii. (1045)8
ix. (438)8 x. (611)8
e. Decimal to Hexadecimal Conversion
i. (55)10 ii. (540)10 iii. (225)10 iv. (880)10
v. (2046)10 vi. (2024)10 vii.(6678)10
f. Hexadecimal to Decimal Conversion
i. (56)16 ii. (67)16 iii. (558)16 iv. (B74)16
v. (20D3)16 vi. (DEF)16 vii. (6E3)16 viii. (63F)16
g. Binary to Hexadecimal Conversion
i. (1000110)2 ii. (11001)2 iii. (1111000)2
iv. (11110000111)2 v. (101010110)2 vi. (1110010110)2
vii. (11011001)2 viii. (1001100)2
h. Hexadecimal to Binary Conversion
i. (D4)16 ii. (643)16 iii. (189)16 iv. (2BF)16
v. (A9F)16 vi. (FACE)16 vii. (FB4)16 viii. (1B2)16

52 Computer Science , Grade 9

 Unit 3 Block Programming

Have you ever wondered how apps

like Google Classroom, Duolingo,
or educational games like Code
Combat are created? While traditional
programming requires writing complex
lines of code, block programming
makes coding as simple as snapping
together pieces of a puzzle.
Figure 3.1
Let’s think!
a. What do you think is easier—solving a puzzle or writing lines of code? Why?
b. Can you guess how block programming might help us create educational tools
or fun learning games?

Can block programming be employed to create an educational game or

simulation that teaches users about disaster readiness, response strategies, and
resilience-building techniques?

In our rapidly advancing world, more and more people are getting access to
computers. These computers help us do all sorts of things, like going online and
using different programs such as Word, Excel, Notepad, Photoshop, etc. But have
you ever wondered how games work and how awesome gadgets like smartwatches
operate? Well, it’s all because of programming. Programming is like giving
instructions to computers to make them do all the amazing things we see and use
every day. Learning programming lets you understand how computers work and
how to make them do what you want. That’s why programming is such a valuable
skill to have in today’s world.

Have you ever had a super cool idea for a game or a gadget, but felt lost on how to
bring it to life? Don’t worry, you’re not alone! Starting with programming can feel
like stepping into a new world with lots of tricky stuff to learn. It’s like trying to
understand a language with tons of confusing rules. But there is no need to worry!
There is a friendlier and easier way to get into programming, and it is called block
programming. Instead of typing out long lines of code, block programming lets you
drag and drop colorful blocks to create your programs.
Computer Science , Grade 9 53
With block programming, you can make all sorts of cool stuff like games, animations,
and gadgets without getting lost in complicated code. So, if you’re ready to turn
your ideas into reality, block programming is your new best friend!

Have you ever played puzzles?

Do you know Block programming is just like solving puzzles?
Adding blocks to code, just like solving puzzles in block programming, we add
blocks of code to programs and instruct computers to perform some tasks.

3.1 Concept of block programming

Block programming is made up of two
words: “Block” and “Programming”.
Blocks are like puzzle pieces that you
can join to form a beautiful picture. On
the other hand, programming is a way of
giving human instructions to a computer
or electronic device about what they
should do. Block programming combines
both these elements to provide a user-
friendly way to programming. Figure 3.2: Concept of Block programming

Block programming is a popular programming language made for beginners,

especially children, to teach them the basics of programming by using colorful blocks
to build computer programs, videos, and games. It supports the use of graphics,
animation, and sound without the need to understand complex programming
languages. Some examples of block programming platforms are Scratch, Blockly,
and Snap.

Let’s try this!

Which of the following is an example of block programming?
a) Blockly b) Snap! c) Scratch d) All of the above

Advantages of block programming

a) The users do not need to worry about syntax or grammar like other programming
languages.
b) The users have more time to focus on creativity, building logic, and their ability
to solve problems.
54 Computer Science , Grade 9
c) The chances of human typing error are less since the users do not need to write
codes.
d) Unlike other programming languages, block programming is colorful, visually
appealing, and engaging for beginners and children.
e) Block programming offers an interactive platform to learn programming
concepts so that the users can easily switch to text-based programming in the
future.

Applications of block programming

Block programming has many practical applications in various fields due to its user-
friendly and accessible nature. Here are some applications of block programming:
a) Educational purpose
Block programming is used in schools
and educational programs to teach coding
concepts. Its visual approach makes
programming appealing for beginners. It
helps them develop a strong foundation
in programming so that they can easily
transition to text-based coding languages in
the future. Figure 3.3

b) Game development
Block programming is also used to create
games. Users can make different characters,
and elements, and build game logic. It
allows them to focus more on gameplay
logic without worrying about complex
coding.
Figure 3.4
c) Mobile App development
Block programming can be used to develop mobile
applications. Users can design user interfaces, define
functionalities, and assemble different code blocks to
develop Android and iOS apps without the need for
complex coding knowledge.
Figure 3.5
Computer Science , Grade 9 55
d) Robotics
Block programming is also used to program robotic
devices. Its visual programming tools allow users to
design movements of robots, define their behaviors,
and control sensors. There are devices like micro:
bit and Arduino UNO, which can be used with
block programming to create robotic projects. While
this provides a learning platform for students, it
also helps them build creativity and interest in the
Figure 3.6
experimentation of robotics projects.
e) Web development
With the help of block programming’s visual
interface, users can create interactive websites.
They can define web page elements, user
interactions, and data handling using visual
blocks. This visual approach acts as a bridge
for individuals to understand web development
concepts before advancing to traditional text-
based programming languages. Figure 3.7

f) Creative projects
Block programming is also used by artists to
create interactive projects like animations. There
are platforms like Scratch and Blockly, where
you can find many projects created till date.
Figure 3.8
g) Modeling and simulation
Modeling and simulation is the process of using
physical or logical representation of any given
system to generate data and help make predictions
about the system. Block programming is a suitable
platform that makes modeling and simulation easy
by allowing users to define different parameters,
interactions, and scenarios using visual blocks.
Figure 3.9
56 Computer Science , Grade 9
h) Data science and visualization
Block programming can also be used to design
algorithms or processes, arrange data, and
perform analysis of that data using a visual
interface. Those analyses can be visualized by
creating interactive charts and graphs using block
programming.
Figure 3.10
3.2 Introduction to Scratch
Today’s world is about technology and innovation. More
and more people are gaining access to computers and
digital devices. Our devices enable diverse tasks from
productivity software to creative tools like Photoshop.
But have you wondered about the magic behind games
and gadgets? The main thing is programming, giving
computers instructions for incredible tasks. Learning
programming unlocks understanding and empowers
us to create digital solutions. Let’s explore Scratch, a
popular and user-friendly programming platform. Figure 3.11

Scratch is one of the most popular and widely used block programming languages.
It was developed by Lifelong Kindergarten Group at MIT Media Lab, and is an
open-source platform, which means that the software is free and publicly available
to everyone. It has a large and supportive community of users, who share their
projects and help each other on the Scratch website. Scratch 3.0 is the current Version
of Scratch. Scratch a real software development tool with a colorful interface and
presentation style. It allows users to create
various things including games and interesting
gadgets while giving them an experience of
programming. Even though Scratch is fun
and engaging to use, users will face similar
challenges like a professional programmer in
terms of logic building and problem solving.
With Scratch, you can also make your dream
projects such as games and even controlling Figure 3.12
robots or devices a reality.

In the given figure, you can see a simple program that makes a cat character move
and say,” Namaste” with the help of Scratch.
Computer Science , Grade 9 57
In this section, we will learn how to build programs like this. However, first, let’s
learn how to download Scratch on your computer.

Let’s know more!

Discuss with your classmates and list out any 4 different programming platforms
like scratch on the concept of block programming. You can take the help of a
teacher.
a) b)
c) d)

Downloading Scratch on PC

Scratch is available for offline use on your computer. To use Scratch offline, you
must download the Scratch application through their website, following these steps:

1. Go to your web browser and open the link: https://scratch.mit.edu/download.

Figure 3.13

2. Download the Scratch installation file. Once downloaded, open the .exe file
to install the application on your computer.

Figure 3.14
58 Computer Science , Grade 9
3. Once the installation is complete, open the Scratch application. You will find
an interface as shown below, depending on your Scratch version.

Figure 3.15

Using Scratch online on PC

You can also use Scratch online on

the internet from the Scratch website:
https://scratch.mit.edu/. Once you are on
the website, click on “Create” and start
creating any projects that you want. Figure 3.16

Remember, when using Scratch online,

you will need to create an account to save
your work or share your projects with
others. To create an account, click on “Join
scratch” on the top right corner and fill
your details. Use the same details to login
to your account later.

Scratch for mobile.

Figure 3.17
Scratch also has a mobile version for
users who prefer to create and explore
projects on their mobile devices. To
access Scratch on mobile, you can
download the Scratch app from your
device’s app store. Once downloaded,
you can open the app and start enjoying
Scratch on your mobile device. Figure 3.18
Computer Science , Grade 9 59
 Classroom activity: 3.1
As you already learned how to download Scratch on both mobile phones and
PCs, discuss with the class which version of Scratch you downloaded and where
you saved it on both platforms.

Features of Scratch

Scratch is a visual programming language that can be used to implement coding

logic. It is useful for beginners, programmers, students, or content creators. Scratch
programming helps to develop creative thinking, logical reasoning, and the ability
to collaborate with others. Here are some of the features of Scratch programming:

a) Drag and Drop Interface: Helps to create code by assembling blocks.

b) Event Driven: Respond to events such as clicking, dragging, or pressing key.

c) Data and Variable: Scratch allows variables to store and manipulate data
within a program.

d) Loops and Condition: Easily control the flow of program execution.

e) Sounds: Allows the addition of sound and music to enhance project interactivity.

f) Community Sharing: Programmers can use Scratch to share their projects

with others, allowing everyone to explore the amazing creations from the
global Scratch community.

Scratch Interface

Scratch has a colorful and engaging interface. Both

the online and offline platforms of Scratch are the
same. The interface has four main components:
stage, sprite, blocks palette, and script area.

Figure 3.19
60 Computer Science , Grade 9
a. Stage: You can see the result of your
program in the stage. You can do so by
clicking on the green flag.

b. Sprite: Each object in Scratch is called a

sprite. By default, you get a cat sprite, which
can be changed through the “Choose a
Figure 3.20
Sprite” option.

c. Blocks palette: The blocks palette is similar

to the paint color palette used by painters.
The blocks are represented by different
colors, which you can use to program your
sprites.

d. Scripts area: You can drag the blocks and

drop it in this area, and connect them with
other blocks to create your own piece of
code.
Figure 3.21
e. Extensions library: You can add additional
features and functionalities to your Scratch
program through this library, such as Music,
Pen, micro:bit, etc.

f. Costumes tab: This tab is also called the

paint editor, where you can draw your own
characters or sprite.
Figure 3.22
g. Sound tab: This tab is used for adding sound
effects to your sprite or project.

h. Sprite info pane: This portion of Scratch

shows all the sprites added to your project.
You can select which sprite you want to
program by clicking the sprite in this section.

i. File tab: This tab has options to open new

projects, load old projects as well as save
projects.
Figure 3.23

Computer Science , Grade 9 61

j. Choose a Sprite: This tab allows you to choose
a different sprite from the Scratch’s in-built
library. There are a total of 339 sprites in the
Scratch library.

k. Choose a Backdrop: A backdrop is an image

which can be displayed on stage. This tab allows
you to choose a backdrop from Scratch library. Figure 3.24

l. Project Name: This tab displays the name of

your project. You can simply change your project
name by clicking on it.

m. Green flag: This button is like the play button

for your sprite. If you choose the event block
“when green flag clicked”, you need to click this Figure 3.25
button to see the output of your code.

n. Backpack: This portion is a space to add your

blocks, which can be used in different projects.
Figure 3.26

Let’s understand more!

Discuss how the original sprite that is cat can be changed and what object can we
keep instead of cat.

Concept of Block
Block programming uses colorful blocks to show actions or commands. You put
them together by dragging and dropping to make a list of things to do. It’s like
playing with building blocks, but you’re building programs! This way of coding
is easy for beginners, like you, to understand. For example, to move a character
or make it perform an action like jump, simply you can select and connect the
corresponding blocks. It helps you be creative and figure out problem solving skills.

Assess yourself!
As you already have knowledge on scratch interface, open scratch and try to
change the sprite from cat to any other object and create a basic program like
saying “Namaste!”.
- Use the looks block “say Hello!” and change the value to “Namaste!”
62 Computer Science , Grade 9
Component of Scratch

The block component of Scratch is one of the main components which makes this
programming language unique. These are pre-programmed codes with unique
functions that are represented in the form of colorful block size representation.
These blocks are like puzzle pieces that you can join to form a beautiful picture.

In Scratch, there are a total of 9 different types of blocks available in the blocks
pallete. These blocks are grouped together as per their functionality and can be used
to control the sprite’s behavior, such as:
´ Motion block ´ Looks block. ´ Sound block.
´ Events block ´ Control block. ´ Sensing block
´ Operators block. ´ Variables block ´ My block

1. Motion block

This block makes the sprite or character move, turn,

point, or glide the sprite on the stage. You can also set
or change the sprite’s position, direction, or rotation
style.
Figure 3.27
For example:

Default sprite in the A motion block “turn 90 degrees” Output of the code
beginning combined with an event block when is clicked
“when clicked”

2. Looks blocks

This block allows you to change the appearance

of the sprite, such as its costume, color, size, or
visibility. You can also make the sprite say or think
something through it. For example:
Figure 3.28
Computer Science , Grade 9 63
 Default sprite in 2 looks blocks “set color effect Output of the code
the beginning to 100” and “say Namaste! for 2 when is clicked
seconds” combined with with an
event block “when clicked”

3. Sound block

This block lets you play, stop, or change the volume

of sounds. You can also make the sprite play a note,
a drum, or a sound effect, or record your own sound
using the microphone. For example:
Figure 3.29

A sound block “start

sound Meow” combined
with an event block
“when clicked”
Makes a sound when is
clicked.

4. Events block

This block allows you to trigger the actions in your

project, such as when the green flag is clicked, when
a key is pressed, or when a message is received. For
example:

Figure 3.30

64 Computer Science , Grade 9

 Default sprite in Same program as the first Same output as the first
the beginning example, but event block example, but by clicking
“when this sprite clicked” is on the sprite
used

5. Control block

This block allows you to control the flow of the sprite’s

code by repeating, waiting, or stopping. You can also use
conditional statements, such as if, if-else, or wait until, to
make the sprite do something only when a certain condition
is true. For example:

Figure 3.31

A control block A sensing block “key space Two outputs of

“if ___ then pressed?” is dropped in “if program when
() else ()” is condition”. Then, 2 looks blocks clicked with and
combined with “say Hello! for 2 seconds” and “say without pressing
event block Namaste! for 2 seconds” combined “space” on the
“when clicked”. in “if and else case” respectively. keyboard
Computer Science , Grade 9 65
6. Operators block

This block allows you to perform mathematical

calculations, such as addition, subtraction, multiplication,
division, or random numbers. You can also compare
values, such as equal, greater, less, or between, as well
as combine or manipulate text. For example:
Figure 3.32

A looks block “say An operator block “10 + 10” Output of program

Hello! for 2 seconds” dragged and dropped in place displayed when
combined with an event of default “Hello!” parameter is clicked
block “when clicked” in the looks block

Let’s anwer these questions!

a. What are operator blocks?
b. What control block?

7. Variables block

This block allows you to create and use your own

variables to keep track of scores, names, levels, or
anything else that changes during the project. You can
also use these blocks to set, change, or show the value
of a variable. For example:
Figure 3.33

66 Computer Science , Grade 9

 A variable block “set my variable to 0”
is combined with a sensing block “ask
What’s your name? and wait”. We have
a sensor block “answer” which takes the
user input.

The variable parameter 0 is replaced

with the sensor block “answer” to put the
value in the variable block “my variable”.
The operator block “join apple banana”
is also replaced with a text “Hello,” and
block “my variable”.

All the blocks are connected together to

form this piece of code.

The program asks the user to respond and

replies, “Hello, name.”

Let’s check!
Which blocks help you store data?
a) sensing block (b) variable block (c) control block (d) my block

8. My blocks

This block allows you to create and use custom

blocks you make by yourself. You can use custom
blocks to group together a set of blocks that you
want to use multiple times or to create new blocks
that perform a specific function. For example:
Figure 3.34
Computer Science , Grade 9 67
 Lab activity
Create a program to add the sum of 2 numbers in which you have to add your own
block of code, create a block of code that fulfills the need of the program.

Now that you have a basic understanding of Scratch’s components, let us try to
build a game using these components.

Demonstration: Dustbin Game

Figure 3.35

Step 1: By default, you get a cat sprite. Delete it from the sprite info pane, and click
on “Choose a sprite” to add new sprites from the library or draw your own sprite:
the dustbin.

Figure 3.36
68 Computer Science , Grade 9
Step 2: Select the dustbin sprite from the sprite
info pane to program with the code shown
below. Find these blocks from the blocks palette
and combine them as shown. You can find these
blocks by referring to their color. For example,
“when clicked” is an event block, which is
yellow in color, look blocks like “hide “ and
“show “ are purple in color and so on.

Figure 3.37
Step 3: Now, click on the other sprites (i.e. eggs,
bottles, etc.) one by one to program them. Find the
blocks shown below and combine them. You can
copy and paste the same blocks for other sprites.

Figure 3.38
Step 4: You can also add a backdrop to your stage from the “Choose a backdrop”
option.

Figure 3.39

Computer Science , Grade 9 69

Step 5: Now that everything is complete, you must save your project so that you
can view it later, or share it with others.

If you are using Scratch online, make sure you have created your account and
logged in. Once you are logged in, you should see the “Save Now” option in the top
right corner just above the stage.

Figure 3.40

If you are using Scratch offline, simply click on “File” and save your project as
“.sb3” extension for future use.

Step 6: Now that everything is completed, click on the and start playing.

Activity: 3.1
As we come to the end of the concept of scratch, you may have ideas for different
games. But for now let’s try to build a game, keeping the name of the game
“Catch the fruit”.
Game Description: Create a game where you control a basket to catch falling
fruits for points. Use motion blocks to move the basket left and right with arrow
keys. Use sprites for fruits falling from top to bottom, and event blocks for
random appearances. Display points using a variable and sensing blocks. Make
it challenging with speed variations and sound effects for catching or missing
fruits.

3.4 Concept of Micro Bit

The micro bit is also stylized as micro: bit is a small device, not bigger than
your calculator, that you can program and create interactive projects like games,
70 Computer Science , Grade 9
flashlights, robots, Tihar lights, etc. It is a
tiny computer designed for learning how
programming and hardware components can
work together to create interactive projects.
The way of creating such projects to interact
with the world is also referred to as physical
computing.

History of Micro:bit

Figure 3.41

Do You Know?
Micro:bit is also called BBC Micro:bit and it was developed aiming to encourage
young people to be creative digitally and upgrade their programming skills.

Micro:bit was developed as a part of an educational initiative in the United

Kingdom by the BBC (British Broadcasting Corporation) in 2015. This project was
a collective work of several organizations, including the BBC, ARM, Microsoft,
and several educational partners. The micro:bit was designed to be a simple and
affordable device that could introduce students to coding and electronics in a
practical, engaging and motivating way.

Components of Micro:bit

The components that makes physical computing possible are as follows:

a) Microcontroller: It is a tiny computer that can program the micro:bit board to

perform specific tasks.
b) 5x5 LED matrix: It has a grid of 25 lights that you can use to display text,
numbers, images, or animations.
c) Sensors: It has light and temperature sensors that measure light and temperature
around the micro:bit board.
d) Physical computing: Physical computing is about making systems that interact
with the real world. It combines hardware (like sensors) with software to create
interactive experiences, such as robotics or wearable tech (smartwatches,
fitness trackers, augmented reality glasses, and health monitoring devices).
e) Buttons: It has two buttons that you can use to trigger your code when pressed.
Computer Science , Grade 9 71
f) Microphone: It can send and detect sounds or noises.
g) Pin connector: It has a set of holes that you can use to connect wires, or other
components to the micro:bit.

Let’s answer!
Microcontroller is a tiny ______.
a) Sensor (b) computer (c) software (d) All of the above

Applications of Micro:bit
There are many applications of micro:bit in various fields.
Some examples are:

Education Figure 3.42

Micro:bit is used as an educational tool to provide hands-on coding and electronics

experience. This small device consists of sensors, LEDs, and wireless capabilities,
which makes it ideal for students to create interactive projects, from games to cool
gadgets solutions.

Fitness

Micro:bit can also be used to make fitness gadgets.

Due to its small design and programmable features,
micro:bit can be used to create interesting fitness
projects that promote movement and exercise. Some
examples of fitness related projects using micro:bit
are step counter, fitness game, workout tracker, etc.
Figure 3.43
Games

Micro:bit is also an ideal platform to make games.

It allows users to code and create their own games
using different built-in features, such as buttons,
sensors, and LEDs. Some examples of games are
rock paper scissors, maze and dice simulator.

Figure 3.44
72 Computer Science , Grade 9
Fashion

Micro:bit is also used in the world of fashion, with

a unique combination of technology and style.
This small programmable device allows fashion
designers to put interactive elements into garments,
accessories, and wearables with the help of built-in
sensors, LEDs, and wireless capabilities. Figure 3.45
Music

Micro:bit can be used to create interactive musical

instruments, compose electronic beats, and
experiment with different sounds. It has a built-in
speaker to play sounds. You can find projects like
a funny voice recorder, banana piano and jukebox
on micro:bit’s official website.

Cooking Figure 3.46

Micro:bit is not specifically designed for cooking

applications but its features can be creatively
used to enhance certain aspects of the cooking
experience. For example, a digital egg timer, a
temperature sensor to check cooking temperatures,
or you can make it to display recipes for foods.

Home and Garden Figure 3.47

Micro:bit can be used to create smart home

solutions, such as temperature and humidity
monitors, interactive lighting systems, and much
more. Similarly, micro:bit can also be used for
smart gardening by monitoring the moisture of
soil, exposure to sunlight, or even automating
watering systems.
Figure 3.48

Computer Science , Grade 9 73

 Do you know?
We can also control micro:bit devices
through Scratch programming. In
Scratch, there is an extension tab,
where you can select “micro:bit” and
get a new block named “micro:bit” on
the blocks palette to create physical
projects. Figure 3.49

3.5. Concept of Arduino UNO

While micro: bit is more
suitable for beginners and
educational purposes,
Arduino UNO is preferred
for a wider range of
projects such as LED
flashlights, robotic vehicles,
temperature sensors, etc. It
is one of the most common
and widely used Arduino
boards.
Figure 3.50

Fun fact!

The UNO board got its name from the Italian and Spanish word “uno,” meaning
“one.” It’s called UNO because it’s the first and most basic Arduino board.

History of Arduino

The Arduino UNO platform was developed by two engineers, David Cuartielles
and Massimo Banzi in 2010. Their motive was to provide a tool, specifically for
students, to help them learn programming with the Arduino Uno microcontroller
and enhance their electronic skills at the same time. Their goal was to encourage
students to apply their knowledge in real-world cases and help develop a practical
understanding of programming and electronics.

74 Computer Science , Grade 9

Types of components in Arduino UNO

The components of Arduino UNO can be categorized in two parts: hardware

and software.

a) Hardware

Arduino UNO has a microcontroller called “ATmega328P”, which is like the

“brain” of this Arduino board. It also consists of 14 digital pins, 6 analog pins,
a USB port, a power jack, a reset button, a built-in LED, a crystal oscillator,
and a voltage regulator.

b) Software

Arduino UNO has a special software called Arduino IDE. This software helps
you write codes for your Arduino and sends it to the board. You can also add
extra features using ready-made sets of code called libraries.

Do you know?
Tinkercad is a free 3d modeling program where we can make virtual projects
with Arduino and simulate the result. While coding, we can either use other
programming languages like C, Python or we can even code blocks just like
scratch and program Arduino.

Applications of Arduino UNO

The Arduino UNO is versatile and easy to use. It means that an Arduino UNO can
be used in various fields. Here are some common applications of the Arduino Uno:

a. Education

Arduino Uno is widely used for educational purposes. It has a user-friendly

interface and is used to teach both electronics and programming together.

b. Home

Arduino Uno can be used in home automation

projects, such as controlling lights, checking the
temperature, and many other appliances.

Figure 3.51
Computer Science , Grade 9 75
c. Robotics

Arduino Uno is popular for creating and testing robotic devices. It can be used
to control motors, sensors, and other robotic components.

d. Wearable technology

Arduino Uno is a small device, which makes it suitable for

creating wearable technology devices. You can program
an Arduino to make devices like digital watches, step
counters, etc.

e. Data gathering
Figure 3.52
Arduino Uno can also be used as a source of collecting data with the help of
various sensors. This makes it suitable for monitoring the environment, motion
detection, GPS tracking, etc.

f. Gaming

Arduino Uno can be used to create simple games or gaming devices. It

combines programming and electronics concepts in a fun and interactive way.

g. Audio projects

Arduino Uno can also be used in creating

audio-related projects, such as music
controllers, sound installations, or walking
piano.

h. Testing product
Figure 3.51
Engineers and developers also use Arduino
Uno to test electronic projects before making complex hardware.

Activity: 3.2
Build a smart dustbin designed to automatically open its lid when a user
approaches with trash. To build the project you need Arduino’s and other different
components, collect all the components necessary which are necessary to build
the project. You can take the help of your teacher to collect the components.

76 Computer Science , Grade 9

Exercises
1. Write the full forms of the given abbreviations:
a. MIT b. LED c. IDE d. UNO e. IDE
2. Choose the best answer.
1. To make your program generate results, you can use event block called
________.
(a) when clicked (b) when the sprite clicked
(c) both (a) and (b) (d) none of the above
2. The background image in the stage area is called _________.
(a) background (b) wallpaper
(c) backdrop (d) design
3. Which type of block in Scratch is used to repeat actions?
a) Motion Block b) Control Block
c) Looks Block d) Sensing Block
4. What is the primary use of “sensing blocks” in Scratch?
a) To control sprite movements
b) To detect events like key presses or mouse clicks
c) To display messages on the stage
d) To add sound effects to a project

5. There are ____ extensions in Scratch programming.

(a) 5 (b) 9 (c) 11 (d) 12
6. “ask What’s your name? and wait” is an example of _______ block
(a) sensing (b) control (c) operator (d) looks

Computer Science , Grade 9 77

 7. Which block in Scratch for micro programming is used to display text or
patterns on the LED matrix?
a) Show LEDs Block b) Display Block
c) Animation Block d) Matrix Block
8. What are devices like Micro:bit and Arduino used for?
(a) Physical computing
(b) Combining programming with physical devices
(c) Creating interactive projects
(d) All of the above

3. Write short answers to these questions.

a. What is scratch?
b. List down the components of Scratch interface.
c. What is a micro: bit? Give any two applications of micro: bit.
d. How does a micro: bit help in physical computing?
e. What is ATmega328P?

4. Write long answers to these questions.

a. Define block programming along with its features.
b. What are the applications of block programming? Explain in brief.
c. How is block programming different from traditional text-based
programming?
d. What are blocks in block programming? Describe the block components
of Scratch programming language.
e. What is an Arduino UNO? Write down its types of components.
f. What is a microcontroller? What is it used for?
g. You are given a program where the cat sprite rotates 90° and says,
“Namaste” when the sprite is clicked. List and explain the block
components used in this program.

78 Computer Science , Grade 9

Lab Activities (Practical)

1. Create simple games using different blocks of Scratch.

a) MAZE game

Game description: In this game, you control a sprite that moves through
a maze to reach a goal. You have to avoid touching the walls of the maze,
or you have to start over.

- Draw or use a sprite from the library and draw a backdrop that looks like
a maze using the paint editor. You can also use the looks block to change
the color or brightness of the maze.

- Use the motion blocks to make it move when the arrow keys are pressed.
You can also use the sensing blocks to keep the sprite inside the maze, and
to detect when the sprite touches the walls or the goal.

- To make the game more challenging, you can use the control blocks to
add a timer, and the variable blocks to show it on the stage. You can also
use the sensing blocks to detect when the timer runs out, and the control
blocks to stop the game. You can also use the sound blocks to play sounds
when the sprite moves, touches the walls, or reaches the goal.

2. Demonstrate online free coding simulation tools and its working

mechanism.

- For Micro: bit,

a) Go to https://makecode.microbit.org and select the Micro:bit.

b) Show the code editor, where you can either write codes or drag and drop
blocks.

c) Show Micro:bit’s physical parts like LED, pins, etc. in the simulator.

d) Make a basic program using blocks, and run the simulator.

e) Show how the program would work on a physical micro:bit.

Computer Science , Grade 9 79

 - For Arduino UNO,

a) Go to https://www.tinkercad.com/circuits.

b) Show the code editor and simulator.

c) Show Arduino UNO’s physical parts like breadboard, LEDs, resistors,

etc. in the simulator.

d) Write a basic Arduino code like RGB traffic lights, and show how the
circuit works.

Project works
1. Develop an individual project using the Scratch tool.

a) Think of different ideas for your project. It has to be a game project, such
as jump game, flappy bird, snake game.

b) Make sure you try to apply all the block components that you have learnt
in the chapter.

c) Save your work from time-to-time, so that you do not lose your work.

d) Once you complete your project, publish it online in your Scratch account.
If using offline, download your work and share the “<filename>.sb3” with
your teacher.

80 Computer Science , Grade 9

 Unit 4 Web Technology

4.1 Concept of Web technology

Let’s think!
a. What is the web, and what does it mean to you?
b. How can IT help students develop skills?
c. What features would you add to a school or community website?

In today’s digital age, the internet has

become an integral part of our lives,
providing us with access to vast amounts
of information, communication, and
entertainment. Websites are the building
blocks of the internet, serving as platforms
for sharing information, conducting
business, and connecting people across
the globe. Understanding web technology
is essential for anyone looking to create,
manage, or navigate the online world
effectively. Figure 4.1
The word “web” is about how everything is connected online—information, people,
and devices. And when we say “technology,” we mean the tools, computer programs,
and languages that make this connected web work and create our experiences on
the internet.

“Web technology refers to the tools, software, protocols, and languages that
individuals, businesses, and organizations use to create, develop, and manage
applications and content on the Internet.”

It encompasses a broad range of elements from fundamental building blocks like

HTML (Hypertext Markup Language) for structuring content and CSS (Cascading
Style Sheets) for presentation and design to dynamic scripting languages such as
JavaScript for interactivity. Server-side technologies like PHP, Python, and Node.
js handle data processing while web development frameworks like React, Angular,

Computer Science , Grade 9 81

and Vue.js provide structured approaches to building powerful applications.

Figure 4.2

The landscape of web technology also includes considerations for web security,
responsive design for various devices, and adherence to web standards, ensuring
a consistent and secure online experience for the user. Overall, web technology is
the backbone of our digital interactions, shaping the way we access information,
communicate, and engage with the vast digital ecosystem of the internet.

Some examples of web technologies are:

a. HTML: Hypertext Markup Language, the standard language for creating web
pages

b. CSS: Cascading Style Sheets, the language for styling and formatting web
pages

c. JavaScript: A scripting language for adding functionality, interactivity, and

logic to web pages.

d. PHP: A server-side scripting language for creating dynamic web pages and
web applications.

e. Python: A versatile programming language commonly used for web

development, both on the server side and in frameworks like Django

f. MySQL: A database management system for storing and retrieving data for
web applications.

g. WordPress: A web content management system for creating and managing

websites and blogs.

The future of web technology is like an exciting journey that will change how we
do things online. It is full of creative ideas that will make our digital experiences
even better.

82 Computer Science , Grade 9

 Let’s discuss!
Discuss the future of technology in the class. Think about the devices and gadgets
you use every day. How do you think they’ll be changed and improved in the
coming years? How will these changes affect our lives? Let’s share our thoughts
and ideas with each other.

4.2 Web Development Life Cycle

The web development life cycle is a systematic
process of creating and maintaining a website.
It is a planned method that provides a fast
and easy development, improvement, and
maintenance of a website while taking user
experience, functionality, and adaptability into
consideration. Thus, it provides a roadmap for
web developers, designers, and stakeholders
to collaborate and deliver successful online
solutions. Figure 4.3

a. AI and Machine Learning Integration: Smart websites are being developed that
will use AI and machine learning to give users personalized content along with
suggestions and do things automatically.

a. Progressive Web Apps (PWAs): - Progressive web apps are the websites that
work like an app directly in web browsers. They work even when you’re offline
and can send you notifications.

b. Augmented Reality (AR) and Virtual Reality (VR): - Websites using AR and VR
features are being developed. Such websites will provide us with experiences
that feel real and let us interact with web content in exciting ways.

c. Responsiveness: Websites will keep getting updated making them a lot more
responsive on different devices over time.

d. Edge computing: Edge computing will enable computers to do their work close
to where the information is created which will make the performance of web
applications much faster and more efficient.

e. Web security: Shortly, websites will get smarter about keeping our data and
information safe from online threats. Web technologies will evolve to provide
Computer Science , Grade 9 83
 advanced security measures such as stronger security codes, better ways to
check who you are, and breach prevention.

Did you know?

The first website went live on August 6, 1991.

Stages of WDLC

1. Gathering information: In this stage, important information like target

audience data, content requirements, and website structure are gathered.

2. Planning: In this stage, a basic layout and design for the website are created,
describing its general structure.

3. Design and layout: This stage involves selecting fonts, colors, and images to
give the website a look that goes well with its content or brand.

4. Content creation: In this stage, the actual content for the website is created
using text, images, audio, and videos.

5. Development: In this stage, developers use code to convert the design and
content of websites into a useful platform.

6. Testing: It is the process of finding errors in the website. The website

functionality is tested, and errors are fixed if found.

7. Maintenance and updating: A website requires constant maintenance and

changes to keep the content up-to-date and maintain smooth functionality.

Let’s explore!
Make a group in class and research the topic of web development life cycle
methodologies, and why they are important. Can you name some common
methodologies used in web development? How do these methodologies differ in
their approach? Give examples of companies or projects that have successfully
implemented these methodologies. All researchers give the presentation in class
and share their chosen methodology.

DNS (Domain Name System)

In simple terms, the DNS (Domain Name System) is a system that gives a unique

84 Computer Science , Grade 9

and suitable name to a website. The DNS translates the name of a website to the
IP (Internet Protocol) address that a computer can understand. When the name of
a website is entered, the computer sends a request to the DNS server for the IP
address of the website’s server. There are many types of Domain Name. Some of
them are listed below:
1. .com (Commercial)
2. . internet (Network)
3. .np (Country Code Top-Level Domain for Nepal)
4. .edu (Education)
5. .gov (Government)
6. .org (Organization

Activity 4.1:
We have learned about the different types of domains. Now, explore the website
of the government side of Nepal. Your task is to conduct research and gather
information about various government sectors of Nepal. You can choose to focus
on areas like education, health, transportation, or any other sector that interests
you. Once you’ve gathered the information, fill out the below table and discuss
it in the classroom.

Department Name Link of the website Why is it important?

Inland Revenue https://taxpayerportal.ird. It helps in the payment of
Department gov.np/taxpayer/app.html tax to the government

DNS registration process

A website needs to go through the DNS registration process to have a globally

accessible name. A Domain Name Server translates identifiable names, such as
domain names, into numeric IP addresses. We can register through many different
registrars like nestnepal.com, prabhuhost.com, and gurkhahost.com. The steps for
registration of a domain name are given below:

a. Choose the domain name: Choose a domain name that is unique and
memorable that identifies your website.

b. Check the availability: Verify the availability of the chosen domain using the
registrar’s domain checker tool.

Computer Science , Grade 9 85

c. Choose a domain name registrar: Choose a trusted registrar to officially
register your chosen domain name.

d. Buy and register your domain name: Once availability has been verified and
a registrar has been chosen, buy and register your domain name.

e. Do not lose your domain name: Renew the domain registration before it
expires so that you don’t lose your domain name.

Did you know?

We can freely register the .np domain in Nepal. https://register.com.np/

4.3 Concept of UI/UX

To understand the concept of UI/UX, we must understand the front end and back
end, which are the foundations of every digital creation.

Figure: 4.4: - concept of UI/UX design.

Front End:

Imagine building a house: the front end

is like its sleek exterior. But what about
the inner workings? That’s the back
end, hidden from view yet essential for
functionality. It’s the complex network of
wiring, plumbing, and structural support
that ensures the house stands strong. Just
as the front end catches the eye, the back-
end powers everything behind the scenes,
making the house - or in the digital world, Figure 4.5
86 Computer Science , Grade 9
the website functional and livable. The part of a software application or website that
users interact with directly is known as the front end. The front end is what you see
on your screen like the buttons you click, the text you read, the images you view,
and the overall layout. The front end helps in creating a positive and engaging user
experience. The UI/UX is also a part of the front-end design.

Back End

Back End is the part of a software application or

website that is responsible for handling operations
that are not directly visible to users. The back end
does all the important tasks that keep the application
or website running smoothly. The backend contains
data, operating syntax, functions, and logic of the
application.
Figure 4.6
Activities 4.2:
Think of it as a treasure hunt on the internet. Your job is to find out about the tools
that help build websites. First, look for the tools that make websites look good,
like colors and shapes. Then, find out what tools are used to keep the website
running on the server. When you find these tools, fill out the table below, tell your
friends about them, and talk about why they are important.
Tools to make website look good Tools that help the website keep running

UI (User Interface):

UI stands for User Interface. The point

of interaction between a user and a
digital device or software application is
known as a User Interface. It focuses on
a product’s visual, interactive elements
to create interfaces that are visually
appealing, user-friendly, and easy to
navigate.
Figure 4.7

Computer Science , Grade 9 87

UX (User Experience):

UX stands for User Experience. The overall experience

of a user when interacting with a product, service, or
system is known as User Experience (UX). It focuses
on understanding the user’s needs, behaviors, and
preferences to enhance user satisfaction.

Advantages of UI/UX design Figure 4.8

a. It increases user engagement with attractive designs.

b. It enhances user experience.
c. It helps in designing a unique look for branding.
d. It helps in making websites and apps easy to use and navigate.
e. It saves development time and cost.

In this way, the UI helps in designing the visual elements such as the buttons,
colors, and layouts you see whereas UX helps in making sure that using the website
is easy and enjoyable. UI and UX work together to transform the front end into an
interactive and user-friendly experience.

Software used for UI/UX design

The following software can be used for UI/UX design:

a. Figma: It is used for collaborative design where multiple people can work on
the same project simultaneously.
b. Adobe XD: It is used for creating different interfaces, buttons, and layouts.
c. Balsamiq: It is a software used for creating wireframes.

Question
i. Why is UI/UX important in web technologies?
ii. Who will create the UI/UX design in web development?
iii. In which stage of WDLC, UI/UX design comes under?

88 Computer Science , Grade 9

 Let’s get more information!
Back in the 1960s, a clever computer scientist named Douglas Engelbart had a
vision. He imagined a way for people to interact with computers using pictures,
buttons, and menus. This idea became the foundation for what we now call UI
design. Think of it as creating the look and feel of software— just like arranging
furniture in a room.

Concept of wireframe

A wireframe is an outline or a skeleton of a UI,

showing the basic structure and layout of a web
page or application. Wireframes are used in
the early stage of the design process to outline
the placement of elements without getting into
details of visual design or color. We can use
different software such as Sketch, Figma, and
Balsamiq to design wireframes. Figure 4.9 Wireframe
Let’s check these questions!
a. Why is wire frame important in web development?
b. In which stage, Wireframe does come under?
c. Who will create the wireframe in the software development?

Concept of wireframe design

Wireframe design is the process of creating a simplified representation of a user

interface (UI) or webpage. Here are the key aspects of wireframe design:

1. Structural framework: The structural framework refers to the basic layout

and organization of a web page.
2. User flow and navigation: A user flow is a visual representation of how a user
navigates and completes tasks within a digital product while navigation refers
to the process of moving through and interacting with a digital interface.
3. Quick interaction: Wireframes are less detailed than the final designs. So,
they allow for quick repetition and changes.
4. Prototyping: Prototyping is the process of creating an opening model or sample
of a product, system, or application to test and confirm the design concepts
Computer Science , Grade 9 89
 before full development. Wireframes can be used to generate interactive
prototypes.
5. Cost-effective exploration: A wireframe helps in finding problems early in
the design process to avoid costly mistakes later on.

Benefits of wireframe

a. Easy to draw: Wireframe has a simple and clean layout and consists of simple
screen elements.

b. Easy to understand: Wireframe is focused on the essential elements and

structure without any visual details or decoration.

c. Easy to modify: You do not need to have an idea of any programming language
to make changes to a wireframe.

d. No coding required: You can draw the wireframe as if you are using a drawing
tool.

4.4 HTML
Introduction to HTML

Hypertext Markup Language (HTML) is a language used to build web pages.

Hypertext is a text which contains links to other texts and the term markup refers
to the collection of symbols or codes in a document that provides instructions on
how the document should be formatted and processed. Thus, a markup language is
a way to add notes, comments, or marks to a document, text, or other piece of data
to a webpage.

Let’s get more information!

● DHTML (or Dynamic HTML) and XML (or Extensible mark-up language)
are the other popular mark-up languages.

● There are many specialized software packages like Dreamweaver, frontpage,

coffee cup, etc., which are used to create web documents.

HTML is a computer language that uses predefined tags to define the structure
of web documents which is the industry standard computer language for creating
the skeleton of web pages. The markup has no direct effect on how a computer
90 Computer Science , Grade 9
operates, but it does help to structure and present the content. Tim Berners-Lee
created HTML in 1990 at CERN, the European Particle Physics Laboratory in
Geneva, Switzerland. The World Wide Web Consortium (W3C) is the organization
that controls the development of HTML. Without HTML, the World Wide Web
would not exist.

HTML was developed by Tim Berners-Lee

in 1991. It was first released publicly in 1993
and became the standard language for creating
web pages. HTML 2.0 was published in 1995,
which included more features and remained
the standard until 19972. The development of
HTML has been ongoing, with HTML5 being
the latest major version.

To create HTML documents, you can use a simple text editor like Notepad or use
special software such as:

1. Sublime Text: It is a feature-rich text editor that is both versatile and fast.

2. Visual Studio Code: It is a popular software that provides different tools to

create different software and websites.

3. Notepad++: Notepad++ is a popular text editor that can be used for creating
HTML documents.

Figure 4.10.

HTML is commonly used for:

a. Creating and designing the basic layout of a webpage
b. Creating and formatting the text content on web pages
c. Embedding the images, graphics, sounds, videos on the web
d. Adding tables, forms, and hyperlinks on the web.
Computer Science , Grade 9 91
 Activity 4.3
As we already discussed about the different types of text-editor tools, let’s get
ready to dive into the world of web development by setting up Notepad ++ on
your computer now.

HTML Tags

Each element on a webpage is defined by an HTML code or tag. HTML tags tell
browsers how to display data. HTML tags are predefined syntax and commands
that perform specific tasks and are enclosed by angular brackets. A tag begins with
a (less than) sign and ends with a > (greater than) sign and information on the
screen and defines a webpage’s appearance, layout, and flow. A tag consists of
three parts: element (identification of tag), attribute, and value. HTML tags are not
case sensitive which means fonts written within the tag can be both uppercase and
lowercase. HTML tags are of two types:

a. Container or Paired Tag

A container or paired tag is a type of HTML tag that has both an opening and
a closing tag, such as <b> and </b>. The opening tag starts with a less than
sign (<) such as <p> tag and the closing tag starts with a slash and a less than
sign (</) such as </p>. The opening tag activates the implementation of the tag
while the closing tag stops it.

b. Empty or Unpaired Tag

The tag which does not have its corresponding closing tag is known as an
Empty or Unpaired tag. It has only the opening tag, but no closing tag. It is used
to perform specific actions, functions, or tasks on the webpage. An empty tag
is also called a self-closing tag or stand-alone tag. For example, <br> inserts a
blank line and <img> tag inserts an image in a web page. Both do not have a
closing tag.

Activities 4.4
Discuss in the classroom and list down some of the container or paired tag and
empty or unpaired tag.
SN Paired tags Uses Unpaired tags Uses
1

92 Computer Science , Grade 9

HTML Attributes

In HTML, attributes are special words used in the opening tags to control or modify
the behavior of the tags. For example, you can specify the FONT (size, color, or
face) by including the appropriate attribute with the HTML code.

Figure 4.11 HTML Attribute.

Structure of HTML

Every language has a certain

structure for proper and smooth
functioning. Likewise, HTML
has its own standard structure.
While creating a web page, HTM
be nested inside L elements
can other elements to build a
hierarchical structure.
Figure 4.11
The basic HTML structure consists of four main parts: the doctype declaration, the
<html> elements, the <head> element, and the <body> element.

Lab task
Imagine you’re creating a web page to showcase “mySecondTeacher” in a big
and bold way. Can you write some HTML code to make it happen? Once you’re
done, don’t forget to run it to see your creation come to live on the screen.

Creating HTML document in Sublime Text

To create an HTML file, all you need is a basic text editor. Different operating
systems have their own text editors: SimpleText for Mac OS, Vim and Emacs
for UNIX/Linux, and Notepad for Windows operating system. Additionally, there
are HTML development tools like PHPEdit, Textpad, Editplus, and Notepad++,
Sublime text, VS Code etc. HTML files typically have extensions like .html or
.htm.

Computer Science , Grade 9 93

Sublime Text is a program for writing and editing code on your computer. Sublime
Text has features like syntax highlighting, which colors different parts of your code
to make it easier to read, autocomplete, which helps you complete your code faster,
and customization options, which let you change how the program looks and works.

Here are the steps to create and save an HTML document in Sublime Text Editor:

1. Open Sublime Text Editor on your Computer

(To download Sublime Text Editor,

Go to: https://www.sublimetext.com/download )

2. Go to the File Menu and click on the Save option.

3. Sublime Text will display save as a dialogue box asking for a file name as
shown in the figure below.

4. In the file name text box, type any name followed by .html or .htm extension
and choose the drive location where you want to save the file.

5. Click the Save button.

6. Now you are ready to write HTML code in Sublime text.

Figure: 4.13

To view your web page, double click on your file and you can see the output of the
HTML document in your default browser.

Organizing Text in HTML document

Comment Tag

The comment tag is used to insert a comment in the HTML source code. It is a
way for developers to include notes or remarks within the HTML code for various
purposes, such as explanations, reminders, or temporary instructions.

94 Computer Science , Grade 9

< ! - - Your Comment Here…... - - >

The comment tag requires an exclamation mark (!) after the opening bracket.

Example 1:

Figure: 4.14: - Example of Single-line comment

The <br> tag in HTML is a special code that tells the webpage to start a new line.
It is like pressing the enter key on your keyboard. You don’t need to write anything
after the <br> tag, because it is a self-closing tag.

The web browser only identifies a single pace between the words or texts even if
there are many spaces given between words. To add additional spaces between the
text you can use &nbsp. Using single &nbsp is equal to one space, double &nbsp
provides double space and so on.

Paragraph Tag <P>: It is used to create paragraphs in an html document. A

paragraph is a group of sentences about a specific topic. The <p> tag helps you
arrange your text on a webpage. It puts the sentences that belong together in one
box. When you use the <p> tag, you’re saying, “This is a paragraph.”

ALIGN attributes with values “LEFT”, “CENTER” or “RIGHT” can be used to

set the alignment of the paragraph. By default, the alignment of a paragraph is left.

Lab work!
As we already learned about the structure of HTML, you are assigned to write
the HTML structure, comment on each line in the structure, and submit it to the
teacher. After the completion of the task discuss in the class about: -
a. Why are comments important in Coding?
b. What’s the difference between single-line and multi-line comments?
Computer Science , Grade 9 95
Text Formatting Tags
A tag is a command in a web page that performs specific actions and tells the
browser to do. After we include the structure tags, we are ready to start placing
basic content in the document body. To work with text appearing in a web browser,
we use text formatting tags. Text formatting tags are special-purpose tags that are
used to change, define, or enhance the visual appearance and style of content on a
web page. Using text formatting tags, we can make our web text content bold, italic, etc.

Heading Tags (<H1> …. <H6>): These tags are used to provide headings in an
HTML document. HTML supports six different levels of headings. The biggest
header format is <H1> and the smallest is <H6>. All the styles of headings tags
appear in BOLDFACE and the size of the heading depends on the level chosen,
i.e., <H1> to <H6>

HTML Input Output:

<h1> This is heading one. </ h1> This is heading one.
<h2> This is heading two. </ h2> This is heading two.
<h3> This is heading three. </ h3> This is heading three.
<h4> This is heading four. </ h4> This is heading four.
<h5> This is heading five. </ h5> This is heading five.
<h6> This is heading six. </ h6> This is heading six.

Horizontal Lines <HR>: It is used to draw horizontal lines or rulers to separate

contents in an HTML page. It draws a line across the page from left to right and is
a self-closing tag. The attributes of the <HR> tag is:

Attributes Description
ALIGN It is used to align the line on the browser
screen (aligned to the center by default).
ALIGN=LEFT will align the line to
the left of the screen.
ALIGN=RIGHT will align the line to
the right of the screen.
ALIGN=CENTER will align the line
to the center of the screen.
96 Computer Science , Grade 9
 SIZE It is used to change the size of the line.
It is used to set the width of the line. It
can be set to a fixed number of pixels,
WIDTH
or a percentage of the available screen
width.
COLOR It is used to change the color of the line.

HTML Input

<HR ALIGN = “ LEFT “ WIDTH= “25” SIZE = “ 3 “ color = “ Blue “>

Nepal is the Birthplace of Lord Buddha.

Text styles

You can use these tags to change how your text looks. <B>…</B> makes it bold,
<I>… </ I> makes it italic, <U>…</ U> makes it underline. The <SUP>…</SUP>
and <SUB>…</SUB> tags are used for superscript and subscript, respectively. For
example, H <SUB> 2 </SUB> O and E = mc <SUP> 2 </SUP>.

HTML Input
<b> This text is bold. </b>
<i> This text is italicized. </i>
<u> This text is underlined. </u>
A² B ²
H ₂ O

Output:
This text is bold.
This text is italicized.
This text is underlined.
A2B2
H2O
< FONT > Tag: Controlling Font Size, Color and Face

Computer Science , Grade 9 97

All text specified within the tags<FONT> and </FONT> will appear in the font
face, size and color as specified in the attributes of the <FONT> tag. The attributes
are:

FACE Sets the font to the specified font name

SIZE Sets the size of the text (The default size of the font is 3)
COLOR Sets the color of the text. Colors can be set by their name or using
hexadecimal codes.

HTML Input

<FONT face = “Times New Roman” Size = “5” color = “Red”> Talent is not what
you have, talent is what you do. </FONT>

You can use color codes to choose the color of your text or background on your web
page. RGB color codes are special codes that have six numbers or letters. The RGB
color codes tell the computer how much red, green, and blue should be in a color.

Here are some of the basic color codes:

Black #000000 White #FFFFFF

Red #FF0000 Green #00CC00
Blue #0000FF Yellow #FFFFF00
Silver #C0C0C0 Lime #00FF00
Gray #808080 Maroon #800000
Purple #800080 Aqua #00FFFF

HTML Input
< Font color = “ #800000 “> Maroon </Font>
< Font color = “ #808080 “> Gray </Font>
< Font color = “ #00CC00 “> Green </Font>

The Marquee Tag:

The <marquee> tag in HTML makes your text, image, graphics, and videos move
or scroll on your web page.

98 Computer Science , Grade 9

Attribute Description Values
Behavior Scrolling behavior Alternate, slide, scroll
Direction Scrolling direction Left, right, up, down
Bgcolor Background color Color name or value
scrolldelay Delay in scrolling A number in millisecond
Height Height of scroll area A number in pixels
width Width of scroll area A number in pixels

HTML Input

<MARQUEE> I will be a web developer. </MARQUEE>

<marquee behavior = “scroll” direction = “down” bgcolor = “ #CCFF00 “

scrolldelay = “1000”> I am Marquee Running Text! </ marquee>

Let’s have Quiz!

Which tag is used to create a scrolling text or image in HTML?

a. <scroll>
b. <animate>
c. <marquee>
d. <slide>

Which attribute in HTML is used to horizontally align text or images within

an element?
a. Align
b. Center
c. Horizontal-align
d. Text-align

Activity:4.5
Make a marquee to display the future of learning, mySecondTeacher.

Computer Science , Grade 9 99

4.4.5 Anchor, List, Table, Image Tags and Their Properties
1. Anchor Tag

The anchor tag is an HTML element used to create hyperlinks on web pages.
Hyperlinks are used to direct users to different sections of the same webpage,
another webpage or various types of data such as files, images, or documents.
The anchor tag is denoted by the <a> element.

The browser distinguishes hyperlinks from the normal text. Hyperlink

has the following features:
a. By default, hyperlinked texts appear blue in color.
b. The hyperlink text/ images are underlined.
c. When the mouse pointer hovers over the hyperlink text, it changes into the
shape of the pointing hand.

Syntax: < a href = “ URL/ path of page or document”> text displayed on

page </a>

Attributes of anchor tag:

href: It specifies the URL of the page or document the link navigates or jumps to.

target: Specifies where to open the linked page or document. The values of the
target attribute is:

_blank: Opens the linked document in a new browser window or tab

_ parent: Opens the linked document in the parent frame or window
_ self: Opens the linked document in the same frame or window
Opens the linked document in the full body of the window,
_ top:
breaking out of any frames

Hyperlinks can be of two types:

a. External link: It links to an external web document of the same or different

website.

b. Internal link: It links to the specific location of the same web page.

100 Computer Science , Grade 9

External Document References
Example 2:
< A HREF = “ Link_Check.HTML “> Visit my Home Page </A>

HTML INPUT

<HTML>
<HEAD>
<TITLE> Using External Links </TITLE>
</HEAD>
<BODY BGCOLOR = “ SkyBlue “>
<H2 ALIGN = “CENTER”> Visit the following links to explore Nepal: </H2>
<P> <A HREF = “ http://www.ntb.gov.np”> Nepal Tourism Board Website </A> </P>
<P> <A HREF = “ http://www.explorenepal.com”> Explore Nepal </A> </P>
<P> <A HREF = “ http://mofa.gov.np “> Ministry of Foreign Affairs Website </A> </P>
</BODY>
</HTML>

Intra-page links or bookmarks

Intra-page links or bookmarks are used to direct the user to a different location on
the same page. It is also possible to jump to a particular location on another web
page using bookmarks.
Using Name Anchor
To use intra-page links, a name anchor is used. For instance, <A NAME = “top”>
</A>. Here, it is necessary to give a name at the specific point on the page where
the tag occurs. The </A> tag must be included, but no text is required between <A>
and </A>.
<A HREF = “ #TOP “> TOP <A>

The # symbol identifies the word “TOP” as a named anchor point within the current
document, rather than a separate page. When a reader clicks on “TOP”, the web
Computer Science , Grade 9 101
browser will display the part of the page starting with the <A NAME = “top”> tag.

Example 3:

HTML Input
<!DOCTYPE html>
<HTML>
<HEAD>
<TITLE> Internal Link Example </TITLE>
</HEAD>
<BODY>
<nav>
<!-- Internal links in the navigation menu -->
<UL>
<LI> <A HREF = “ #section1 “> Section 1 </A></LI>
<LI> <A HREF = “ #section2 “> Section 2</A></LI>
</UL>
</nav>
<!-- Content for Section 1 - - >
<H2 id = “section1”> Section 1</H2>
<P> This is the content of Section 1.</P>
<!-- Link back to the top of the page - ->
<P> < A HREF = “#top”> Back to Top </A> </P>
<!-- Content for Section 2 →
<H2 id = “section2”> Section 2 </h2>
<P> This is the content of Section 2.</P>
<!-- Link back to the top of the page - - >
<P> <A HREF = “ #top “> Back to Top </A> </P>
</BODY>
</HTML>
102 Computer Science , Grade 9
Email link

You can use the <A> tag to make links that open an email. When you click on an
email link, it starts a new message addressed to the set email. The email address
should be written after ‘mailto:’ in the <A HREF> tag.

Example 4:

HTML Input
<HTML>
<HEAD>
<TITLE> USING EMAIL LINK </TITLE>
</HEAD>
<BODY>
Send your email to <A HREF = mailto:[email protected]> Curriculum
Development Center, Sanothimi Bhaktapur </A>
</BODY>
</HTML>

2. HTML Lists

A list in HTML is a way of grouping related items in an ordered or unordered

form. There are three types of lists: unordered (with bullet points), ordered
(with numbers), and description lists. Each item in the list is marked with
a specific tag, like <li> for unordered and ordered lists, or <dt> and <dd> for
description lists.

Unordered List <UL> (Bullets)

An Unordered list starts with the tag <UL> and ends with </UL>. Each list of
items starts with the tag <LI>. The attributes that can be specified with <LI>
are:

Computer Science , Grade 9 103

 TYPE : Specifies the type of bullet

TYPE = FILLAROUND provides a solid round black bullet.

TYPE = SQUARE provides a solid square blacked bullet.

TYPE = CIRCLE provides a circle bullet.

Example 5: HTML Input

<B> Some of the Heavenly Places of Nepal </B>
<UL TYPE = “FILLROUND”>
<LI> Surma Sarovar </LI>
<LI> Aalital </LI>
<LI> Ramaroshan </LI>
</UL>

Output:
Some of the Heavenly Places of Nepal
I. Surma Sarovar
II. Aalital
III. Ramaroshan

Ordered Lists <OL> (Numbering)

An ordered list starts with the tag <OL> and ends with </OL>, each list item starts
with the tag <LI>. The attributes that can be specified with <LI> are:

TYPE Controls the numbering scheme to be used

TYPE = “ 1 “ provides a list in counting numbers (1, 2,....)
TYPE = “ A “ provides a list with UPPERCASE letters (A, B,...)
TYPE = “ a “ provides a list with lowercase letters (a, b,....)
TYPE = “ I “ provides a list with UPPERCASE Roman Numbers (I, II,..)
TYPE = “ i “ provides a list with lowercase Roman Numbers (i, ii, iii,..)

104 Computer Science , Grade 9

START Alters the numbering sequence (A list can be started with any numeric value.)
VALUES Changes the numbering sequence in the middle of an ordered list

Example 6: HTML Input

<B> Some of the Heavenly Places of Nepal </B>

<UL TYPE = “ 1 “ START = “ 3 “>
<LI> Surma Sarovar </LI>
<LI> Aalital </LI>
<LI> Ramaroshan </LI>
</UL>
Output:
Some of the Heavenly Places of Nepal
3. Surma Sarovar
4. Aalital
5. Ramaroshan

Definition Lists

Definition list values appear within tags <DL> and </DL>. It consists of two parts:

Definition term Appears after the tag <DT>

Definition description Appears after the tag <DD>

Example 7: HTML Input

<DL>
<DT> Front End
<DD> Where user interacts with the system
<DT> Back End
<DD> Where the logic of the system is written.
</DL>

Computer Science , Grade 9 105

 Output:
Front End
Where user interacts with the system
Back End
Where the logic of the system is written

As per the requirement, we can also use Nested List, a list inside another list.

3. Adding Images to HTML Document

In HTML, besides text, we can add still or moving pictures to a webpage.

The common picture formats are (dot) .gif and (dot) .jpg. Software such as
Gif Constructor or Adobe Photoshop can be used to create and save images
in these formats. To put an image on a webpage, we use the <img> tag and
set the SRC attribute to the image file name (e.g. ‘filename.gif’ or ‘filename.
jpg’).
Syntax: <IMG SRC = “Path of Image / Source of Image “>
The <img> tag in HTML is used to embed images or pictures into a webpage.
<IMG> tag takes the following attributes:

Attributes Value
SRC Path or location and name of the image file
ALIGN Defines the position of the image: left / centre / right
BORDER Defines the size of border of the inserted image
WIDTH Defines the width of an image (in pixel value or percentage of
the browser’s window)
HEIGHT Defines the height of an image (in pixel value or percentage of
the browser’s window)
HSPACE Defines a space of specified size to the left and the right of the
image
VSPACE Defines a space of specified size to the top and the button of
the image
ALT Defines the alternate text-based information if the user is unable
to view the image due to server or networking issues.
106 Computer Science , Grade 9
Example 8: HTML Input

<HTML>
<HEAD>
<TITLE> Education in Nation Building </TITLE>
</HEAD>
<BODY>
<MARQUEE BGCOLOR = yellow BEHAVIOR = alternate DIRECTION =
right WIDTH = 300> Education Enlightens the Students!!! </MARQUEE>
<BR> <BR>
<HR color = Blue >
<H2 ALIGN = center> Inserting image in HTML Document </H2>
<IMG SRC = “ images/myImage.jpg “ HEIGHT = 120 WIDTH = 200 ALT
= “ Computer Education”>
<BR> <BR>
<IMG SRC = “ images / myImage2.jpg “ BORDER = 5>
</BODY>
</HTML>

Note: While saving images, you can give the full path or save the image file in your
HTML document’s location.

4. HTML Tables

Table is the combination of ROWs and COLUMNs. Tables are commonly used
objects to define the layout of a webpage. A table in HTML starts with <TABLE>
tag and closes with </TABLE> tag. Each heading row of a table is defined between
<TH> </TH> tags. Each row of a table is defined between the <TR> and </TR>
tags. Likewise, each column data of a table is defined between the <TD> and
</TD> tag.

Sunday Monday Tuesday Wednesday

5 7 10 21
11 13 3 4

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Header Row:

Each table has a table header. It is defined using <TH> </TH> tag. The content of
the table header row is automatically centred and appears in boldface.

Data cells hold data to be displayed in the table. A data row is defined using <TR>
</TR> tags. The text matter displayed in a data row is left-justified by default.
Any special formatting like boldface or italics is done by including appropriate
formatting tags inside the <TR> </TR> tags. An image can also be displayed in a
data cell.

The attributes that can be included in the <TABLE> tag are:

Attributes Description
BORDER It defines the border and its thickness of table. The border
thickness is specified in pixels. Default size of the border is
0.
Example: <TABLE BORDER = 3 >

BGCOLOR It defines the background color of the table.

Example: <TABLE BGCOLOR = pink >
HEIGHT It defines the height of the table. Value for height attribute
can be defined either in pixel (absolute) or in percentage
(relative). If Height is not specified the data cell is adjusted
based on the cell data value.
Example: <TABLE HEIGHT = 350 >
WIDTH It defines the width of the table. Value for width attribute
can be defined either in pixel (absolute) or in percentage
(relative). If width is not specified the data cell is adjusted
based on the cell data value.
Example: <TABLE HEIGHT = 200 >
ALIGN It defines the horizontal alignment of the table. The value of
Align attribute can set to LEFT, CENTER, RIGHT
Example: <TABLE ALIGN = LEFT>

108 Computer Science , Grade 9

CELLPADDING It defines the space between content within the cell and
border of the cells.
Example: <TABLE CELLPADDING = 5 >
CELLSPACING It defines the space between the cells of the table.
Example: <TABLE CELLSPACING = 3 >
COLSPAN It lets a table cell occupy or stretch over multiple columns
horizontally. It is applied to the <td> or <th> elements inside
a table.
ROWSPAN It lets a table cell occupy or stretch over multiple rows
vertically. It is applied to the <td> or <th> elements inside
a table.
BACKGROUND It defines the background image of the table.
Example: <TABLE BACKGROUND = “img.jpg”>

Caption Tag

A caption for a <table> in HTML is defined using the <caption> tag. The caption
is usually shown on top of the table and gives a short title or summary of what the
table contains. The <caption> tag is inserted right after the opening <table> tag. The
table caption can be made to appear above or below the table structure with the help
of the attribute ALIGN as given below:

ALIGN It controls the placing of the caption with respect to the table.
Example: ALIGN = BOTTOM will place the caption immediately
below the table.
ALIGN = TOP will place the caption immediately above the table.

VALIGN and ALIGN

The VALIGN attribute controls how the content is aligned vertically inside a table
cell. It can be used on single cells (<td> or <th>), rows (<tr>), or the whole table.
The VALIGN attribute can have these values:

top The content is placed at the top of the cell.

middle The content is centred vertically in the cell.
bottom The content is placed at the bottom of the cell.
Computer Science , Grade 9 109
Example 9: VALIGN

<TD VALIGN = “top”> Top-aligned content </TD>

<TD VALIGN = “middle”> Middle-align content </TD>
<TD VALIGN = “bottom”> Bottom-align content </TD>

The ALIGN attribute controls how the content is aligned horizontally inside a
table cell. It can be used on single cells, rows, or the whole table.

The ALIGN attribute can have these values:

left The content is placed at the left edge of the cell.
center The content is centered horizontally in the cell.
right The content is placed at the right edge of the cell

Example 10: ALIGN

<TD ALIGN = “left”> Left-aligned content </TD>

<TD ALIGN = “center”> Center-aligned content </TD>
<TD ALIGN = “right”> Right-aligned content </TD>

Example 11: Sample table in HTML

<!DOCTYPE HTML>
<HTML>
<HEAD>
<TITLE> VISIT NEPAL - FAMOUS PLACES </TITLE>
</HEAD>
<BODY>

<TABLE BORDER = “1”>

<CAPTION> VISIT NEPAL - FAMOUS PLACES </CAPTION>
<TR>

110 Computer Science , Grade 9

 <TH> PLACE </TH>
<TH> DESCRIPTION </TH>
<TH> HIGHLIGHTS </TH>
</TR>
<TR>
<TD> Pashupatinath Temple </TD>
<TD> Hindu Temple in Kathmandu </TD>
<TD> Ancient Architecture </TD>
</TR>
<TR>
<TD> Boudhanath Stupa </TD>
<TD> Center for Buddhism</TD>
<TD> Religious Rituals </TD>
</TR>
</TABLE>
</BODY>
</HTML>

Figure: 4.15

Example 12: Using the CELLSPACING attribute in HTML

<!DOCTYPE HTML>
<HTML>
<HEAD>
<TITLE>TABLE EXAMPLES</TITLE>
</HEAD>
Computer Science , Grade 9 111
<BODY>
<CENTER> <H3> TABLE WITHOUT CELLSPACING </H3> </CENTER>
<TABLE BORDER = “1” WIDTH = “30%” ALIGN = “CENTER”>
<CAPTION> Without Cellspacing </CAPTION>
<TR >
<TH> NAME </TH>
<TH> AGE </TH>
</TR>
<TR ALIGN = “CENTER”>
<TD> Krishna </TD>
<TD> 25 </TD>
</TR>
<TR ALIGN = “CENTER”>
<TD> Shiva </TD>
<TD> 30 </TD>
</TR>
<TR ALIGN = “CENTER”>
<TD> Ram </TD>
<TD> 22 </TD>
</TR>
</TABLE>
<HR>
<CENTER> <H3> TABLE WITH CELLSPACING </H3> </CENTER>
<TABLE BORDER = “1” WIDTH = “30%” ALIGN = “CENTER”
CELLSPACING = “10”>
<CAPTION> With Cellspacing </CAPTION>
<TR>
<TH> NAME</TH>

112 Computer Science , Grade 9

 <TH> AGE</TH>
</TR>
<TR ALIGN = “CENTER”>
<TD> Krishna </TD>
<TD> 25 </TD>
</TR>
<TR ALIGN = “ CENTER”>
<TD> Siva </TD>
<TD> 30 </TD>
</TR>
<TR ALIGN = “ CENTER”>
<TD> Ram </TD>
<TD> 22 </TD>
</TR>
</TABLE>
</BODY>
</HTML>

Example 13: Using ROWSPAN and COLSPAN

<!DOCTYPE HTML>
<HTML>
<HEAD>
<TITLE> WORKING WITH ROWSPAN AND COLSPAN </TITLE>
</HEAD>
<BODY BGCOLOR = “ SKYBLUE “>
<CENTER> <B> WORKING WITH ROWSPAN AND COLSPAN </B> <./
CENTER>
<TABLE BORDER = “ 2 “ WIDTH = “ 70% “ ALIGN = “ CENTER” HEIGHT
= “200”>

Computer Science , Grade 9 113

 <CAPTION ALIGN = “BOTTOM”> STUDENT MARKS </CAPTION>
<TR ALIGN = “CENTER”>
<TH ROWSPAN = “2”> NAME </TH>
<TH COLSPAN = “3”> MARKS </TH>
</TR>
<TR>
<TH> JAVA </TH>
<TH> PYTHON </TH>
<TH> FLUTTER </TH>
</TR>
<TR>
<TD> Bidhya </TD>
<TD> 80 </TD>
<TD> 90 </TD>
<TD> 85 </TD>
</TR>
<TR>
<TD> Biwash </TD>
<TD> 75 </TD>
<TD> 85 </TD>
<TD> 90 </TD>
</TR>
</TABLE>

</BODY>
</HTML>

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Form and Div Tag

1. HTML <FORM> tag

You have probably seen and filled out different forms on websites, like login
form, contact form, registration form, search form and so on. The main
purpose of these web-based forms is to get data and information from the
end users and send them to a server for processing.

HTML forms are a client-side object that provide an interface between client
and server. <FORM> tag is used to create a form in HTML documents. Form
tag can contain various input elements along with other HTML contents. This
is why the form element is also known as a container for different types of
input element.

The <input> element or tag in HTML is a flexible form tag that can make
different kinds of input fields inside a <form> tag. The type attribute with input
element decides the type of input field that includes text boxes, checkboxes,
radio buttons, submit buttons, and more.

The opening tag of the FORM tag includes the attributes: name, method and
action. Name is used for defining the name of the form. The Method attribute
can be either GET or POST. Which determines how the form data is being sent
to the server. The Action attribute is a pointer to the script that processes the
form on the server side.

Activity 4.6:
Research on the internet and collect two or more forms and try to fill out the form.
It is better if student find the gov sites form.

Form elements in HTML

a. Text Fields

Text fields enable end users / clients to type text into a single line input field. A
text field is an input field where users can type text or alphanumeric characters.

To create a text field, you can either use TYPE = “TEXT” in the <INPUT>
element or leave off the TYPE specification altogether. The default TYPE for
the <INPUT> tag is “text”.

Computer Science , Grade 9 115

Example: <INPUT TYPE = “ TEXT “ NAME = “UserName” SIZE =” 50” >

TYPE Determines what type of data is allowed for input

NAME Determines the name of the field that passes to the script processing
the form
SIZE Indicates the length of the text-entry field in characters (The default
field size is 20 characters)

Example 14: Using “text” INPUT type

<FORM>

<label> Username </label>

<Input type = “ text “ Name = “ UserName “> <BR>

<label> Password </label>

<Input type = “ password “ Name = “UserPass”>

</FORM>

Output:

Note:

< input type = “ Password “> lets users type in sensitive information, like
passwords, securely. The actual characters they type are not shown.

Lab work!
We can add activities here like input username, age, phone number and other.

b. Text Area

The <textarea> tag in HTML creates a multiline text input field in a form. Users
can type and send multiple lines of text with it, so it is good for longer texts
or free-form content. For example, if you want to create a form that enables
readers to compose electronic mail, you might use a text area for the body of
the message.
116 Computer Science , Grade 9
 Syntax: <Textarea Name = “ BodyArea” Rows = “7” Cols = “ 30”
Enter your message Here…. </Textarea>

<TextArea> Attributes

NAME The name to be sent when the form is submitted

ROWS The height of the text area element (number of rows)
COLS The width of the text area element in the column (number of columns)

Lab work!
Make a text-area for the message for the above form.

Example 15: Using “Textarea ” INPUT type

<FORM>
<b> Comments: </b> <br>
<textarea rows = “ 7 “ cols = “25” name = “details”>
Write your comment here…..
</textarea>
</FORM>
Output:

c. Radio Button

A radio button in an HTML form is an input element that lets users pick only
one option from a group of options that cannot be picked together. If one radio
button in a list is selected, all the rest of the radio buttons in the same list get
deselected.

Computer Science , Grade 9 117

Example 15: Using “Radio” INPUT type

<FORM>
<INPUT TYPE = “Radio” Name = “result” Value = “PASS”> Pass
<INPUT TYPE = “Radio” Name = “result” Value = “Fail”> Fail
</FORM>
Output:

Activities: 4.7
Add the radio button for the age i.e., Male, Female, and others in the form.

d. CheckBox
Unlike Radio Button, checkbox allows us to choose multiple items at a time in
a Checkbox list. Each checkbox can be either checked or unchecked.

Example 16: Using “Checkbox” INPUT type

<h3> List of Lakes in Nepal </h3>

<FORM>
<Input type = “Checkbox” Name = “Shey Phoksundo Lake”> Shey Phoksundo
Lake <br>
<Input type = “Checkbox” Name = “Rara Lake”> Rara Lake <br>
<Input type = “Checkbox” Name = “Goisai Kunda Lake”> Goshai Kunda Lake <br>
</FORM>
Output:

Activity:4.8
We can add the hobbies in the form such as programming language, guitar,
football, and others in the above form.

118 Computer Science , Grade 9

e. Select Box
It is used to create pull - down menus and scrolling lists. The <select> tag in
HTML creates a dropdown list or a select box in a form. Users can pick one
or more options from a list of options that are already set. The <option> tags
inside the <select> tag make the options for the dropdown list or select box.
<SELECT> elements work like radio buttons or checkboxes, but the interface
is different.

Example 17: Using “select ” INPUT type

<HTML>
<HEAD>
<TITLE> Working with Select Box </TITLE>
</HEAD>
<Body>
<form>
<p> <b> Select a District </b></p>
<SELECT Name = “District”>
<option value = “MUGU”> Mugu </option>
<Option value = “Manang”> Manang </Option>
<Option value = “Panchthar”> Panchthar </Option>
<Option value = “Siraha”> Siraha </Option>
<Option value = “Kapilvastu”> Kapilvastu </Option>
</SELECT>
</form>
</Body>
</HTML>
Output:

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 Activity:4.9
Make the address in the form and make the select box in the form.

f. Buttons

The <button> tag in HTML creates a button that can be clicked on a form or
anywhere on a webpage. The button can have text, images, or other HTML
tags inside it. It is used to perform specific tasks or perform events when it is
clicked. There are two types of Buttons:

i. Submit Button: It tells the browsers to send the form data to the server.
You should include at least one submit button on every form.

Syntax: <input type = “ submit “ value = “ submit “ >

Note: Value attribute is used to give the text display in a button.

ii. Reset Button: It is used for resetting the elements of a form. It allows the
user to fill new entries all over again.

Syntax: <input type = “ reset “ value = “ reset “>

Example 18: Using “select” INPUT type

<form>
<input type = “submit” name = “submit” value = “Submit”>
<input type = “reset” name = “reset” value = “ Reset”>
</form>
Output:

Add the submit and reset button on the form at last.

120 Computer Science , Grade 9

Lab work!

Let’s make a form like below.

2. HTML <DIV> Tag

Context:

The <div> (division) tag in HTML is a division or container element that is used to
divide a web document logically. It helps to organize and arrange content on a
webpage. It is a block-level container that can contain other HTML elements.

The div tag can be styled with CSS to change its appearance, size, position, and
layout. It can also have an id or a class attribute to identify it or group it with other
elements.

Advantages of using DIV tag

a. Grouping Content b. Layout and Structure

c. Responsive Design d. Styling with CSS

e. JavaScript Interaction

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Example 21: Sample Layout using <DIV> Tag

<!DOCTYPE html>
<html>
<head>
<title> DIV Example </title>
</head>
<body>

<! - - Parent DIV - ->

<div style = “border: 2px solid #000; margin: 10px; padding: 10px;”>

<h2> Main DIV </h2>

<!-- First Div -->

<div style = “border: 2px solid #000; margin: 10px; padding: 10px;”>
<p> First Div </p>
<!-- Content of the first div goes here -->
</div>

<!-- Second Div -->

<div style = “border: 2px solid #000; margin: 10px; padding: 10px;”>
<p> Second Div </p>
<!-- Content of the second div goes here -->

<!-- Third Div inside Second Div -->

<div style=”border: 2px solid #000; margin: 10px; padding: 10px;”>
<p> Third Div </p>
<!-- Content of the third div goes here -->
</div>
</div>
</div>

</body>
</html>

122 Computer Science , Grade 9

- <Div> Defines a division or a section in an HTML document.

- To Style a specific HTML element directly, you can use the style attribute with
inline CSS.

Let’s know
a. Why is div needed while writing HTML code? With its advantages?
b. Write a HTML code using the div function to print The height of
Sagarmatha is 8848 m.

4.5. Cascading Style Sheets (CSS)

Dynamic Hypertext Markup Language

DHTML stands for Dynamic Hypertext Markup Language. It is a technology

that allows web developers to create interactive and animated websites. DHTML
uses HTML to define the structure of a web page, such as tables, frames, paragraphs,
lists, and so on. It also uses CSS to control the appearance and layout of the
HTML elements, such as colors, fonts, margins, and positions. In addition, it uses
scripting languages, such as JavaScript and VBScript, to access and modify the
HTML elements and CSS styles dynamically based on user actions or events.

Cascading Style Sheet

Context:

HTML is a language that uses tags to create different elements on a web page, such
as text, links, images, and videos. CSS is another language that works with HTML
to style and layout these elements. You can use CSS to change the color, font, and
size of a paragraph element. For example,

< p style = “ color : #ff0000; font-weight: bold “> CSS helps to define Style </p>

CSS is a language that works with HTML to style and format web pages. It can
change the appearance of elements such as colors, layout, and fonts. It can also
help to define responsiveness which means CSS adjusts the presentation to suit
different devices, such as desktops, mobiles, or printers.

As said in the definition, CSS can be defined in such a way that it can change
layout, colors, fonts or any other styles based on the size of the screen (PC
Computer Science , Grade 9 123
Screen, Tablet screen and mobile screen) or for printers. In a desktop computer,
screen size is large whereas in mobile screen size is small and accordingly HTML
content should be presented to webpage viewers. CSS is used to define this type of
presentation. Also, if a viewer is trying to print a web page, the presentation of the
page can be made different using CSS to make it printer-friendly.

The Style assignment is done with <STYLE>…</STYLE> tags. Between

the tags, specific style attributes are listed. The Style tags are written within the
<HEAD>…</HEAD> tags.

CSS Syntax:

<STYLE Type = “text/css”>

Tag {attribute : value; attribute : value; …}
.
.
.
</STYLE>

Attribute: Font, Color, Background, Text, Border, Margin and List

Let’s answer these questions!

Why is CSS important in web development?
What are the advantages of CSS?

A CSS rule is formed from:

´ A set of properties, which have values set to update how the HTML content
is displayed. For example, I want my element’s text color to be white, and its
background to be grey.

´ A selector, which selects the element(s) you want to apply the updated property
values to. For example, I want to apply my CSS rule to all the paragraphs in
my HTML document.

´ A set of CSS rules contained within a stylesheet determines how a web page
should look.

124 Computer Science , Grade 9

Let’s make things clear with an example. First of all, let’s take a simple HTML
document, containing an <h1> and a <p>

Example 1:

<!DOCTYPE html>
<html>
<head>
<title> My First CSS Example </title>
<style>
h1 {
color : blue;
background-color : yellow;
border : 1px solid black;
}
p {
color: red;
}
</style>
</head>
<body>
<h1> Hello World! </h1>
<p> This is my first CSS example. </p>
</body>
</html>

4.5.1. Properties of CSS

CSS is a language that works with HTML to style and format web pages. It has two
main components:

Properties: These are the names of the aspects of the web page that you want to
modify, such as font, width, background color, etc.
Computer Science , Grade 9 125
Values: These are the specific settings that you assign to each property, such as
Arial, 50%, blue, etc.

A property and a value together form a CSS declaration. You can group multiple
CSS declarations inside a CSS Declaration Block. You can also use selectors to
specify which HTML elements the CSS Declaration Block applies to. This creates
a CSS Rule Set (or CSS Rule). Each property has a predefined set of values that are
valid for it.

4.5.2. Selectors
CSS selectors are expressions that identify, target, and select HTML elements on
a web page, and apply styles to them. Selectors are part of CSS which enable you
to change the appearance of elements without changing the HTML code. Selectors
are essential for creating the rules that control the style and layout of a web page.

Types of CSS Selectors:

1. Element selector

It is used to select HTML elements based on the element name.

Example:

b{

/* Styles applied to all <b> elements */

2. ID Selector

It is used to target a specific HTML element based on its unique ID attribute.

As each element’s ID must be unique within a page, the ID selector allows the
126 Computer Science , Grade 9
 selection of a single, distinct element. To select an element with a specific id,
write a hash (#) character, followed by the id of the element.

Example:

#header {
/* Styles applied to the <p> element with id = “header” */
}

<Body>
<p id = “ header “> I am Id Selector with Id name check </p>
</Body>

3. Class Selector

The class selector is used to select and style HTML elements that have a
certain class attribute. To select elements with a certain class, a dot (.) is written
followed by the class name.

Example:

.check {
/* Styles applied to all elements with class = “ check “ */
}

<Body>
<p class = “ check “> I am Class Selector with class name check </p>
</Body>

4. Universal Selector

The universal selector (*) in CSS is a symbol that is used to select all HTML
elements on a web page. It matches any element type, allowing you to apply
styles to every element without specifying individual element names, classes,
or IDs.

Computer Science , Grade 9 127

 Example:
*{
/* Styles applied to all elements */
property : value;
/* Additional styles */
}

4.5.3. Types of CSS:

There are three different ways to apply CSS to an HTML document:

Inline CSS, Internal CSS, and External CSS

i. Inline CSS

It is a way of styling HTML elements directly into an HTML document. You

can do this by adding the style attribute to the HTML tags. Inline CSS lets you
set specific styles for a certain element without changing other elements on the
page.

Example:

<!DOCTYPE html>
<html>
<head>
<title> My CSS Experiment </title>
</head>
<body>
<h1 style =” color :blue ; background-color :yellow ; border: 1px solid black;”>
Good Morning Class ! </h1>
<p style = “ color : red; “> This is my first CSS example of Inline styles </p>
</body>
</html>

128 Computer Science , Grade 9

ii. Internal CSS
Internal CSS is a method of styling HTML elements within the HTML document
itself. Instead of styling each element individually, internal CSS allows you to
define styles for multiple elements within a single <style> tag in the <head>
section of the HTML document.
By adding CSS code inside the opening <head> and closing <head> tag inside
an HTML file, we can work with numbers of HTML elements at a time in
order to define styles on the same web page.

Example:

<!DOCTYPE html>
<html>
<head>
<meta charset = “utf-8”>
<title>My First CSS Try Page </title>
<style>
h1 {
color : blue;
background-color : yellow;
border : 1px solid black;
}

p{
color : red;
}
</style>
</head>

<body>
<h1> Hello World! </h1>
<p> This is my first CSS example of an Internal stylesheet. </p>
</body>
</html>
Computer Science , Grade 9 129
iii. External CSS

External CSS is a method of styling HTML elements by placing the CSS code
in a separate external file with a .css extension. This file is then linked to the
HTML document using the <link> tag in the <head> section.

Unlike inline CSS or internal CSS, external CSS allows for the separation
of style and content, making it easier to manage and maintain styles across
multiple web pages. This approach promotes code reusability, as the same CSS
file can be linked to multiple HTML documents, ensuring consistent styling
throughout the website.

Example:

<!DOCTYPE html>
<html>
<head>
<meta charset = “utf-8”>
<title> My Experiment with External Stylesheet </title>
<link rel = “stylesheet” href = “mystyle.css”>
</head>
<body>
<h1> Visit Nepal 2020! </h1>
<p> Sagarmatha, also known as Mt. Everest, is the highest mountain on Earth
and a
symbol of both natural beauty and human determination. Here are some key
details about Sagarmatha (Mount Everest): </p>
</body>
</html>

130 Computer Science , Grade 9

And (create a new file) code for mystyle.css file:

h1 {
color: blue;
background-color: gold;
border: 1px solid black;
}
p{
font-size :14pt; font-weight : bold; text-align : justify; color : red;
}

i. Common CSS properties reference

Property Values Used with Elements

color #RRGGBB (Red, Green, any element that contains
Blue hex values) text
text-align left | right | centre | justify block elements like h1..
h6, p, li, etc.
text-decoration none | underline | overline | mostly with a (anchor)
line-through | blink | inherit elements
text- none | capitalize | uppercase | any element that contains
transformation lowercase text
line-height % or px block elements h1..h6, p,
li, etc.
Computer Science , Grade 9 131
 letter-spacing normal or px value any element that contains
text
font-family font or font-family [, font or any element that contains
font-family ...] text
font-size px or em value any element that contains
text
font-style normal | italic | oblique any element that contains
text
font-weight normal | bold any element that contains
text
background- #RRGGBB (Red, Green, any element with a
color Blue hex values) background
background- url(“[image url]”) mostly with body
image
background- repeat | repeat-x | repeat-y | mostly with body
repeat no-repeat
background- left | center | right | top | mostly with body
position center | bottom
list-style-type disc | square | circle ul
list-style-type decimal | lower-roman | ol
upper-roman | lower-alpha |
upper-alpha

ii. CSS Box Model

CSS is a language that makes web pages look nice. It uses the box model to arrange
HTML elements on the page. Each element is like a box with four parts:

There are several properties in CSS that are often grouped together as box properties
which control the way browsers layout the page using the CSS box model.

For example, if we have an element (like a <h2> Element Contents </h2>) on the
page, here are the parts of its ‘box’ when drawn:

Content: It is what you see inside the box, such as words, pictures, or videos.

132 Computer Science , Grade 9

Padding: It is the cushion around the content. It makes the box bigger and more
comfortable.

Border: It is the frame around the content and padding. It shows where the box
ends and the next one begins.

Margin: It is the gap between the boxes. It gives some breathing room and keeps
the boxes from touching.

CSS code:

h2 {
padding : 1em ;
border : medium dashed black ;
background-color : grey ;
}

It will make the <h2> have a gray background, with 1 em of space between the text
and the border. The space inside the border (even if it is invisible because we do not
have one) is covered with the background color and is controlled by the padding
properties.

If we want more space separating this element (and its border) from the stuff around
it, we would have to increase the margin values. It’s easy to mistake margin for
padding, especially when there is no border or background color. If you are trying
to change the space around an element (especially when the browser’s default CSS
has some space there), try setting both margin and padding to zero and work from
there.

Computer Science , Grade 9 133

 ul {
margin : 0em;
padding : 0em;
}

iii. CSS measurement units

Here are some common units of measurement used in CSS:
em - The current font size. Another unit, an ex is half the text size.
px - One screen pixel (dot) on the display. (Note: for some very high-resolution
devices, real “pixels” are very small, so this length is adjusted to be close to the
size of a pixel on a traditional display.)
mm - A millimeter. There are also units for centimeters, inches, etc. (Note:
This is the browser’s best guess, but might be inaccurate depending on the
scaling of the display/projector/phone/etc. For example, if you display your
screen on a projector, the “millimeter” suddenly becomes much larger.)
As much as possible, it is better to specify measurements using ems and pxs.
These are the only units that do not require any kind of note.

p{
line-height: 1.5em;
}
blockquote {
margin-left : 2em;
border-left : 0.25em solid black;
}

# logoimg {
width : 120px;
height : 160px;
float : left;
margin-left : 1em;
}
Here is an example page that we can style with some of the properties above:
134 Computer Science , Grade 9
Example 5:

<!DOCTYPE html>
<html>
<head>
<meta charset = “UTF-8” />
<title> CSS Properties </title>
<link rel = “stylesheet” href = “css-prop.css” />
</head>

<body>
<h1> CSS Properties </h1>
<h2> Goals </h2>
<p> This is a page that we’re using to demonstrate various CSS properties and
techniques. Because of that, it is probably going to be ugly. </p>
<h2> Results </h2>
<p> Yes, it is turning out rather ugly, but it is important to demonstrate some CSS
stuff. Here are some of the new things: </p>

<ul>
<li> more CSS properties </li>
<li> the box model </li>
<li> the units of length used </li>
</ul>
</body>
</html>

Computer Science , Grade 9 135

CSS to go with it:

body {
font-family : “Helvetica”, sans-serif;
}

h1 {
text-align : center ;
font-weight : bold ;
background-color : silver;
color : teal ;
padding : 0.25em ;
}

h2 {
border : medium dotted teal;
font-weight : normal ;
padding : 0.1em ;
}

Try experimenting with CSS on this page (or one you have created).

DID YOU KNOW?

Short-hand properties in CSS allow you to set multiple related properties using
a single declaration. For example, instead of writing separate lines of code for
font-size, font-family, and font-weight, you can use the font property to set them
all at once.

136 Computer Science , Grade 9

Exercises
1. Write down the full forms of:
a. HTML c. UI e. UX g. DNS i. HTTP
b. WDLC d. W3C f. URL h. RGB j. JS
2. Choose the correct option.
a. What does HTML stand for?
i. Hyperlinks and Text Markup Language
ii. Hypertext Markup Language
iii. Home Tool Markup Language
iv. Hyperpage Markup Language
b. Which of the following is a commonly used text editor for web development?
i. Microsoft Word ii. Notepad
iii. Sublime Text iv. Photoshop
c. Choose the correct HTML tag for the largest heading.
i. <h3> ii. <h1>
iii. <big heading> iv. <h6>
d. What is the correct HTML tag for inserting a horizontal line?
i. <br> ii. <hr> iii. <ar> iv. <tr>
e. What is the correct HTML for adding a background color?
i. <body bgcolor=”yellow”>
ii. <background> yellow </background>
iii. <body color=”yellow”>
iv. <body background = “yellow”>
f. Choose the correct HTML tag to give base value.
i. <Power> ii. <sup> iii. <base> iv. <sub>
g. Choose the correct HTML tag to create a hyperlink.
i. <a> ii. <b> iii. <c> iv. <d>

Computer Science , Grade 9 137

 h. What is the correct HTML for making a hyperlink?
i. <a url=”http://www..ntb.gov.np”> Nepal Tourism Board </a>
ii. <a href=”http://www..ntb.gov.np”> Nepal Tourism Board </a>
iii. <a name=”http://www..ntb.gov.np”> Nepal Tourism Board </a>
iv. <a> http://www..ntb.gov.np </a>
i. How can you make an email link?
i. <mail> xxx@yyy </mail> ii. <a href=”mailto:xxx@yyy”>
iii. <mail href = “xxx@yyy”> iv. <a href=”xxx@yyy”>
j. How can you open a link in the same browser window?
i. <a href = “url” target = “_blank”>
ii. <a href = “url” target = “new”>
iii. <a href = “url” same>
iv. <a href =”url” target= “_self “>
k. Which symbol is used to denote an ID selector in CSS?
a. & b. # c. ! d. @
l. What is the primary purpose of a wireframe in web development?
i. To test functionality ii. To showcase final design
iii. To outline basic structure and layout
iv. To implement coding
m. In web design, what does “UI” primarily focus on?
i. User Interaction ii. User Exploration
iv. User Expression v. User Experience
n. There are _____ types of CSS.
i. one iii. two ii. three iv. four
o. Which of the following CSS tags is used for creating External Style Sheets?
i. <style src=”mystyle.css”>
ii. <stylesheet> mystyle.css </stylesheet>
iii. <link rel= stylesheet href= “stylesheet file name”>
iv. <link rel = stylesheet.html href = “url”>
138 Computer Science , Grade 9
3. Write short answers to these questions.
a. What is DNS?
b. Define HTML tag.
c. What is the main function of <HEAD> tag?
d. What is an attribute?
e. Which tag is used for breaking lines or paragraphs in HTML?
f. What is an Empty tag?
g. What is a container tag?
h. Write down the syntax of the comment tag.
i. What is the output of (a+b) ² tag?
j. What is the function of <TR> tag?
k. Write down the use of Form in web pages.

4. Write long answers to these questions.

a. What is HTML? List out any three uses of HTML.
b. Write down the structure of HTML.
c. Explain Web Development Life Cycle.
d. List out the importance of UI/UX.
e. How is the FONT tag used? List out the attributes of the FONT tag with
its attributes.
f. What are the different types of Input types in FORM?
g. What is the <DIV> tag? Write down the importance of the DIV tag.
h. What is CSS? List out its advantages.
i. Explains the types of CSS.
j. What are CSS selectors? Why is it important?

Project work
Develop a Static Web Page Using HTML and CSS.

This project will help you learn the basics of web development, which is a valuable
skill in today’s digital world. You will learn how to use HTML and CSS to create a
Computer Science , Grade 9 139
website that showcases your personal portfolio. You will also learn how to design a
website that is user-friendly, responsive, and attractive.

Website Overview

In this project, you will create a website for yourself. It will have four pages: Home,
Gallery, Contact, and Information. Each page has a different job. The Home page
welcomes visitors, the Gallery shows your personal portfolio images, the Contact
page lets people reach out to you, and the Information page shares important details
about you. This project is a chance for you to be creative and show off your skills
while helping yourself shine online!
1. Your task is to design and develop a static website for yourself.
2. The website should consist of four main pages: Home, Gallery, Contact, and
Information.
3. Each page should have a consistent navigation bar (navbar) and footer design.
4. Utilize HTML for structuring the content and CSS for styling and layout.

WireFrame

Design Wireframe of your Webpage.

Navbar

A navbar is a part of a website that helps you find other pages on the site. It usually
has the site name and some buttons at the top. You can click on the buttons to go to
different pages.

Perform:
1. Create a navbar that is consistent across all pages.
2. Include menu items such as Home, Gallery, Contact, and Information.
3. Ensure that the navbar is responsive and functional, allowing users to navigate
between pages easily.
Footer

A footer is a part of a website that you can find at the bottom of a page. It has extra
information that is not in the main part of the page. Some things you might see in a
footer are: Copyright Information, Contact Information, Navigation Links, Social
Media Icons/Links, Sitemap, etc.
140 Computer Science , Grade 9
Perform:

Include essential information in the footer such as:

1. Contact details: Provide your email, and phone number for users to reach out.
3. Social media links: Include icons or links to your social media profiles
(e.g., Facebook, Twitter, Instagram).
4. Ownership information: Add a line indicating who owns the website and when
it was created.

Home Page

The homepage is the first page you see when you visit a website. Home page is also
known as the Index page. It is like the front door, welcoming you in and showing
you around. On the homepage, you’ll find menus to explore different parts of the
site, links to important pages, and highlights of what the website is all about.

Perform:
● At least 1 image should be inserted as a cover image of the page.
● Home page should contain a welcome message section.
● Home page should contain a section for upcoming events.
● Home page should contain a social media icon where it should hyperlink with
the social media site.
● Home page should contain a footer.

Gallery Page

A gallery page on a website serves as a visual showcase for various forms of

multimedia content. Typically, it displays collections of images, videos, or other
visual elements related to a specific theme, event, product, or service.

● Page should contain different sections such as Events, Head of the Department,
and others.

● There should be 2 or 3 sections.

● Page should require at least 3 or 4 photos with captions, which are needed for
each section.

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Information Page

In this section, there should be a static table where your information is to be

mentioned. A sample structure for information page is given below:

Contact page:

● There should be form.

● In the form, there should be first name, last name, phone number, address,
email, radio button- and drop-down menu and message box.

● There should be a button to submit.

To complete this project, you need to do the following tasks:

1. Create a folder for your project and name it “my-porfolio.html”.

2. Create four HTML files and name them “index.html”, “gallery.html”, “contact.
html”, and “information.html” and store them in myProject folder.

3. Create a CSS file, name it “style.css” and store it.

4. Link the CSS file to all the HTML files using the <link> tag.

5. Add the basic HTML structure to each file.

142 Computer Science , Grade 9

 Unit 5 Internet and Social Media

Let’s think!

a) How has the internet changed the way we access and share information
compared to traditional methods, like newspapers and letters in Nepal?

b) In what ways do you think social media has impacted our daily communication
and relationships with others?

c) Why do you think understanding online tools, such as web browsers, search
engines, and email, is essential for navigating the digital world?

We read newspapers in our daily lives

through which we can get information
from all around the world which is
limited. But with access to the internet,
we can read newspapers from all around
the world through our mobile phones,
tablets, laptops, and other electronic
devices.
Figure:5.1
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The Internet is a global communication system connecting thousands of individual
networks, forming a vast network of networks. It facilitates the exchange of
messages, real-time communication, data sharing, and access to vast information
repositories.

Do You Know?
Approximately 4.32 billion people use their mobile to devices access the internet.

Internet and social media explore the foundational concepts governing online
communication. It begins with an overview of the World Wide Web (WWW), web
browsers, search engines, and URLs. Students delve into remote login applications,
web protocols, and Virtual Private Networks (VPNs). The unit also emphasizes
the significance of email and provides hands-on tasks, delving into social media’s
diverse applications. Online video meetings are introduced with examples and
practical tasks, leading to exploring blogs and their key features. This comprehensive
unit provides students with essential insights into the interconnected web of the
internet and social media, enhancing their ability to navigate the digital landscape
effectively.

5.1 Concept of WWW, Web Browser, Search Engine, and URL

World Wide Web (WWW)

The World Wide Web (WWW)

refers to a network of interlinked
hypertext documents and
multimedia content accessible
online.

Users use web browsers to search,

view, and download information.
WWW or World Wide Web was
developed in the European Particle
Physics Laboratory (Geneva,
Switzerland) in 1989 A.D. The
Web has evolved to become one
of the most widely utilised Internet
services in recent years. Figure:5.2

144 Computer Science , Grade 9

Web Browser

A web browser is a special computer program

that helps you find and access information on the
internet. A browser is like a tool that allows us
to explore and read information from the web on
our computer. It is also used to interpret and open
the documents. Mosaic was the 1st web browser
and Google Chrome, Safari, and Mozilla Firefox
are the most popular browsers in use today.
Figure:5.3

Do you know?
Mosaic, which is the first web browser started developing
in the late 1992 which was founded by Marc Lowell
Andreessen.

Search Engine

A search engine is client-side software

that helps us find data and information on
the internet based on keywords provided
by users. When we type in words or
phrases, it shows us web pages related to
what we are looking for.
Figure:5.4
Google, Bing, Baidu and DuckDuckGo are some examples of popular search
engines. Most search engines provide not only text results but also images, videos,
news, maps, and shopping services. There are also some specialized search engines
such as KidRex, a search engine for school students.

Let’s check!
Which of the following is the most popular search engine?
a) Bing b) Google c) Yahoo d) Microsoft

Search engines use advanced techniques to help users find relevant information
online. For instance, they use algorithms to match keywords entered by users with
Computer Science , Grade 9 145
the content on web pages to check the relevance of the information found on the
web. Moreover, users can refine their searches using Boolean operators like “AND,”
“OR,” and “NOT,” ensuring that specific keywords must or must not be present in
the results.

Additionally, putting quotes around a phrase narrows down searches, while wildcard
characters like “*” broaden them to include variations of a word. Users can also
limit searches to specific websites using the “site:” operator, or find particular file
types using “filetype:” followed by the extension, like PDF or DOC.

Activity 5.1

Activity Outcome -
- Understand the impact of different search operators on search engine results
by analyzing result counts.
Required Resources: Mobile phone or computer with internet access and a search
engine (e.g., Google).etc.
1. Open a search engine on your device (such as Google).
2. Enter the keyword “search engine” using different search operators as instructed
below.
3. After each search, note down the result count displayed by the search engine.
● Without Quotes: Type search engine without any quotation marks.
● Using Quotation Marks (“ “): Type “search engine” with quotation
marks around the entire phrase.
● Using “filetype:” Operator: Type “search engine:pdf” to look for PDF
files related to the term.
● Using Asterisk (*): Type “search engine*” to include variations of the
keyword.
Quote Keyword Result number
Without using qoute search engine
Using “ ” Quote “search engine”
Using “ filetype:” Quote “search engine:pdf”
Using “*” Quote “search engine*”
Result: Group discussion on the impact of different search operators and how
they influence search results, with each group sharing their recorded data.
146 Computer Science , Grade 9
URL

A Uniform Resource Locator (URL) is like an internet

address that helps you find and access things online.
It is what you type into a web browser to reach specific
resources, like websites or files. It is commonly used in
web browsers to navigate to specific web pages.

Figure: 5.5
Here are the key components and concepts associated with a URL:

a. Scheme/Protocol: It is the method used to access things, such as web pages

(HTTP), secure pages (HTTPS), or files (FTP).

b. Domain: This is the server’s name, like “www.example.com.” “www” can be

a part of it, and “example.com” is the main name.

c. Top-Level Domain (TLD): It’s the last part of the domain, showing the
website type, like “.com,” “.org,” or “.edu.”

d. Path: This is where the specific thing is on the server, like “/path/to/resource.”

Here’s an example of a complete URL and its components:

Figure: 5.6

Activity 5.2
Activity Outcome -
- Access and analyze online resources, observing available content and resource
types on the specified website.
Required Resources: Personal computer or mobile phone with internet access,
etc.
1. Open a web browser on your device.

Computer Science , Grade 9 147

 2. Enter the following URL in the address bar: https://mysecondteacher.com.np/
teaching-resources
3. Review the content and teaching resources available on the page, noting
specific types of resources, topics covered, and any additional observations.
4. Record your findings in the table below:
URL Result/Findings
https://mysecondteacher.com.np/teaching-resources

Result: Group reflection on the types and quality of resources found on the page,
with discussion on their potential usefulness for academic learning.

5.2 Concept of Remote Login

Remote Login

Figure: 5.7

Remote Login is a process in which a user can log into a remote site i.e. computer
and use services that are available on the remote computer. With the help of remote
login, a user can understand the result of transferring and the result of processing
from the remote computer to the local computer.

Examples of Remote Login

Some examples of remote login software are:

AnyDesk: AnyDesk is a remote desktop software application that allows users to

access and control a computer or device from another location.

148 Computer Science , Grade 9

TeamViewer: TeamViewer is another software that allows us to remotely access
and control any computer or device. TeamViewer is similar to AnyDesk, but it also
has features such as online meetings, video calls, and cloud storage.

Activity 5.3

Activity Outcome -

- Learn to set up an Anydesk account and use it to connect to a remote computer.

Required Resources: Personal computer or mobile phone with internet access,

etc.

Procedure:

Step 1: Sign in/create an account.

1. Visit Anydesk and download the application on your PC.

2. Open Anydesk and choose to sign in using your Google account or create a
new account if you do not have one.

Step 2: Connect from local to remote computer

1. Open the Anydesk application on your computer.

2. Copy your Anydesk Address from the application window.

3. Click the Invite button located near the address field.

4. Paste the Address of another Anydesk account with which you want to
connect.

5. Select the profile for Screen Sharing.

6. Click on Invite and wait for the other user’s approval to begin the remote
session.

Result: Teacher-led discussion and reflection on the experience, addressing any

issues encountered, and clarifying remote access best practices and security
considerations.

Computer Science , Grade 9 149

5.3 Concept of protocols
Web protocols

A protocol is like a set of rules that guides

computers to communicate with each other on
the internet. It defines how data is organized and
moved between computers, making sure it is done
efficiently, safely, and reliably. Different protocols
are used for various online activities like sending
files, browsing the web, emails, and streaming.
Figure:5.8
Examples of web protocols

Some of the examples of web protocols are:

HTTP

HTTP stands for Hypertext Transfer Protocol,

which is a set of rules for how web browsers
and servers communicate with each other. It
works like a request-and-response system: the
browser asks for something, and the server gives
it. However, because HTTP isn’t secure, others
might be able to see or change the information
being sent.
Figure:5.9

HTTPS

HTTPS, or Hypertext Transfer Protocol Secure, is a protocol

ensuring secure communication between web browsers and
servers. This protocol is employed for the safe transfer of
various resources, such as web pages, from a web server to
a web browser.

Figure:5.10

150 Computer Science , Grade 9

 Activity 5.4

Activity Outcome -
- Recognize the difference between HTTP and HTTPS protocols by identifying
websites using each protocol.
Required Resources: Personal computer or mobile phone with internet access,
etc.
Procedure:
1. Open a web browser on your device.
2. Use a search engine to find one website that uses HTTP (without encryption)
and another that uses HTTPS (with encryption).
3. Note the URL of each website, observing the security indicators (such as a
padlock icon) present in HTTPS sites but not HTTP ones.
4. Record the URLs in the table below:
Protocol Website URL
HTTP
HTTPS

Result: Group discussion on the significance of HTTPS for security, focusing on

data encryption, privacy, and protection against potential threats associated with
HTTP.

5.4 Email and its uses

Email

Email, short for electronic mail, is a popular

way for people to exchange digital messages
using devices like computers, tablets, and
smartphones. It consists of a sender, a
recipient, a message body, and sometimes
attachments.

Figure: 5.11
Computer Science , Grade 9 151
 Figure: 5.12
Here,
In email, the “To” field indicates the primary recipient, while “Cc” (carbon copy)
allows sending a copy to additional recipients who are not the main addressee but
should still be informed. “Bcc” (blind carbon copy) serves a similar purpose as Cc
but hides the additional recipients from others.

Common email platforms like Outlook facilitate various actions such as “Reply”
for responding to a message, “Forward” for sharing it with others, “Adv” for
marking an email as an advertisement, “Dis” for marking it as spam or unwanted,
and “Attach” for including files with the message. These features contribute to the
versatility and functionality of email communication.

Uses of email

Some of the uses of email are:

a. Personal Communication: Email facilitates sharing thoughts and news,

congratulating, inviting, and expressing sympathy with friends and family.

b. Education: Email provides students with a convenient way to ask questions

and communicate with mentors, teachers, and classmates.

152 Computer Science , Grade 9

c. Business: Email is essential for business communication, connecting with
suppliers, investors, and customers, and facilitating transactions and brand
promotion.

d. Marketing: Email is an effective marketing tool, distributing surveys, offers,

and newsletters to enhance client satisfaction and loyalty.

e. Entertainment: Email allows fans to stay connected with their favourite

celebrities, receive updates, and participate in fan club activities.

Activity 5.5
Activity Outcome -
- Learn to write a well-structured, formal email to inform a teacher about an
absence.
Required Resources: Personal computer or mobile phone with internet access,
etc.
Procedure:
1. Open your email application.
2. Write a clear subject line like: “Absence Notification for [Date(s)].”
3. Start with a polite greeting (e.g., “Dear [Teacher’s Name],”).
4. In the body of the email, include:
5. Reason for your absence (e.g., illness, family commitment).
6. The specific date(s) you will be absent.
7. A brief statement about catching up on missed work or assignments.
8. Conclude with a closing statement (e.g., “Thank you for your understanding”).
9. Sign off with “Best regards” or “Sincerely,” followed by your full name and
class information.
Result: Teacher reviews students’ emails, providing feedback on the formality,
clarity, and completeness of each email draft.

5.5 Appropriate usage of social media and safely accessing web sites
Social media
Before the invention of the internet, people used to communicate through paper
Computer Science , Grade 9 153
mail. The use of communication through such means would sometimes consume a
lot of time resulting in late delivery. With the invention of various social applications
we can now send messages in one click.

Social media is like a big online community where people can connect, share, and
talk to each other. We can make friends, share pictures, videos, and messages, and
stay updated on what’s happening with people we know or things we’re interested
in. Examples include Facebook, Instagram, Snapchat, Twitter, and WhatsApp.

Let’s learn!
Look up and research the figure, and answer the following questions:
a. What is LinkedIn?
b. Do you know LinkedIn provides learning platform?
c. How can we make the best LinkedIn profile?

Pros of social media

a. Global Connectivity: It enables instant communication and connection
globally, fostering relationships.
b. Information sharing: It provides a powerful platform for sharing information,
and news, and promoting social causes.
c. Business opportunities: It facilitates marketing and brand exposure for
businesses, reaching a vast audience.
d. Diverse content: It offers entertainment, educational content, and news,
catering to a wide range of interests.
e. Self-expression: It provides individuals with a space for showcasing talents
and expressing creativity
f. Real-time updates: It serves as a valuable source for real-time updates and
information.
Cons of social media
a. Isolation and loneliness: Despite connectivity, online interactions may
contribute to feelings of isolation and loneliness.
b. Misinformation: The spread of fake news and misinformation is a significant
drawback.
154 Computer Science , Grade 9
c. Cyberbullying: Social media can be a platform for cyberbullying, harassment,
and privacy invasion.
d. Mental health impact: Excessive use of social media may lead to mental
health issues, such as anxiety and depression.
e. Productivity loss: The addictive nature of social media can result in
productivity loss.
f. Body image issues: Frequently seeing carefully selected content on social
media can make people feel bad about themselves and lead to concerns about
their body image and self-esteem.

Activity 5.6
Activity Outcome -
- Locate key contact information for the Cyber Bureau of Nepal, including its
website, email, and contact number.
Required Resources: Personal computer or mobile phone with internet access,
etc.
Procedure:
1. Open a search engine on your device (e.g., Google).
2. Type the keywords “cyber bureau of Nepal” into the search bar.
3. Identify and note the following details about the Cyber Bureau of Nepal:
● Link of the Website: www.nepalpolice.gov.np
● Email Address of the Cyber Bureau of Nepal
● Contact Number of the Cyber Bureau of Nepal

4. Record your findings in the table below:

Link of the website www.nepalpolice.gov.np

E-mail of Cyber bureau of Nepal
Contact Number of cyber bureau
of Nepal.

Result: Group discussion on the importance of knowing how to contact cyber

authorities and when it may be necessary to reach out to the Cyber Bureau.
Computer Science , Grade 9 155
5.6 Introduction to video conferencing tools
Concept of online video meeting

Fun fact!
The first video call was made between Pittsburgh Mayor Peter Flaherty and
Chairman and CEO John Harper of Alcoa on June 30, 1970.

An online video meeting is a way of talking to each

other over the internet where we can see and hear
each other at the same time. It’s kind of like having
a chat face-to-face, but instead of being in the same
room, we’re looking at each other on a computer or
phone screen.
Figure: 5.13
When participating in online video meetings, one needs to observe proper
etiquette, ethics, and dressing sense. The etiquette includes being punctual, muting
microphones when not speaking to minimize background noise, and actively
participating in discussions. Likewise, the ethics in online meetings include being
respectful of others’ opinions, avoiding disruptive behavior, and maintaining a
professional attitude. Additionally, students should be mindful of their dressing
sense, wearing suitable formal attire helps create a positive and respectful online
environment, contributing to a successful virtual meeting experience.

Examples of online video meetings

Some examples of online video meetings are:

a. Zoom: Zoom is a software that allows us to host and join online video meetings
with up to 100 participants. It is a widely used video conferencing platform that
enables users to conduct virtual meetings, webinars, and online collaboration.
It also allows us to record and save the meetings for later viewing or sharing.

b. Google Meet: Google Meet is a video conferencing platform developed by

Google. It is designed for virtual meetings, remote collaboration, and online
communication.

c. Microsoft Teams: Microsoft Teams is a collaboration platform developed

by Microsoft. It is designed to facilitate communication, collaboration, and
teamwork within organizations. It also allows us to record and save the
meetings to OneDrive or SharePoint.
156 Computer Science , Grade 9
 Activity 5.7
Activity Outcome -
- Learn to set up, manage, and invite participants to a Google Meet session.
Required Resources: Computer or mobile device with internet access and a
Google account, etc.
Procedure:
Step 1: Sign in/create an account.
1. Visit Google Meet.
2. Sign in using your Google account or create a new account if you do not have
one.
Step 2: Start a meeting.
1. Click on “Start a Meeting” or “New Meeting” to begin a session.
2. Allow the browser or app to access your camera and microphone if prompted.
3. Click on “Join Now” to officially start the meeting.
Step 3: Share the meeting link.
1. Once the meeting has started, copy the meeting link from the screen.
2. Share the link with participants through email or messaging.
3. Alternatively, use the option to invite participants directly by entering their
email addresses.
Step 4: Add participants during the meeting.
1. During the meeting, click on the “Participants” icon.
2. Select “Invite” to add participants by their email addresses.
Result: Teacher-moderated reflection on the ease of setting up and managing
online meetings, with tips for effective virtual communication and meeting
management.

Computer Science , Grade 9 157

5.7 Concept of blogs and its features
Concept of blog

Some of us have a hobby of exploring different places and capturing those special
moments on our cameras or smartphones. Those captured videos or photos can
be turned into a blog and we can upload them on different social media platforms
and websites. We can also gain widespread fame and capital by carrying out such
activities.

A blog is like an online journal or diary where people can share their thoughts,
ideas, experiences, or information on a specific topic. Blogs can cover a wide range
of subjects, such as personal stories, hobbies, travel, technology, or any other area
of interest.

Features of blog
Some of the features of a blog are:
a. Posts: Blogs consist of individual entries called posts. Each post focuses on a
specific topic or idea.
b. Authorship: Each post is written by an author, who is usually the person
maintaining the blog. Authors share their thoughts, experiences, or knowledge.
c. Comments: Readers can leave comments on blog posts, creating a space for
interaction and discussion.
d. Categories: Blogs often organize posts into categories based on topics. This
helps readers find content related to their interests.
e. Archives: Blogs have archives that allow users to access older posts. It is like
a digital history of the blog’s content.
f. Tags: Bloggers use tags to label posts with keywords, making it easier for
readers to search for specific topics.
g. Images and multimedia: Blog posts can include images, videos, and other
multimedia elements to enhance content and engage readers.
h. Social sharing: Blog platforms usually include options for readers to share
posts on social media, spreading the content to a wider audience.
i. Subscribe: Readers can subscribe to a blog to receive updates when new posts
are published.
158 Computer Science , Grade 9
Exercises
1. Write full forms of the following abbreviations.

a) ARPANET b) HTML c) SMTP

d) DNS e) ISP f) HTTPS

2. Choose the correct answer.

a) Which of the following is a correct term that describes the multimedia

content and interlinked collection of hypertext documents on the Internet?

i. Internet ii. World Wide Web (WWW)

iii. Web Browser iv. Search Engine

b) The main purpose of the internet is to ………………… .

i. send emails ii. play games

iii. access and display hypertext documents on the web

iv. edit images

c) Which of the following is a secure version of HTTP, providing encrypted

communication?

i. HTTP ii. HTTPS iii. FTP iv. SMTP

d) …………………………………………….. is the primary purpose of a

Virtual Private Network (VPN).

i. Securely connect to the internet and access resources

ii. used for online meetings.

iii. Play online games

iv. Edits images online

Computer Science , Grade 9 159

 e) The main purpose of social media is ………………….

i. editing documents

ii. connecting, sharing, and talking to others online

iii. playing online games

iv. sending emails

f) Which of the following is not an example of a VPN?

i. NordVPN ii. Google Meet VPN

iii. ExpressVPN iv. Super unlimited proxy

g) Which of the following applications are used for online meetings?

i. Google Meet ii. Zoom

iii. Skype iv. All of the above

h) ………………………….. are individual entries called in a blog?

i. Pages ii. Sections

iii. Posts iv. Articles

i) Why is blogging used?

i. Share blog posts on social media

ii. Allow readers to interact and discuss

iii. Categorize posts based on topics

iv. All of the above.

3. Write short answers to these questions.

a. What is the Internet? Write its two uses.

b. What is a WWW? List out the components of www.

160 Computer Science , Grade 9

 c. What is a web browser? Give an example.

d. Write down some examples of online meeting platforms.

e. What are Web Protocols? List out the examples of the Web Protocols?

f. Write down some uses of email?

4. Write long answers to these questions.

a. Define Search Engine. What are the uses of search engines? Write with an
example.

b. Explain the concept of Remote Login.

c. Write down the difference between HTTP and HTTPs.

g. What is social media? List out the uses of social media with its examples.

h. Define blogs. Write down the advantages and disadvantages of blogging.

5. Lab Activities

a) Apply digital signature and secure email using Gmail, Outlook or similar
mail system.

Step:
1. Open your Gmail account.
2. Go to Settings.
3. Click on See all settings.
4. Click on the General.
5. Go to Signature. There you saw the option create new
6. Click on Create New option –Add new signature –Type Signature name –
Click on Create option.
7. After that on the left side the content area is present on the content
area Type the Name, Address, and own positions and organization
name too.

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 8. After the area is filled then go to the bellow of the page and enter on
the save change.

b) Demonstrate the mechanism of searching for different learning

materials from the internet.

Step:

1. Open your web browser: Launch your preferred web browser (e.g.,
Google Chrome, Mozilla Firefox, Safari).

2. Go to Search engine: Navigate to a search engine’s website, such as

Google (for this demonstration, we’ll use Google).

3. Enter your search query: In the search bar, type your learning query.
For example, let’s say you’re looking for materials on “Python
programming for beginners.”

4. Review search results: Press “Enter” or click on the search icon to

view the search results.

5. Explore results: Browse through the search results to find relevant

learning materials. Pay attention to the titles and snippets provided.

6. Refine your search: If the initial results are not what you’re looking
for, consider refining your search query. For instance, you might add
specific terms like “Python programming tutorials” or “Python
basics PDF.”

7. Use filters: Utilize search engine filters to narrow down results. You
can filter by type (videos, images, news) or time (past hour, past 24
hours, past week) to get the most relevant content.

8. Visit websites: Click on the search result links to visit websites that
seem promising. Look for reputable sources such as educational
institutions, official documentation, or well-known learning
platforms.

9. Download or save materials: Once you find the desired learning

materials, you may download PDFs, videos, or other resources as
needed. Follow the specific instructions on the website to access or
save the content.
162 Computer Science , Grade 9
 10. Explore additional resources: Scroll through the search results
and explore different websites to gather a variety of learning
materials. Consider bookmarking useful websites for future
reference.

c) Creating a profile on other platforms:

Steps:

1. Choose the platform: Identify the social media platform you want to
join (e.g., Instagram, Twitter).

2. Visit the platform’s website: Go to the official website of the chosen

platform.

3. Sign up: Follow the sign-up process, providing the required

information.

4. Customize your profile: Add a profile picture, bio, and other relevant
details.

5. Connect with others: Find and connect with friends, family, or other
users. Explore and Contribute: Start exploring content, following
accounts, and contributing to the platform.

d) Create a virtual meeting using any application such as Zoom, Meet,

or Teams.

Zoom

Step 1: Sign in/create an account.

1. Visit the Zoom website (https://zoom.us/).

2. Sign in if you have an account or create a new account.

Step 2: Schedule a meeting.

1. After logging in, click on “Schedule a New Meeting” or “Host a

Meeting” in the top right corner.

2. Fill in the meeting details, such as topic, date, time, and other settings.

Computer Science , Grade 9 163

 3. Click “Save” to schedule the meeting.

Step 3: Invite participants.

1. Once the meeting is scheduled, you’ll see options to invite

participants.

2. Send invites via email, copy the invitation link, or use other options.

Step 4: Start the meeting.

1. At the scheduled time, return to the Zoom website or open the Zoom
app.

2. Click on “Start” to begin the meeting.

Project work

Project Outcome -

- Learn to create a YouTube channel, upload videos, and engage with the
YouTube community.

Required Resources: Computer or mobile device with internet access, Google

account, video files, and images for channel customization, etc.

Procedure:

Step 1: Sign in to Google.

● Go to Google’s sign-in page.

● If you already have a Google account, sign in using your credentials.

● If you don’t have a Google account, click on “Create account” and follow the
steps to set up a new Google account.

● Remember that YouTube requires a Google account since it is a Google-

owned platform.

Step 2: Go to YouTube.

● Open your web browser and go to YouTube.

164 Computer Science , Grade 9
● Sign in with your Google account if you aren’t signed in automatically.

Step 3: Create a channel.

● Click on your profile picture in the top right corner of the YouTube homepage.

● From the dropdown menu, select “Create a channel.”

● You’ll be prompted to set up your channel; click on “Get Started” to begin.

Step 4: Set up your channel.

● Choose a unique channel name that reflects the type of content you plan to
upload.

● Upload a profile picture that visually represents your channel (e.g., a logo or
relevant image).

● Customize your channel settings by following the prompts. This includes

privacy settings, your display name, and any other initial configuration
options.

Step 5: Upload a video.

● Prepare a video you want to share on your channel. This can be a short
introduction, tutorial, or any content relevant to your theme.

● Click on the camera icon with a plus (+) at the top of the page and select
“Upload video.”

● Select the video file from your device and follow the prompts to add a title,
description, and tags to improve visibility.

● Review YouTube’s video settings for privacy (Public, unlisted, private), age
restrictions, and monetization if applicable.

Step 6: Customize your channel.

● Go to the YouTube Studio (found in your profile dropdown) to access channel

customization options.

● Add a channel description to inform viewers about the content they can
expect.
Computer Science , Grade 9 165
● Customize your channel layout (e.g., featured sections) to make it easy for
visitors to browse your videos.

● Add links to your social media profiles or website by going to the “Basic
Info” section in the customization menu.

● Upload channel art (banner) for a visually appealing homepage.

Step 7: Start sharing.

● Share your video on social media platforms or with friends to increase

visibility.

● Engage with the YouTube community by responding to comments, liking

relevant content, and collaborating with other creators.

● Use the YouTube Studio to monitor viewer statistics and get insights into your
audience.

Result:

Reflect on your experience setting up the channel, customizing it, and sharing
content. Consider what types of videos you want to produce in the future and how
you will engage with your audience.

166 Computer Science , Grade 9

 Unit 6 Cyber Security and Digital Citizenship

Let’s think!
a) Discuss why cybersecurity is essential for individuals and businesses in Nepal.
b) Explain how you think your online activities impact your privacy and security.
c) Discuss the responsibilities that come with being a digital citizen.

6.1. Concept of cybersecurity

Cybersecurity refers to the practice of protecting computer systems, networks, and
digital information from theft, damage, unauthorized access, and various forms of
cyberattack. Every day, there are a lot of cyberattacks happening online. These
attacks can target big companies, regular
people, and small businesses. They can cause
a lot of damage and can happen to anyone,
anywhere in the world.

People and businesses can use different tools

and methods to keep their digital information
safe and defend against cyber threats. There
are various types of cybersecurity, like network Figure 6.1
Computer Science , Grade 9 167
security, application security, information security, and operational security. It’s
crucial for everyone to realize how important cybersecurity is and to make sure
they’re using all the methods available to defend against cyberattacks.

Let’s check!
Which of the following is not cyber security?
a. Network security b. Application security.
b. Information security c. Quantum security.

6.2. Concept of cybercrime

Cybercrime simply refers to the criminal activities carried out by means of
computers or the Internet. When someone uses a computer to do bad things, it
can hurt other people’s safety and money. Cyber-attacks come in different forms,
like stealing someone’s identity, tricking them with fake emails, stopping websites
from working, stealing information, putting bad software on computers without
permission, or taking over social media accounts to post bad stuff. In Nepal, the
ETA (Electronic Transaction Act), 2063 handles controlling the cybercrime related
issues and helps in drafting and implementing laws against cybercrime.

6.3 Prevention methods from cybercrime

Cybercrime is a serious threat we deal with daily, and even cybersecurity experts
can struggle to fix everything. That’s why it’s wise to try to stop cybercrime before
it starts. Here are some steps to prevent it:

a. Use a strong password.

Password is a set of alphanumeric characters usually used to conform users’

identity. Password is just as we secure our homes with locks, safeguarding our
digital assets requires strong passwords to protect
valuable data from threats. Strong, unique passwords
should be used for online accounts and devices,
changed regularly, and not shared. These passwords,
along with usernames, are called credentials and are
essential for accessing email, websites, financial
accounts, and more. Keeping passwords secure helps
prevent unauthorized access and misuse of personal
information. Figure 6.2

168 Computer Science , Grade 9

Here are some tips to ensure our passwords are secure and strong:
a. Do not use a sequence for example 1234 or abcd which can be easily guessed.
b. Try to include numbers, symbols, and both uppercase and lowercase letters.
c. Avoid using words that can be found in the dictionary. For example, words
such as admin and password are considered very weak passwords.
d. Use a longer password. Your password should be at least six characters long,
although for extra security it should be even longer.
e. Use Combination of Upper Case and Lower case letters including Numbers
and special characters.

Fun fact!
“qwerty”, “123456” and “password” are like the evergreen rock stars of the
digital world. Despite being about as secure as leaving your front door wide open
in a busy city, they still manage to rock the charts as the most used passwords. It’s
like they’re the classics that never go out of style, even though security experts
are constantly screaming for a change in tune!

Multi-factor authentication (MFA)

Multi-factor authentication (MFA) is an

authentication method that adds an extra layer
of security by requiring users to provide two or
more verification methods to access an online
account or application. It’s considered one of the
most important security measures because even
if someone knows your password, they would
still need access to your mobile phone or require
your fingerprint or face scan to gain access to your Figure 6.3
account.

Types of multifactor authentication

1. Thing you know

a. Password b. Pin

Computer Science , Grade 9 169

2. Things you have

a. Badge b. Smartphone

3. Things you are

a. Biometrics such as fingerprint b. Voice c. Retina of eye

Software updates

Keeping your operating system and internet security up to date is extremely

important. Make sure to regularly update your applications and operating system,
such as Windows, Android, iOS, Linux, and others, with the latest system updates.
Turning on automatic updates can help prevent potential attacks on outdated
software.

Authentication

Identification of an individual usually based by username and password is known

as authentication. Having a strong authentication system in place makes it difficult
for others to access your computer system without your permission.

Use of Firewall

A firewall is a security tool that filters network connections to block unauthorized

users from accessing a device, network, or private data. It can come in different
forms such as hardware, software, or as a feature within an operating system like
Windows Firewall or iOS Firewall. Enabling a firewall on a device helps protect it
from unwanted internet traffic. This helps prevent computers from viruses.

Figure 6.4
170 Computer Science , Grade 9
 Activity 6.1
Activity Outcome
- Gain hands-on experience with antivirus software and firewall settings,
understanding their functions in protecting devices from threats.
Required Resources: Computer or device with antivirus software and firewall
options (such as Windows Defender or a third-party antivirus, Internet connection
(if needed for updates) Projector or screen (optional, for class demonstration),
etc.
Part 1: Understand use of antivirus software
Procedure:
Open the antivirus program: You should open the antivirus software installed
on the classroom’s device. If there isn’t one, they may use Windows Defender or
a free trial of an antivirus program that you can use.
a) Demonstrate a quick scan:
● Run a quick scan of the system and observe any threats detected.
b) Full scan option:
● See the difference between a quick scan and a full scan.
c) Review and quarantine threats:
● If any threats are detected, review the results and quarantine or removal the
viruses.
d) Update the antivirus:
● Update the virus definitions manually if and understand that keeping software
updated is crucial for protecting against new threats.
Part 2: Understand use of a firewall (software or hardware)
procedure:
a) Access firewall settings:
● Open firewall settings on the device (e.g., in Windows, access “Windows
Defender Firewall” through Control Panel).
b) Configure basic firewall rules:
● Allow or block applications from accessing the network using firewall rules.

Computer Science , Grade 9 171

 ● For example, block an application temporarily and show how to unblock it
afterward.
c) Demonstrate inbound and outbound rules (if available):
● Create custom inbound or outbound rules to control access to specific services
or IP addresses.
d) Enabling/disabling the firewall:
● Use the option to turn the firewall on or off but explain the risks of disabling it
and emphasize the importance of keeping it enabled.
Result: Moderated reflection and discussion about your experience using these
tools.

6.4 Safe web browsing techniques

In today’s digital world, the internet is no longer a safe place for individuals or
businesses. There are a number of websites hacked daily. Apart from these,
cyberattacks and ransomware attacks also happen daily. So, it is crucial to have a
good knowledge about cybersecurity practices. To prevent such attacks, here are
some safe browsing techniques that help minimize cyber threats:

a. Use a secure connection

A secure connection refers to the private communication

between your device and a server using encryption.
Encrypted communication prevents anyone from
listening to or changing your data. You can also check
if a connection is secure by looking for a lock icon or Figure 6.5
a https prefix in the address bar of a website. Using a
virtual private network (VPN) from trusted providers like NordVPN, Proton
VPN, and Mozilla VPN can also protect the user’s privacy to some extent.

b. Use a secure browser

A secure browser protects user privacy and
security while surfing the web. The secure
browser has features such as private browsing,
tracking protection, Ad-blocking, password
management, etc. Some examples of secure Figure 6.6
browsers are Mozilla Firefox, Google Chrome, Safari, Microsoft Edge, Opera,
Brave, etc.
172 Computer Science , Grade 9
c. Use a secure search engine

A secure search engine is a web-based tool that

allows users to search for information on the
internet while prioritizing privacy and security.
It may also filter out harmful or inappropriate
websites from the search results. Some examples
of popular search engines are Google, Bing, and Figure 6.7
DuckDuckGo.

Do you know?
Google reigns as the undisputed champion of search engines across the globe.
Additionally, a whopping 65.76% of internet users prefer to surf the web using
Google Chrome, making it the top choice for web browsing worldwide.

d. Use secure websites.

A secure website prioritizes user privacy and security during visits by

incorporating various features such as encryption, authentication, and
verification. To determine if a website is secure, look
for indicators like a lock icon or “https” prefix in the
address bar, indicating that the connection is encrypted.
Additionally, review the website’s privacy policy, terms
of service, and user reviews to check how it handles your
data and ensures security measures are in place.
Figure 6.8

Activity 6.2
Activity Outcome -
- Demonstrate safe browsing techniques by following recommended security
practices.
Required Resources: Computer with internet access, browser, VPN application
(if needed), ad blocker software or extensions, instructional materials etc.
Procedure:
Your teacher will introduce various safe browsing techniques and demonstrate
each step.

Computer Science , Grade 9 173

 You will work individually or in pairs to practice the following techniques:
a) Check browser version and updates: Verify that the browser is up to date
and perform updates if necessary.
b) Exercise caution with downloads: Review and discuss best practices for
downloading files and applications securely.
c) Clear browser cookies: Learn to delete browser cookies to maintain privacy.
d) Use an Ad blocker: Install or enable an ad blocker to protect privacy from
invasive ads.
e) Create strong passwords and enable MFA: Practice creating secure
passwords and setting up Multi-Factor Authentication (MFA) where available.
f) Use a trusted VPN (if required): Learn how to set up and connect to a
reliable VPN for added security when needed.
Result: Moderated reflection and discussion for feedback on each technique
practiced, addressing questions and reinforcing safe browsing practices.

6.5 Concept of Digital Citizen

A Digital Citizen is someone who knows how to use
the internet and digital technology responsibly. They
actively engage in the digital society by creating,
collaborating, and benefiting from digital content
and resources. To be a good digital citizen, consider
following these guidelines:
a. Think before you post on social media platforms. Figure 6.9
Be mindful of what you share and its potential
impact.
b. Avoid sharing personal information excessively to reduce the risk of identity
theft.
c. Use multiple search engines to limit tracking of your search history and enhance
privacy.
d. Regularly change passwords to make it harder for cybercriminals to access and
steal your data.
e. Report any unlawful or inappropriate behavior to the authorities to help
maintain a safer online environment.
174 Computer Science , Grade 9
6.6 Concept of Netiquette and online behaviors
Netiquette, derived from “network” and “etiquette,” refers to a set of guidelines
for appropriate online behavior, while internet ethics focuses on the proper use of
online resources in digital communities. It’s a recommended rule for both personal
and professional internet usage, guiding users on platforms like Facebook, Discord,
and online forums. Just like in-person manners, online manners are equally
important in family, society, and professional settings. Despite challenges in online
communication, the fundamental principle of treating others with respect remains
constant.

Here are some examples of good netiquette and online behavior:

1. Have respectful communication.
2. Avoid offensive content.
3. Respect privacy, don’t share personal info.
4. Avoid spamming or flooding.
5. Give credit when sharing others’ work.
6. Think before posting.
7. Report abusive behavior.
8. Be open to constructive criticism.
9. Maintain a positive presence online.

6.7 Concept of digital footprint and privacy in online

Just like when you walk on sand or mud, each step you
take leaves an impression, indicating where you’ve been
and what you’ve done. Your digital footprint is like
leaving footprints as you walk through the internet. It
shows where you’ve been and what you’ve done online.
Figure 6.10
A digital footprint is defined as an information record
generated by an individual’s online activities. These activities include online
searches, social media visits, online shopping, phone calls, sending emails, etc.
A digital footprint is sometimes called “A Digital Shadow” or “Electronic
Footprint”. Every internet activity creates some sort of digital footprint that can be
used to trace a person’s online activities as well as their devices. There are two types
of digital footprints, and they are:
Computer Science , Grade 9 175
I. Active digital footprints: It comprises information that an internet user
knowingly leaves behind. Since the user knowingly provided information, the
user is also informed of the digital footprint they have left behind. Social media
posts, phone calls, and emails are a few examples of active digital footprints.

II. Passive digital footprints: These consist of information that an internet user
unknowingly leaves behind. These kinds of footprints are difficult to monitor
and manage since they might be obtained without the approval of the user.
Web searches, online shopping, location data, and fitness trackers are some
examples of passive digital footprints.

Activity 6.3
Activity Outcome -
- Understand the concept of digital footprints by gathering and analyzing
information about digital identities and device usage.
Required Resources: Notebook or digital spreadsheet for data collection,
internet-enabled device, etc.
Procedure:
Your teacher will divide you in pairs or small groups, and you will collect digital
footprint information from classmates:
a) You will have to collect the following information:
● Name: First and last names.
● Email ID: Primary email address.
● Device: Types of devices they frequently use (e.g., smartphone, laptop).
● Social Media Username: Main usernames or handles used on social
media platforms.
b) Complete the following data table:
Name Email ID Device Social Media Username

c) Privacy Reminder: Students should obtain permission from their peers before
collecting and recording their information and handle this data responsibly.
Result: Moderated discussion on digital footprints, privacy, and online safety,
encouraging students to reflect on how their information is shared and used online.
176 Computer Science , Grade 9
Online privacy is a fundamental right in today’s digital world, focusing on
safeguarding one’s private life, home, and communication. Specifically, it pertains to
the protection of an individual’s personal information stored on the internet, including
data on digital devices and services like web searches and social networking sites.
Privacy concerns are a significant issue in the modern era, with digital footprints
serving as the primary avenue for cybercriminals to target private data. While there
are advantages to digital connectivity, such as enhanced communication and access
to information, there are also disadvantages, including the risk of privacy breaches
and unauthorized access to personal data.

Activity 6.4
Activity Outcome -
- Conduct research and identify differences between regular browsing mode
and incognito mode.
Required Resources: Computer or mobile device with internet access, etc.
Procedure:
Your teacher will divide you in pairs or small groups, and you will collect digital
footprint information from classmates:
a) Research: Individually or in pairs, you will conduct research on incognito
mode, exploring its purpose and functionality.
Focus points should include:
● How incognito mode works.
● Key differences from regular browsing mode.
● Limitations of incognito mode in terms of privacy and security.
b) Practical Exploration:
● Open a browser in regular mode and note down key features, visible history,
and saved data (such as cookies, saved passwords).
● Switch to incognito mode and compare differences, focusing on what data is
saved, visibility of browsing history, and session behavior.

Computer Science , Grade 9 177

 c) Complete the Following Comparison Table:

Regular Browsing Mode Incognito Mode

Saves browsing history and cookies Doesn’t save browsing history
Retains login sessions and form data Ends login sessions after closing
Incognito Mode Shortcut Key:
Shortcut keys for incognito mode:
Shift + Ctrl + N
Result: Moderated discussion on the advantages and limitations of using
incognito mode, with students sharing observations and insights.

Advantages:

a. Health monitoring

Smart watches and health applications utilize digital footprints to monitor and
analyse users’ fitness and health data, aiding in better health management.

b. Social connections

Digital footprints help build and foster connections with others, particularly
on social networking platforms, facilitating communication and relationship-
building.

c. Targeted advertising

Companies can target advertisements based on customer browsing behaviors,

improving the relevance of ads and potentially increasing sales effectiveness.

d. Law enforcement support

Police can utilize online records to aid in investigations and prevent illegal
activities, leveraging digital footprints to gather evidence and ensure public
safety.

178 Computer Science , Grade 9

Disadvantages

a. Security vulnerabilities

Digital footprints expose individuals to security risks, enabling others to track

their online activities with ease, potentially leading to privacy breaches and
identity theft.

b. Legal and ethical concerns

The use of digital footprints raises legal and moral questions regarding the
handling of sensitive information, prompting debates over privacy rights and
data protection laws.

c. Exploitative business practices

Businesses may profit from selling user data without adequately compensating
individuals for the value of their private information, raising concerns about
fairness and ethical business practices.

d. Cybercriminal exploitation

Hackers can exploit the data contained in digital footprints to perpetrate fraud
and other criminal activities, posing significant risks to individuals’ financial
and personal security.

e. Spying and online abuse

Detailed digital footprints can be used for spying and online abuse, jeopardizing
individuals’ safety and exposing them to various forms of cyber harassment
and exploitation.

Here are some practical steps you can take to protect yourself from the risks
of digital footprints:

a. Know security rules: Understand how your personal information is handled

by websites and services you use.

b. Update privacy settings: Adjust privacy settings on social media to control

who can see your information.

Computer Science , Grade 9 179

c. Secure devices: Use strong, unique passwords for each account and enable
extra security measures like multi-factor authentication.

d. Remove old accounts: Delete unused online profiles to reduce exposure of

personal information.

e. Update software: Keep your devices and apps updated to fix security flaws.

f. Disable location tracking: Turn off location services on apps and devices
when not needed to prevent constant tracking.

Do you know?
If a person publishes or displays material against morals, etiquette, or hatred on a
computer, internet, and other electronic media, the culprit can be punished with a
fine of 1 lakh rupees or imprisonment for up to 5 years or both as per Electronic
Transactions Act 2063.

Exercises
1. Write full forms of the following abbreviations:

a. MFA b. 2FA c. ETA

d. VPN e. DDoS f. XSS

2. Choose the correct answer.

a. The full form of ETA is _____________________.

i. Electronic Transaction Act

ii. Electric Transmission Action

iii. Electronic Transform Act

iv. Electronic Transaction Awareness

b. Who registers complaints of cybercrime in Nepal?

i. Nepal Telecommunication Authority

ii. Local police stations

180 Computer Science , Grade 9

 iii. Cyber Bureau of Nepal.

iv. The Ministry of Home affair.

c. ___________ is not an example of antivirus software.

i. Kaspersky ii. Firewall

iii. Avast iv. Norton 360

d. Which of the following is not a cybercrime?

i. Accessing child pornography contents ii. Authentication

iii. Phishing iv. Brute force attack

e. Cyber law is commonly known as __________________.

i. law of the internet ii. digital Legislation

iii. prevention method of cyber crime iv. ways of using the internet

f. The Electronic Transactions Act of Nepal also consists of ____________.

i. constitution ii. cyber laws

iii. computer software iv. transaction records

g. The combination of username and _______ is basically known as a user

credential.

i. password ii. security question

iii. biometric iv. phone number

h. When was the Electronic Transactions Act published?

i. 2063 B.S ii. 2053 B.S iii. 2062 B.S iv. 2058 B.S

3. Write short answers to these questions.

i. What is Cybersecurity?

ii. Explain Cyber Law by relating it with the constitution.

Computer Science , Grade 9 181
 iii. What is a Firewall? Why is it different from antivirus software?

iv. You use digital devices on a daily basis. What do you know about digital
society?

v. What is malware? Write down the different types of malwares.

4. Write long answers to these questions.

a. Define malware and describe its types.

b. Explain about digital footprint and write the advantages and disadvantages
of it.

c. Explain the safe browsing techniques.

d. Define Cybercrime. Explain the prevention method from cybercrime.

e. Explain about netiquette guidelines.

Project work

Project Outcome -
- Conduct research on cybercrime trends, explore real-world case studies, and
develop awareness of prevention strategies.
Required Resources: Internet-enabled device (laptop, tablet, or computer),
access to online research resources or databases, notebook or digital document
for notes, etc.
Procedure:
Your teacher will divide you in pairs or small groups
a) Topic Selection and Group Division:
● The teacher will assign you to groups, with each group focusing on one
specific type of cybercrime, such as phishing, identity theft, ransomware,
social media hacking, or online scams.
b) Research Phase:
● Each group will conduct online research to find recent case studies,
articles, and reports about their assigned type of cybercrime.
182 Computer Science , Grade 9
 ● Gather information on:
o Definition and characteristics of the specific cybercrime
o Real-life case study: An example where the cybercrime impacted
individuals or organizations
o Consequences: The effects on victims and organizations, such as
financial loss, reputational damage, or data breaches
o Prevention Strategies: Methods and tools used to prevent or
reduce risks related to the cybercrime
c) Documentation and Analysis:
● Organize findings in a document or presentation with the following
sections:
o Introduction: Brief overview of the assigned cybercrime
o Case Study: Description of a real-world example, detailing the
incident and its impact
o Consequences: Analyze how the cybercrime affected the victims
and the broader implications
o Prevention: Outline strategies, tools, and best practices to avoid
falling victim to this type of cybercrime.
d) Create a Report and Prevention Guide:
● Compile the research into a concise report. Include visuals, like charts or
infographics, to show trends in cybercrime.
● Prepare a one-page prevention guide summarizing the key prevention
tips for the specific cybercrime. This guide should be practical and easy
for classmates to understand.
e) Presentation and Class Discussion:
● Each group will present their findings to the class, explaining the nature
of their assigned cybercrime, its impact, and effective prevention
strategies.
● After each presentation, the teacher will facilitate a class discussion on
the broader importance of cybersecurity and personal responsibility
online.
Result: After the presentations, students will participate in a moderated discussion,

Computer Science , Grade 9 183

led by the teacher, to reflect on key findings from each group’s research. This
discussion will cover:
● Trends of cybercrime: Observing patterns across different types of
cybercrimes and identifying which crimes are most prevalent today.
● Impact on individuals and organizations: Discussing the social, financial,
and emotional toll cybercrimes can take on victims.
● Effectiveness of prevention strategies: Evaluating the practicality and
success of different prevention methods, including which strategies may be
most applicable in students’ own digital lives.
● Personal reflection on digital safety: Encouraging students to share how the
research has shaped their understanding of cybersecurity and what actions
they might take to improve their own online safety.

184 Computer Science , Grade 9

 Unit 7 Concept of Programming

Figure 7.1
Let’s think!
a) What do you think programming is?
b) Why do you think programming is important in today’s world?
c) Define algorithm.

Just like people use languages like Nepali, Newari, Maithili, Bhojpuri, English, and
French to talk to each other, we use programming languages to communicate with
computers. These languages are what computers understand. With programming
languages, we can make all sorts of computer software. Everything from operating
systems like Windows and Linux to application software like Office Package and
web browsers is made using programming languages.

Fun Fact!
The first commercially available language was FORTRAN (FORMULA
Translation), developed in 1956 (first manual appeared in 1956, but first developed
in 1954) by a team led by John Backus at IBM.

Computer Science , Grade 9 185

7.1 Introduction to programming languages
A programming language is a language consisting of a set of instructions provided
by the user that tells a computer what task to do and how to do it. Python, Java, PHP,
C++, etc. are some examples of popular programming languages.

Programming: It is the process of providing

detailed instructions to a computer step by step to
do specific tasks.

Programmer: A programmer is a person who is

involved in writing computer programs.

Syntax: The rule for writing commands is called Figure 7.2

syntax.

Let’s check it!

Which is not a programming language?
a. C b. HTML
c. Javad d. Python

There are two main types of programming languages: high-level and low-level.

High-level programming language

a. These languages use structures and commands that resemble human language,
making them easier for people to understand.
b. Programs written in high-level languages are called program code, and they’re
readable to humans but not to computers.
Low-level programming language
a. Low-level languages mainly consist of 0s and 1s, which are directly understood
by computers.
b. Programs are written in the form of machine code, which is difficult for humans
to comprehend without specialized knowledge.
To make high-level language programs understandable to computers, they need to
be converted into low-level programming languages. This conversion is done using
language translators like interpreters and compilers.
186 Computer Science , Grade 9
Programming tools: Flowchart and Algorithm
An algorithm is like a recipe for computer programming. It’s a step-by-step guide
that tells the computer exactly what to do to solve a problem or computer task.
Just like a recipe has instructions for making a dish, an algorithm has instructions
for the computer to follow. A flowchart is a diagram that shows the steps of an
algorithm in a visual way. It uses different shapes to represent different types of
actions and arrows to show the direction of the process. Think of it as a map that
guides you through the steps of the algorithms. An algorithm and a flowchart are
tools in programming. They are helpful for building logic to solve problems before
programming.

Algorithm
● An algorithm is a set of step-by-step instructions designed to solve a specific
problem or perform a particular task.
● It begins with “start” and ends with “stop.”
● The instructions are written in simple, general language (like spoken languages).
Flowchart
● A flowchart is defined as the pictorial and graphical representation of an
algorithm.
● It utilizes shapes (oval, rectangle, parallelogram, etc.) to depict various
elements.
● The shapes have distinct meanings in a flowchart.
● The flowcharts correspond to algorithms, visually representing their steps and
structure.

The table below shows shapes used in flowchart and their meaning:

Name Shapes Meaning Uses

Marks the start and end points of
Oval Start/End
a flowchart.

Handles input/output, taking

Parallelogram Input/Output
user input and displaying output.

Computer Science , Grade 9 187

 Represents processing or
Rectangle Processing
calculation steps in the flow.
Direction of Shows the direction of flow or
Arrow
flow sequence in the flowchart.
Decision/
Checks conditions and represents
Diamond Condition
decision-making points.
Check
Act as a connector joining
Circle Connector
components of the flow chart.

Example of algorithm and flowchart

Problem: To display the greater number between two numbers

Algorithm: Flowchart:

Step 1: Start

Step 2: Read the first number (num1)

Step 3: Read the second number (num2)

Step 4: Is num1 > num2?

Yes: Display num1 is greater.

No: Display num2 is greater.

Step 5: Stop Figure 7.3

Here, the problem is to find the greater number between two numbers using
programming logic. In order to solve the problem, firstly, the programming logic is
written in terms of algorithm and visualized through the corresponding flowchart.
The logic involves:

a. Getting two numbers num1 and num2, from the user

b. Checking if num1 is greater than num2 and making a decision on its basis

c. Displaying the result is to the user

188 Computer Science , Grade 9
 Activity 7.1
Activity Outcome -
Able to list down step and draw
Required Resources: Chart Papers, Meta Cards, Cardboards, Image, etc.
Procedure:
Create an algorithm and flowchart to illustrate the process of making tea.
Result: Show the drawing to the teacher for further review

Coding, testing and debugging

1. Coding: Coding is the process of writing instructions in a programming

language to create software or applications. These instructions, known as code,
tell the computer exactly what tasks to perform.

2. Testing: Once the code is written, testing is conducted to ensure the program
functions as expected. This involves running the program to identify any errors
or bugs and verifying that all parts of the program work correctly.

3. Debugging: If testing reveals any errors or bugs, the process of debugging

begins. Debugging involves locating the source of the problem in the code,
understanding why it occurred, and then making the necessary corrections to
fix it.

These three different steps are crucial for developing software that is reliable and
functions smoothly.

Compiler and Interpreter

Imagine two friends: one speaks Nepali only, and the other speaks Sanskrit only.
They want to chat but need someone who understands both languages to translate
for them. Similarly, in computer programming, compilers and interpreters act as
translators for computers.

Compiler

For a program written in high level languages, we must convert it into its equivalent
machine language program before we can execute it on a computer. We can convert
high-level programming languages with the help of a translator program called
Computer Science , Grade 9 189
a compiler. A compiler is a translator of computer
programs that translate the entire high-level language
into machine level programming language in a single
operation on a computer. Some of the most commonly
widely used compiled languages are JAVA, C#, C, C++,
FORTRAN, etc.

Some examples of compiler are:

a. Microsoft visual studio

Figure 7.4
a. GNU compiler collection (GCC)

a. Common Business oriented languages (COBOL)

Figure 7.5
Interpreter

Imagine, you’re telling a friend how to cook in a language they don’t fully
understand. You’d have to explain each step one by one, and they would follow
your instructions steps by steps. An interpreter works similarly with computer code.
It takes one instruction (line of code), translates it, and then moves on to the other
line, rather like explaining each step of the cooking process as your friend does it.
This method can be slower than having all the instructions translated at once, but
it’s useful because it can handle changes more easily. An interpreter is also more
portable than a compiler as it is not
processor dependent, you can work
between hardware architectures. The
most frequently used interpreted
language is QBASIC. It required less
memory.

Figure 7.6
190 Computer Science , Grade 9
Some examples of interpreter are:
a. JavaScript
b. Ruby
c. List processing (LISP)
d. MATLAB
e. Python

Compiler and interpreter translate program code into machine code. They
convert high-level programming language (user-friendly language) into low-level
programming language (language understood by computers, like 0s and 1s). While
both are language translators, they work differently.

A compiler translates the entire program at once, producing an executable file that
can run independently. An interpreter, on the other hand, translates code line-by-
line as it executes, without creating an independent file. Both tools serve the same
purpose: enabling computers to understand and execute human-written code.

The table below shows the difference between compiler and interpreter.

Compiler Interpreter
A compiler reads and translates An interpreter reads and translates program
program code to machine code all code to machine code line by line.
at once.
If there’s an error in the program If there is an error in the program code, it
code, it displays errors at the end. displays while running the program.
Compiled program’s execution Interpreted program’s execution time is
time is comparatively faster. comparatively slower.
Compiled programs have separate An interpreted program does not have a
files to store machine code. separate file to store machine code.

Do you know?
An Assembler is a special tool that translates programs written in Assembly
language into machine code, which the computer can understand.

Computer Science , Grade 9 191

Introduction to Python
Python, a programming language introduced by
Guido van Rossum in 1991, has become widely
popular due to its simplicity and versatility. With
Python, we can solve a variety of problems and
even create our own games. What makes Python
stand out is its easy-to-understand syntax, which
is similar to everyday language. This makes it
particularly beginner-friendly, perfect for those who
are new to coding. Additionally, Python comes with
a wealth of built-in tools and libraries. These tools Figure 7.7
allow programmers to perform many different tasks without having to start from
scratch each time. This saves time and effort, making Python a powerful tool for
programming tasks.

Python is widely used in web development, data science and machine learning,
artificial intelligence, data analysis, automation and scripting, game development,
web scraping, cyber security, etc.

Python has a simple to understand coding style, applying indentation instead

of braces to define blocks of code. This unique feature increases readability by
supporting reliable indentation practices. Developers find Python’s clear and
straight forward syntax easy to write concise and understandable. For example, in a
loop or conditional statement, indentation signifies the scope of the block.

Do you know?
The name of the Python programming language comes from an old BBC television
comedy sketch series called Monty Python’s Flying Circus.

Features of Python

a. Easy to read and write

Python uses simple and understandable syntax, making it easy for programmers
to write and understand the code.

b. Versatile

Python can be used for a wide range of tasks like simple automating systems to
complex web development, data analysis, and Artificial Intelligence.
192 Computer Science , Grade 9
c. Beginner-friendly

Python uses simple syntax, making it a great choice for those who are new to
programming.

d. Extensive standard library

Python has an extensive standard library of pre-written code that offers

programmers ready-made solutions, without requiring them to write code from
ground level.

e. Rich ecosystem

Python has a vast collection of libraries and ready-made structures known as

frameworks that provide ready-to-use tools for programmers.

Do you know?
Python is one of the few programming languages recognized by Google as an
official language.

Installation process of Python

Download python installer:

Visit the official Python website ( https://www.Python.org/downloads/ )and download

the latest version of Python 3.x for Windows. The website will automatically detect
your operating system and offer the appropriate installer for your system (32-bit or
64-bit).

Download and install suitable IDE for Python.

Figure 7.8

Computer Science , Grade 9 193

Downloading python from official website
Run the installer:

Locate the downloaded installer file (usually in your Downloads folder) and double-
click on it to run the installation process.

Install Python:

Select your desired installation settings, click on Install to begin the installation
process. This may take a few minutes.

Note: You can download python file by going through this link below:
https://www.Python.org/downloads/

Comments in Python

In Python, comments are brief messages that programmers write in their code to
explain what the code is doing, like leaving helpful hints for others to understand the
program. Comments are indicated by the ‘#’ sign, and the interpreter ignores them,
treating them as notes for the programmer. They don’t affect the actual program.

There are two types of comments in Python.

Single line Comment

In Python, a short note or comment starts with the ‘#’ symbol and goes until the
end of that line. If the note is longer and needs more than one line, each additional
line should also begin with a ‘#’ symbol. There should not be whitespace after ‘#’.

Example 1:

#This is an example of a single line comment.

print(“Nepal has CULTURAL DIVERSITY”)

Example 2:
#This is an example of a Single line comment.
#This program prints what’s special about Nepal.
print(“Nepal is a famous for ADVENTURE TOURISM”)

194 Computer Science , Grade 9

Multi-line comment

In Python, when a single-line comment is not sufficient and needs to go in multiple

lines, it can be challenging to add a ‘#’ at the beginning of each line. In such cases,
Python allows the use of triple single quotes (‘’’) at the beginning and end of the
comment to extend it over multiple lines.

Example:
‘’’ This is an example to demonstrate the use of multiple line comments.
This program prints what’s special about Nepal. ‘’’
print(“Nepal is home for various ethnic groups, languages, and traditions.”)

Keywords

In programming, keywords are reserved words that have predefined meanings.

Keywords cannot be used as identifiers. Some of the common Python keywords are
listed below:

Let’s check!
What are keywords in Python?
a. Words used as comment in code b. Identifiers for variables
c. Special words reserved for specific purposes d. User-defined functions

I/O statements and string formatting

In Python, Input/Output(I/O) statements and string formatting are essential for

interacting with users and presenting information in a clear and ordered method.

Input/Output statements (I/O)

I/O statements help us to interact with the program. They allow us to provide our
data and instructions to the program as well as display the output on screen. In
Python, the statement used to give data and instruction to the program is an “input”
statement and the statement to display the output on screen is “print”.

Computer Science , Grade 9 195

1. Print Statement

The print statement in Python

is used to display information
on the screen. We use a ‘print’
statement to display the output
of data that we want to show.

Figure 7.9
Example: print(“Hello, Python!”)

2. Input Function
The ‘input’ function allows us to
provide input to the program.
We can give data to the program
as we need.
Example: number = input(“Enter
number: ”) String Formatting:

String formatting in Python is

like creating a special message Figure 7.10
where you fill in the blanks with the information you want. It involves using a
message template, allowing you to insert different names or numbers at specific
spots to make your messages more interesting and customized.

1. Old-style formatting

In earlier times, we used ‘%’ to insert values into a string. This was the old
way of formatting the string values.

name= “Ram”

age = 25

print(“My name is %s and I

am %d years old.” % (name, age))

Output: my name is Ram and

I am 25 years old.
Figure 7.11
196 Computer Science , Grade 9
 2. New-style formatting (str.format)

The new style string format uses ‘{ }’ placeholders and the ‘format’
method. It is used in newer generations of formatting.

name = “Sita”

age = 30

print(“My name is {} and I am {}

years old.”.format(name, age))

Output: My name is Sita, and I am

30 years old Figure 7.12
3. Formatted string literals

This is the most widely used method in string formatting in the current
time. In formatted string literal we use ‘f’ before the string and embedding
expressions inside { }. It is the most popular method of using string format.

#Formatted String Literals (f-strings)

name = “Shiva”

age = 35

print (f“My name is {name}

and I am {age} years old.”)

Output: My name is Shiva,

and I am 35 years old. Figure 7.13
Data types and variables
Imagine you have a collection of different types of fruits in your kitchen. Each
fruit has its own unique characteristics, such as color, taste, and size. In computer
programming, data types are like the different types of fruits. Just as you sort fruits
in categories like apples, oranges, and bananas, programmers use data types to
organize and categorize different kinds of information. Our data can be in various
forms like numbers, decimals, alphabets or special characters.

Computer Science , Grade 9 197

The classification of data based on its nature is called datatype. Python also
offers various data type which are listed as:
Integer (int): It is a whole number ranging from negative infinity to positive infinity.
Examples: -,...,-3,-2,-1,0,1,2,3,....,
Float (float): It is numbers with decimals.
Examples: 3.14, -0.5, 1.567.
String (str): It consists of alphabets, special characters, alphanumeric values which
are enclosed in double quotes.
Examples: “hello” , “Python@”, “Mahendranagar1”, “@#@#kathmandu”
Boolean (bool): It only provides True or False values.
Example: is_student = True, has_mobile=False

Identifier

Identifiers are names given to program units such as variables, functions, classes, or
other entities. They are not predefined in the programming language but are defined
by programmers themselves.

Rules for identifier

i. An identifier name must start with a letter or the underscore character.
ii. An identifier name cannot start with a number.
iii. An identifier name can only contain alpha-numeric characters and underscores
(A-z, 0-9, and _ ).
iv. Python is case sensitive so identifier names are also case-sensitive. (age, Age
and AGE are three different identifiers).
v. An identifier name cannot be any of the Python keywords.

Valid identifiers

A1 B34 First_Name x_1

Invalid identifiers

1A 34BA int print first-name def

198 Computer Science , Grade 9
Variables

Variables are like containers that hold information. Imagine you have labelled
boxes where you can keep different types of items. Those boxes contain different
categories of item and you have labelled them accordingly. Variables are similar to
these boxes as they hold different types of data.

Python doesn’t have any command for declaring a variable. A variable is created
when the value is assigned to it.

Example:

a =15

Let’s consider the example of data type and variable with the example given below:

Variables Description
age ‘age’ is the variable name of the integer data type, and it holds the
integer value 15. In Python, it is represented as:
age=15

Height ‘height’ is the variable name of the float data type, and it holds the
float value “5.7”. In Python, it is represented as :
height=5.7
Fname ‘fname’ is the variable name of the string data type, and it holds the
string value “Sanjog”. In Python, it is represented as:
fname=“Sanjog”
is_student ‘is_student’ is the variable name of the boolean data type, and it
holds the Boolean value True. In Python, it is represented as:
is_student = True.

Concept of Type Casting

Imagine you’re developing a program for a bakery where customers can place
orders for cakes. You receive orders in the form of strings, but you need to convert
them into numerical values (integers or floats) to perform calculations and manage
inventory. Type casting is the process of converting a variable from one data type
to another. In this process, the compiler automatically adjusts the data type based

Computer Science , Grade 9 199

on the program’s requirements. For example, if we assign an integer (int) value
to a float variable, the compiler will convert the int value to a float. Type casting
allows programmers to explicitly control these conversions, ensuring the computer
understands the kind of data needed for specific tasks.

There are two types of casting: Implicit casting and explicit casting.

Implicit casting

Implicit type casting, also known as automatic type conversion, occurs when
the Python interpreter automatically converts one data type to another in certain
situations.

Examples:
x = 10 # integer
y = 5.5 # float
z=x+y # the integer ‘x’ is cast to a float for the addition.

print(z)

Explicit casting

In explicit type casting, the user intentionally converts the data type of a variable to
another data type. Following are the approaches of casting the data type intentionally:

Figure 7.13
200 Computer Science , Grade 9
1. int(x): Converts x to an integer.
x = 4.5
int(x) #cast x to int
print(x)
2. float(x): Converts x to a floating-point number.
x=4
float(x) #cast x to float
print(x)
3. str(x): Converts x to a string.
x = 11
str(x) #cast x to string
print(x)

Operators and Expressions: Arithmetic, Relational, Logical,

Assignment
Operators are special symbols that we use to do different things with numbers
and words which allows us to perform specific actions. They are like tools in our
programming toolbox that help us to work with information.

Some of the operator types are described below:

1. Arithmetic operator

Arithmetic operator is used in Python to do mathematical operations. We use

arithmetic operators as special symbols to do basic math. It is like having a set
of tools for simple calculation.

Using arithmetic operators in Python:

Operators Description Example
+ It is used for addition. print(5 + 3)
- It is used for subtraction. print(7 - 2)
* It is used for multiplication. print(4 * 6)
/ It is used for division. print(10 / 2)
% It is used for modulus. print(5 % 3)
** It is used for exponentials. print(3 ** 2)
Computer Science , Grade 9 201
Simple program to find the sum of the two number for the user input
num1 = float(input(“Enter first number: “))
num2 = float(input(“Enter second number: “))
sum = num1 + num2
print(“The sum of {0} and {1} is {2}”.format(num1, num2, sum))

Activity 7.2
Activity Outcome -
Able to write a appropriate program
Procedure:
Write a simple code to print (Hello Class! My name is Your Name). Then
comment in every step of code using single line comment and multi line comment
to explain the purpose of the program and how it works..
Result: complete program.

2. Relational operator

Relational operator is used to check and compare values. These operators

check the relationship between two things and tell us if they are equal, greater
than or less than each other.

Here are the main relational operators:

Name Operator Description Example

Equal to == Two things are exactly the same (5 == 5)
Not equal to != Two things are not the same (3 != 5)
Greater than > One is greater than the other (7 > 5)
(separate)
Less than < One is less than the other (3 < 9)
Greater than or >= Is greater or equal to another (8 >= 8)
equal to
Less than or <= Is less or equal to another (4 <= 6)
equal to
202 Computer Science , Grade 9
3. Logical operator

Logical operators in Python are used to combine conditions and make decisions
based on different situations. This operator is like a tool that helps us make
decisions based on different situations. There are 3 main logical operators,
‘and’, ‘or’, and ‘not’.

AND:

Both the conditions must be true for the result to be true in the “and” operator.

Example: x = (5<2) and (5>3)

Result: False

Truth table for ‘AND’ operators

A B A and B
0 0 0
0 1 0
1 0 0
1 1 1

OR:
Only one of the conditions needs to be true for the result to be true in the “or”
operator.
Example: (5<2) or (5>3)
Result: True

Truth table for ‘OR’ operators

A B A and B
0 0 0
0 1 1
1 0 1
1 1 1

NOT:

The logical operator “not” provides the opposite result of a given condition.
Computer Science , Grade 9 203
 Example: not(5<2)

Result: True

Truth table for ‘NOT’ operators

A Ā
0 1
1 0

4. Assignment operator

Operator Name Example

= Assignment Operator a=7
+= Addition Assignment a += 1 # a = a + 1
-= Subtraction Assignment a -= 3 # a = a – 3
*= Multiplication Assignment a *= 4 # a = a * 4
/= Division Assignment a /= 3 # a = a / 3
%= Remainder Assignment a %= 10 # a = a % 10
**= Exponent Assignment a **= 10 # a = a ** 10

Suppose we put ingredients like salt, sugar, spices, and turmeric in different
containers. To know what is there inside the particular container we put
labels outside the containers.

Assignment operators are used to assign values to variables.

# Using the assignment operator
Example
# assign 10 to a
a = 10
# assign 5 to b
b=5
# assign the sum of a and b to a
a += b # a = a + b
print(a)
204 Computer Science , Grade 9
Output: 15

Example:

In this example, “my_age” is assigned the value 15. Here, my_age is like a box, and
the assignment operator “=” is putting the value 15 inside that box. Now, whenever
you use my_age in your program, it’s like opening the box and finding the number 15.

So, the assignment operator is like a labelling machine in Python that helps us keep
things organised by giving names to data.

Expressions
An expression in Python is like a formula that tells the computer to do something
with numbers and words. It is like a command that produces a value. They are like
the building blocks of our code, telling the computer what to do with the information
we provide.

Here, are some examples of expressions:

Maths expression: result = 5 + 3
Text expression: greeting = “Hello”
Combining expression: combined = (5 * 3) + “Python”

Algebraic expression Python expression

A+B-C A+B–C
AxB÷C A*B/C
(a+b) (a-b) (a+b) * (a-b)
I = (P*T*R)/100

Operands

In programming, operands are values or variables that operators operate on.

Operands refer to the values or entities that are operated upon by an operator. They
are the variables that utilize the operators.

Example: add = 5 + 3

Here, ‘5’ and ‘3’ are operands and ‘+’ is an operator, and it is performing an ‘addition’
operation.

Computer Science , Grade 9 205

 Let’s check
In the Python statement x=a + 5 - b, a and b are___________
a. Term b)Operators c) Operands d) Equation

Conditional statement

A conditional statement is like a decision making tool that helps our program choose
what to do based on conditions provided by the user. We can ask a question and
provide different answers based on the conditions provided. The most fundamental
form of conditional statement is if statement, “if - else” statement and “if - elif -
else” statement.

The statement to be executed follows the indentation rule of Python.

if statement

“if statement” is a conditional statement that gives us output based on the requirement
of the condition that we provide. “if statement” is written using the if keyword and
after that condition is provided and ends with indentation.

Syntax
if condition:
#statement to be executed when the condition is true

Flowchart:

Figure 7.14
206 Computer Science , Grade 9
 Example:
#if statement program to check if a number is positive
number = int(input(“Enter a number: “))
if number > 0:
print(“The number is positive.”)

Figure 7.15
if-else condition
Syntax
if condition:
#statement to be executed when the condition is true
else:
#statement to be executed when the condition is false

Flowchart:

Figure 7.16
Computer Science , Grade 9 207
 Example:
# Asking age to the user and providing results.
user_age = int(input(“How old are you? ”))
if user_age >= 18:
print(“You are an adult!”)
else:
print(“You are a teenager or a kid.”)
Figure 7.17

if-elif-else condition
Syntax
if condition1:
#code to be executed if condition1 is True
elif condition2:
#code to be executed if condition2 is True
else:
#code to be executed when condition1 and condition2 are False

Flowchart:

Figure 7.18
208 Computer Science , Grade 9
 Example
Checking the number’s category, whether it is positive, negative or zero.
user_number = int(input(“Enter a number: “))
if user_number > 0:
print(“The number is positive.”)
elif user_number == 0:
print(“The number is zero.”)
else:
Figure 7.19
print(“The number is negative.”)

Nested if (if inside if)

Nested if statement is a construct where we put another if statement inside an

existing if statement. It is used to test multiple criteria and increase the number of
possible outcomes. It helps in decision making using multiple conditions.

Syntax:

if condition1:

#code to be executed if condition1 is True

if condition:

#code to be executed if condition 2 is True

else:

#code to be executed when condition2 is False

else:

#code to be executed when condition1 and condition2 are False

Computer Science , Grade 9 209

Flowchart:

Figure 7.20

Example:
age = int(input(“Enter your age: “))
if age >= 16:
print(“You are eligible for citizenship.”)
if age >= 18:
print(“You are eligible to cast a vote.”)
else:
print(“You are not eligible to cast vote.”) Figure 7.21

else:
print(“You are a minor.”)

Iteration

Iteration means doing things repeatedly. Iteration is the process of repeating a

particular task until a specified condition is satisfied. It allows a program to perform
a task multiple times until a required condition is satisfied. Iteration is like having
a helper that repeats tasks for you, making your program more efficient and saving
210 Computer Science , Grade 9
you from writing the same thing repeatedly. The most fundamental example of
iteration is the “for” loop and “while” loop.

Do you know?
The first instance of loop was used by Ada Lovelace to
calculate Bernoulli numbers’ Ada Lovelace, a London-born
mathematician, is also referred to as the first programmer in
the world.
Figure 7.21
For loop

“For loop” is used when we know how many times we want to repeat a block of
code. A for loop in Python is a control flow structure that allows us to iterate over
a sequence. It simplifies the process of repeatedly executing a set of statements for
each time in the sequence. The basic idea is to loop through each element in the
sequence, executing a block of code for each iteration. The for loop is particularly
useful when the number of iterations is known.

“for” keyword is used in the for loop to give the condition.

Syntax:
for item in sequence:
# Code to do something with each item
Using for loop to print “jump” five times
for x in range(5):
print(“Jump!”)

Figure 7.23
Computer Science , Grade 9 211
In Python, range is a function that helps you make a list of numbers in a certain
order. It returns a sequence of numbers, starting from 0 by default and increments
from 1 (by default), and stops before a given number by user.

Pass

In Python, the pass keyword is a null operation or a no-operation statement. It acts

as a placeholder where some code is required but no action is necessary. It is often
used when a statement is required by Python syntax, but you don’t want to execute
any code.

Example:
if condition:
# Some code here
else:
pass # Nothing happens in the “else” case

Continue

In Python, the continue keyword is used in loops (such as for or while loops). It is
used to skip the rest of the code inside the loop for the current iteration and move
on to the next iteration. It allows us to bypass certain parts of the loop based on a
condition without exiting the loop entirely.

Example:
for number in range (1, 6):
if number == 3:
continue # Skip the rest of the loop for number 3.
print(number)

Break

In Python, the break keyword is used in loops (such as for or while loops) to exit
the loop early, even if the loop’s condition hasn’t been fully satisfied. It allows us to
terminate the loop based on a certain condition.

212 Computer Science , Grade 9

Example:
for number in range (1, 6):
if number == 3:
break # Exit the loop when number is 3
print(number)

While loop

“While loop” in Python is a control structure that allows us to repeatedly execute

a block of code as long as certain conditions remain true. It’s like having a set of
instructions for a computer to keep doing something over and over until a specific
goal is achieved or a condition is no longer met. It provides a flexible way to handle
tasks where the number of iterations is not known in advance.

Syntax

while condition:

# Code to be executed while the condition is true

# This code is indented and forms the body of the loop

# It continues executing as long as the condition remains true

# Remember to update the condition to eventually become false, or you might

end up with an infinite loop

# Using while loop to print numbers from 1 to 5

count = 1

while count <= 5:

print(count)

count += 1

Figure 7.24

Computer Science , Grade 9 213

Difference between for loop and while loop.

For loop While loop

For loop is used when we know the While loop is used when we don’t know
number of iterations. the number of iterations.
This loop iterates an infinite number of If the condition is not specified, it shows
times if the condition is not specified. compilation error.
The increment is done after the The increment can be done before or
execution of the statement. after the execution of a statement.
The nature of increment is simple. The nature of increment is complex.
Initialisation can be in or out of the loop. Initialisation is always out of the loop.

Let’s check!
Which loop is used when the number of iterations is known beforehand?
a. For loop b. While loop c. Do-while loop d.None of the above

Python list

Python list is one of the built-in data types in Python used to store multiple data in
a single variable. A list can contain heterogeneous types of elements which means
elements can have different data-types like integers, strings, floats, Booleans etc.
List elements are enclosed by square brackets and elements are separated by comma.

Example:

thislist=[“Computer”, “Science”, 20, True]

print(thislist)

Figure 7.25

Let’s know more!

In Python, lists support a rich set of operations that are common to all sequence
types, including tuples, strings, and ranges. These operations are known as
common sequence operations.

214 Computer Science , Grade 9

Features of Python list

List elements are indexed. The index always begins from 0. So, the first list element
always has index[0] so as the second list element has index[1] and so on.

Note: The index helps to access the list elements.

Example:

thislist=[“Computer”, “Science”, 20, True]

print(thislist[2])

Figure 7.26
The output is 20 because the element associated with index [2] is 20.

List can have duplicate elements.

Example:

thislist =[“Computer”, “Science”, 20,

True, “Computer”]

print(thislist)
Figure 7.27

Lists are ordered. If we add new elements in the list, the new element will hold the
last position of the list. To add an element to the list, we use the append() method
which is joined using “.” operator with the list variable.

Example:

thislist=[“Computer”, “Science”, 20, True]

thislist.append(“Social”) #add new

element in list

print(thislist) Figure 7.28

To remove elements from list, del keyword is used preceding the list variable
specifying the list index.
Computer Science , Grade 9 215
 Example:

thislist=[“Computer”, “Science”, 20,

True, “Social”]

del thislist[4] #removes the element

from list

print(thislist) Figure 7.29

List length

To find the numbers of elements present in the list, we use len() function. The len()
function gives us the number of list elements present in the list.

Example:

thislist=[“Computer”, “Science”, 20, True]

a=len(thislist)

print(a)
Figure 7.30

Looping through list

We can loop through the list elements using the for loop to print all the elements
one by one.

Example:

thislist=[“Computer”, “Science”, 20, True]

for X in thislist:

print(X)

Figure 7.31

216 Computer Science , Grade 9

 Activity 7.3
Activity Outcome -
Able to write a appropriate program
Required Resources: to insert another fruit grape in the list.
Procedure:
Write a program to add new items in the list.
Result: a complete program

Python Dictionary
Picture a real-life dictionary where you look up words to find their meanings. In
Python, a dictionary is like that, but instead of words and meanings, it stores pairs
of keys and values. Think of keys as the words and values as their meanings. The
key-value pairs are stored together so that you can quickly look up a key and get its
corresponding value.

In Python, dictionaries are used to store data in Key:Value pair.

A dictionary is a collection of data in Key:Value pairs, written within curly braces.

Example:

Key:value pairs are written within the curly braces. Here,

● The “student” is key and value associated to it is “pen”

● The “teacher” is key and value associated to it is “marker”

● The “tailor” is key and value associated to it is “needle”

In this way we can add as many key:value pairs as we want.

Note: The values in the dictionary can be of any data type.

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Example:

mydict= {

“student” : “pen”,

“teacher” : “marker”,

“tailor” : “needle”,

“marks” : 30,

“is_present” : True

} Figure 7.32

print(mydict)

Features of dictionary

Duplicate keys are not allowed: In the Python dictionary, two values with the same
key cannot exist. If the same key has two or more values, the new value will replace
the old value.

Example:

mydict={
“student” : “pen”,
“teacher” : “marker”,
“tailor” : “needle”,
“marks” : 30,
“is_present” : True,
“teacher” : “duster”
Figure 7.33
}
print(mydict)

The older value “marker” of key “teacher” gets replaced by “duster”.

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Dictionaries are changeable:

After the dictionary has been created, we can add or remove values. A new value is
added to the dictionary using a new key index and value associated with it.

Example:
mydict={
“student” : “pen”,
“teacher” : “marker”,
“tailor” : “needle”,
“marks” : 30,
“is_present” : True Figure 7.34
}
mydict[“mechanic”]=”tools”
print(mydict)

The del keyword is used to remove specified key names in the dictionary.

Example:

mydict={
“student” : “pen”,
“teacher” : “marker”,
“tailor” : “needle”,
“marks” : 30,
“is_present” : True,
“mechanic” : “tools”
Figure 7.35
}
del mydict[“mechanic”]
print(mydict)

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Accessing the value in dictionary

The value in the dictionary can be accessed by referring to its key name, by placing
the key name inside a square bracket.

Example:

mydict={
“student” : “pen”,
“teacher” : “marker”,
“tailor” : “needle”,
“marks” : 30,
“is_present” : True
}
a= mydict[“teacher”]
print(a)
Figure 7.36
Dictionary length

To determine the numbers of key:values present in the dictionary, len() function is

used.

Example:

mydict={
“student” : “pen”,
“teacher” : “marker”,
“tailor” : “needle”,
“marks” : 30,
“is_present” : True
} Figure 7.37
b=len(mydict)
print(b)

220 Computer Science , Grade 9

Looping through Dictionary

We can loop through the dictionary using the for loop to print all the elements one
by one.

Example:

mydict={
“student” : “pen”,
“teacher” : “marker”,
“tailor” : “needle”,
“marks” : 30,
“is_present” : True
}
for X in mydict:
print(X) Figure 7.38

Difference between list and dictionary

List Dictionary
A list stores elements in a A dictionary stores data in key:value pairs.
sequence.
List elements are accessed by Dictionary values are accessed by keys.
index.
List elements have an order. Dictionary values don’t have any specific order.
List elements can be added and Dictionary values are added as key:value pair
removed. and removed by key .

Computer Science , Grade 9 221

Uses of Library functions

String functions

A collection of related assertions that carry out a mathematical, analytical, or

evaluative operation is known as a function. An assortment of proclamations called
Python. Capabilities returns the specific errand. Function names meet the same
standards as variable names do. The objective is to define a function and group-
specific frequently performed actions. Python includes the following some built-in
methods to manipulate strings −

center()

The center() method returns a string which is padded with the specified character.

syntax

string.center(width[, fillchar])

center() Parameters

The center() method takes two arguments:

● width - length of the string with padded characters

● fillchar (optional) - padding character

The fillchar argument is optional. If it’s not provided, space is taken as the default
argument.

Example: center() Method With Default fillchar

string = “Python is awesome”

222 Computer Science , Grade 9

new_string = string.center(24)

print(“Centered String: “, new_string)

Output

Centered String: Python is awesome.

upper()

Python string method upper() returns a copy of the string in which all case-based
characters have been uppercased.

Syntax: str.upper()

Example:

str = “ this is a string example....wow!!!”

print str.upper()

Output:

THIS IS STRING EXAMPLE....WOW!!!

lower()

Python string method lower() returns a copy of the string in which all case-based
characters have been lowercased.

Syntax: str.lower()

Example:

str = “THIS IS STRING EXAMPLE....WOW!!!”

print str.lower()

Output:

This is a strong example....wow!!!

len()

Computer Science , Grade 9 223

Python string method len() returns the length of the string.

Syntax: len(str)

Example:

str = “this is string example....wow!!!”

print “Length of the string: “, len(str)

Output:

Length of the string: 32

Numeric and mathematical functions

In python a math module is used to access mathematical functions. All methods

of math() function are used for integer or real type objects but not for complex
numbers.

Numeric functions: Some of the built-in numeric functions are:

sum(): Sums the items of an iterable
total = sum([1, 2, 3, 4, 5])
output:
total is 15
abs(): Returns the absolute value of a number.
absolute = abs(-10)
output:
absolute is 10
round(): Rounds a number to a specified number of decimal places.
rounded = round(3.14159, 2)
output:
rounded is 3.14

224 Computer Science , Grade 9

max() and min(): Return the largest and smallest items in an iterable or the largest/
smallest of two or more arguments.
maximum = max(1, 2, 3, 4, 5)
output:
maximum is 5
minimum = min(1, 2, 3, 4, 5)
output:
minimum is 1

Mathematical functions

math.sqrt(): Returns the square root of a number.

import math
root = math.sqrt(16)
output:
root is 4.0
math.ceil() and math.floor(): Return the ceiling or floor of a number.
ceiling = math.ceil(3.14)
output:
ceiling is 4
floor = math.floor(3.14)
output:
floor is 3
math.factorial(): Returns the factorial of a number.
factorial = math.factorial(5)
output:
factorial is 120

Computer Science , Grade 9 225

math.pow(): Returns a number raised to the power of another number.
power = math.pow(2, 3)
output:
power is 8.0
math.sin(), math.cos(), math.tan(): Return the sine, cosine, and tangent of a
number (in radians).
sine = math.sin(math.pi / 2)
output:
sine is 1.0
cosine = math.cos(0)
output:
cosine is 1.0
tangent = math.tan(math.pi / 4)
output:
tangent is 1.0
math.log(): Returns the natural logarithm of a number.
natural_log = math.log(10)
output:
natural_log is 2.302585092994046

Practice Tasks
1. Adding two numbers (Constant variable initialization)
number_1 = 5
number_2 = 7
add = number_1 + number_2
print (“The addition of number_1 and number_2 is: ”, add)

226 Computer Science , Grade 9

2. Adding two numbers asking from the user
number_1 = int(input(“Enter the first number: “))
number_2 = int(input(“Enter the second number: “))
result = number_1 + number_2
print (f “The sum of {number_1} and {number_2} is: {result}”)

3. Calculating the area of a circle # Hint: pi = 3.14159 * (radius ** 2)

radius = float (input (“Enter the radius of the circle: “))
area = 3.14159 * (radius ** 2) # Using formula
print (“The area of the circle is: “, area)

1. Calculating the area of the rectangle

length = float(input(“Enter the length of the rectangle: “))

width = float(input(“Enter the width of the rectangle: “))
area = length * width # Using formula
print(“The area of the rectangle is: “, area)

5. Printing the name of user by asking name (string formatting)

user_name = input (“Enter your name: “)
greeting = (f“Hello! {user_name}”)
print(greeting)

6. A program that takes current temperature as input and displays “it’s a

warm day” if it’s above 25.
temperature = float(input(“Enter the current temperature in Celsius: “))
if temperature > 25:
print(“It’s a warm day.”)

7. A program that shows odd or even numbers using an if statement

number = int(input(“Enter an integer: “))
if number % 2 == 0:
print(“The number is even.”)
Computer Science , Grade 9 227
 if number % 2 != 0:
print(“The number is odd.”)

8. Finding the greatest between two numbers asking from the user
number_1 = input(“Enter the first number: “)
number_2 = input(“Enter the second number: “)
if (number_1 > number_2):
greater_number = number_1
else:
greater_number = number_2
print(“The greater number is: “, greater_number)

9. A program to check whether the given number is inside range (10 -100) or not
number = float(input(“Enter a number: “))
if 10 <= number <= 100:
print (“The number is within the range.”)
else:
print (“The number is outside the range.”)

10. A program to check whether the number is divisible by 7 or not

number = int(input(“Enter a number: “))
if number % 7 == 0:
print(f”{number} is divisible by 7.”)
else:
print(f”{number} is not divisible by 7.”)

11. Finding the greatest between three numbers asking from the user
number_1 = int(input(“Enter the first number: “))
number_2 = int(input(“Enter the second number: “))
number_3 = int(input(“Enter the third number: “))

228 Computer Science , Grade 9

 if (number_1 > number_2) and (number_1 > number_3):
print(“number_1 is greater.”, number_1)
elif (number_2 > number_1) and (number_2 > number_3):
print(“number_2 is greater.”, number_2)
else:
print(“number_3 is greater.”, number_3)

12. A program to check whether year is leap year or not

year = int (input (“Enter the year: “))
if year % 100 == 0:
if year % 400 == 0:
print (“Entered year is a leap year”)
else:
print (“Entered year is not a leap year”)
else:
if year % 4 == 0:
print (“Entered year is a leap year”)
else:
print (“Entered year is not a leap year”)

13. A program to find the middle number among three numbers

num1 = float(input(“Enter the first number: “))

num2 = float(input(“Enter the second number: “))
num3 = float(input(“Enter the third number: “))
if num1 <= num2 <= num3 or num3 <= num2 <= num1:
middle_number = num2
elif num2 <= num1 <= num3 or num3 <= num1 <= num2:
middle_number = num1
else:

Computer Science , Grade 9 229

 middle_number = num3
print(f”The middle number among {num1}, {num2}, and {num3} is: {middle_
number}”)

14. A program that takes students’ scores as input and provides grades based
on certain criteria
score = float(input(“Enter the student’s score: “))
if score >= 90:
grade = ‘A’
elif score >= 80:
grade = ‘B’
elif score >= 70:
grade = ‘C’
elif score >= 60:
grade = ‘D’
else:
grade = ‘F’
print (f “The student’s grade is: {grade}”)

15. A program to classify triangle based on angles

angle1 = float (input (“Enter the first angle: “))

angle2 = float (input (“Enter the second angle: “))
angle3 = float (input (“Enter the third angle: “))
if angle1 + angle2 + angle3 == 180:
if angle1 == angle2 == angle3:
print (“It’s an Equilateral triangle.”)
elif angle1 == angle2 or angle2 == angle3 or angle1 == angle3:
print (“It’s an Isosceles triangle.”)
else:
print (“It’s a Scalene triangle.”)

230 Computer Science , Grade 9

 else:
print (“Invalid triangle angles.”)

16 . A program to print numbers from 1 to 10 using a for loop

for number in range (1, 11):
print(number)

17. A program to print the sum of the first 10 natural numbers using a for loop
sum_of_numbers = 0
for number in range(1, 11):
sum_of_numbers += number
print(“The sum of the first 10 natural numbers is:”, sum_of_numbers)
OR
sum_of_numbers = 0
for number in range (1, 11):
sum_of_numbers = sum_of_numbers + number
print (“The sum of the first 10 natural numbers is : “ , sum_of_numbers)

18. A program to print even numbers in a range

(# range(2, 11, 2) the no. 2 at end tells program to skip number by 2)

for i in range(2, 11, 2):
print(i)

19. A program to print numbers (10-1) in reverse order

(# range(10, 1, -1) the no. -1 at end tells program to count numbers in reverse
order)
for i in range(10, 1, -1):
print(i)

Computer Science , Grade 9 231

20. A program to print factorials of 10
num = 10
factorial = 1
for i in range(1, num + 1):
factorial *= i
print (f “Factorial of {num}: {factorial}”)

21. A program to print star pattern as shown in the figure for i in range (1, 6):
# Program to print star pattern
for i in range (1, 6):
Print (‘*’ * i)

22. A program to calculate average of given numbers

numbers = [5, 8, 12, 3, 6]
total = sum(numbers)
average = total / len(numbers) # “len” keyword gives total length of
numbers
print(“Average:”, average)

23. A program to find the sum of N numbers

N = int(input(“Enter the value of N: “))
total = 0
for i in range(N):
num = float (input (f “Enter number {i+1}: “))
total += num
print (f “The sum of {N} numbers is: {total}”)

24. A program to print numbers from 1 to 15 using a while loop

number = 1
while number <= 15:
print(number)
number += 1
232 Computer Science , Grade 9
25. A program to print the first 10 integers and their squares using a while
loop
i=1
while i <= 10:
square = i ** 2
print(f “Number: {i}, Square: {square}”)
i += 1

26. A program to print the sum of the first 10 natural numbers using a while
loop
sum_of_numbers = 0
number = 1
while number <= 10:
sum_of_numbers += number
number += 1
print (“The sum of the first 10 natural numbers is: ”, sum_of_numbers)

27. A program to print products of digits of numbers accepted from users

number = int (input (“Enter a number: “))
product = 1
while number > 0:
digit = number % 10
product *= digit
number //= 10
print (“Product of the digits:”, product)

28. A program to reverse the number from user using while loop
number = int (input (“Enter a number: “))
reversed_number = 0
while number > 0:
digit = number % 10

Computer Science , Grade 9 233

 reversed_number = reversed_number * 10 + digit
number //= 10
print (“Reversed number : “, reversed_number)

29. A program to print Fibonacci series till n terms provided by the user

A Fibonacci series begins with 0 and 1. After that, each number is obtained by
adding the two previous numbers together.
Each term in the series is obtained by adding the two previous terms. For
example, 0 + 1 = 1, 1 + 1 = 2, 1 + 2 = 3, 3+5=8, 5+8=13 and so on.
0, 1, 1, 2, 3, 5, 8, 13
n = int(input(“Enter the number of terms in the Fibonacci series: “))
first_term = 0
second_term = 1
count = 0
while count < n:
print (first_term, end=”, “)
next_term = first_term + second_term
first_term = second_term
second_term = next_term
count += 1

30. A program to check if a number is an Armstrong number using a while

loop (Armstrong number is a number that is equal to the sum of cubes of
its digits.

153:
13 + 53 + 33
1 + 125 + 27 = 153
)
number = int (input (“Enter a number: “))
original_number = number

234 Computer Science , Grade 9

 num_digits = len (str (number))
sum_of_digits = 0
while number > 0:
digit = number % 10
sum_of_digits += digit ** num_digits
number //= 10
if original_number == sum_of_digits:
print (f “{original_number} is an Armstrong number.”)
else:
print(f”{original_number} is not an Armstrong number.”)

Practical Task
Download Python to your computer and install it.

Exercises
1. Answer these questions.
a) Explain programming languages with its types.
b) Differentiate between compiler and interpreter.
c) Define algorithm and flowchart.
d) Write five symbols with their functions of flowchart.
e) Create an algorithm to find whether the given number is odd or even. Also
make flowchart from the algorithm.
f) Explain Python programming with its features.
g) Describe the use of input/output statements in Python.
h) Define formatted string literals. Demonstrate its use in a simple program
where the user inputs their name and the output is displayed “Hello (user_
name)! Welcome to our program”.

Computer Science , Grade 9 235

 i) Explain the data types with examples.
j) Describe typecasting with its types.
k) List the types of operators. Explain any one of them in detail with
examples.
l) Explain a conditional statement with an example.
m) Define iteration. Differentiate for and while loop.
n) Differentiate between list and dictionary.
o) Given is the list elements.
[Kathmandu, Biratnagar, Nepalgunj, Pokhara, Butwal, Birendranagar,
Mahendranagar, Balefi ]
a. Add list item Malangawa.
b. Remove list item Balefi
c. Print the list items one by one using a loop.

2. Write the names of technical terms:

a. A set of instructions to perform a specific task.
b. The set of rules to write a program.
c. Language translator that reads and translates program code to machine
code line by line
d. The graphical or pictorial representation of a program
e. Text added in source code for the purpose of providing information or
explanation that is ignored by the Python interpreter during execution
f. A data type that only provides true or false value
g. A special symbol that is used to check the relationship between two
variables
h. The values or entities that operators act upon in programming
i. A decision-making control structure that helps our program to choose
what to do
j. The process of repeating a task until a specified condition is met
236 Computer Science , Grade 9
3. Write true or false for the following statements.

a. Programming language is used to give commands to the computer.

b. Computers understand high level programming easily.
c. Compiler and interpreter translate programming code to machine code.
d. Algorithms are a graphical representation of instructions.
e. Python is a machine understandable programming language.
f. Print statement is used to display output in Python.
g. In Python, “int” data type denotes alphabetical characters such as hello.
h. Type casting is the conversion of one data type to another.
i. In AND operator all the conditions must be true for the result to be true.
j. In Python, if statement is used to provide a condition that, when false,
allows a block of code to be executed.
k. A for loop in Python is used to repeat a process until a specified time given
by the user.
l. Dictionaries have key : value pairs.
m. List items cannot be changed.
n. In the dictionary the data can be deleted by value.

4. Write full forms of the following.

i. LLL ii. HLL
iii. I/O iv. IDE

5. Choose the correct answer.

a. In the context of programming language, what does the term “syntax”

refer to?
(i) The meaning of the code
(ii) A set of instructions
(iii) Efficiency of code execution
(iv) Structure and rules of code

Computer Science , Grade 9 237

 b) A computer understands …………………………….
(i) high level programming language
(ii) low level programming language
(iii) natural human language
(iv) symbols and pictures

c) How does a flowchart represent a process in a program?

(i) It provides a set of instructions for the computer.
(ii) It visually shows the steps and decision points in a process.
(iii) It directly executes the algorithm on the computer.
(iv) It is a high-level programming language.

d) How does an algorithm differ from flowchart?

(i) Algorithm is visual, while a flowchart is textual representation.
(ii) An algorithm and flowchart are interchangeable terms.
(iii) Algorithm is programming language, while flowchart is abstract
concept.
(iv) Algorithm is a step-by-step procedure, while flowchart is a
programming language.

e) Python is a …………………. programming language.

(i) natural (ii) low-level
(iii) high-level (iv) easy

f) What are keywords in Python?

(i) Words used as comment in code
(ii) Identifiers for variables
(iii) Special words reserved for specific purpose
(iv) User-defined functions

238 Computer Science , Grade 9

 g) Input function is used in Python to …………………….

(i) retrieve user input

(ii) display the information

(iii) define variable

(iv) perform mathematical calculation

h) What data type in Python is suitable for representing text and characters?

(i) Float (ii) Boolean

(iii) Int (iv) String

i) What will be the result of the following expression: float(“3.14”)?

(i) 3.14 (ii) 3 (iii) “3.14” (iv) Error

j) What is the function of the NOT operator in Python?

(i) Check for equality (ii) Give True value

(iii) Convert expression to string (iv) Negate Boolean expression

k) What does the given image represent?

(i) It is a flowchart telling us to bring umbrella.

(ii) It is a flowchart giving us information about rain.

(iii) It is a flowchart showing decision to make based

on the condition of rain.

(iv) It is a flowchart telling us not to bring umbrella.

L) How are elements accessed in a Python list?

(i) By keys (ii) By values

(iii) By indices (iv) By attributes

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 M) Which of the following statements accurately describes the mutability of
Python lists and dictionaries?

(i) Lists are immutable, while dictionaries are mutable.

(ii) Both lists and dictionaries are immutable.

(iii) Both lists and dictionaries are mutable.

(iv) Lists are mutable, while dictionaries are immutable.

N) What is the primary purpose of Python lists?

(i) Storing data in key:value pairs

(ii) Storing data in a sequence

(iii) Storing data in a unordered manner

(iv) Associating keys with values

6. Practise these practical questions.

Input/Output

a) Write a program to ask input as “name” from the user and greet the user
as he/she provides their name.

b) Write a program to input 3 sides of triangle and print area

c) Write a program to input a radius and find the area of circumference of

circle

d) Write a program to input 3 digits as integers and calculate their sum and
average.

e) Write a program to input a diameter and print area of circle and

circumference of circle

Constant value and Operators

a) Write a program to input a radius and find the area of circumference of the
circle.
240 Computer Science , Grade 9
 b) Write a program to show the use of arithmetic operators. (Perform add,
subtract, multiply, divide, square and modulus between two numbers)

c) Write a program to show the use of a comparison operator between two

variables. (Use the following operators. ==, <=, >=, !=)

If…..else Statement

a) Write a program using the if statement to check whether the given number
is positive.

b) Write a program that takes people’s age as input and checks whether they
are eligible to vote. (Voting age is 18 and above)

c) Write a program to check whether the given number is even or odd using
an if-else statement.

d) Write a program to input two numbers and find the smallest number.

e) Write a program that takes students’ marks as an input and checks whether
the student passed or failed. (40 or greater is pass marks)

f) Write a program that takes 3 numbers as inputs and displays the smallest
number.

g) Make a program like a traffic light using an if-elif-else statement. Ask

input from the user on providing color. (green=go, red=stop and orange=be
ready, any other color=invalid color)

h) Write a program to input practical and theory marks of Computer and

check pass or fail. You can also validate whether a user has entered valid
marks or not. (valid marks should be checked for both theory and practical)

For loop

a) Write a program to print numbers from 1-15.

b) Write a program to print an input name 20 times.

c) Write a program to print the squares of numbers from 1 to 5 using a for

loop.

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 d) Write a program to print first 20 odd numbers

e) Write a program that takes an integer as input and prints the multiplication
table for that number.

While loop

a) Write a program to print numbers from 1-20.

b) Write a program to print first 30 even numbers.

c) Write a program to calculate the factorial of a given number.

d) Write a program to print the sum of the first 20 odd numbers.

e) Write a program to input multi digits numbers and display the sum of the
digits.

Lists

1. Write a Python program to create a list of 5 integers and print the list.

2. Write a Python program to print the second and fourth elements of a list.

3. Write a Python program to append a new element to the end of a list and
print the updated list.

4. Write a Python program to print the first three elements of a list using
slicing.

5. Write a Python program to print the length of a list.

6. Write a Python program to iterate through a list and print each element.

7. Write a Python program to create a list of squares of numbers from 1 to 10

using list comprehension.

8. Write a Python program to remove the third element from a list and print
the updated list.

Dictionaries

1. Write a Python program to create a dictionary with 3 key-value pairs and

242 Computer Science , Grade 9
 print the dictionary.

2. Write a Python program to print the value associated with a specific key
in a dictionary.

3. Write a Python program to add a new key-value pair to a dictionary and

print the updated dictionary.

4. Write a Python program to remove a key-value pair from a dictionary

using the del statement and print the updated dictionary.

5. Write a Python program to iterate through a dictionary and print all the
keys.

6. Write a Python program to create a dictionary where the keys are numbers
from 1 to 5 and the values are their squares using dictionary comprehension.

7. Write a Python program to check if a specific key exists in a dictionary.

8. Write a Python program to merge two dictionaries and print the resulting
dictionary.

Project Work
Develop a money exchange system in Python and write a report on it. Your project
should include functionalities for converting between various currencies using
exchange rates.

Steps to Follow:
Understand the Requirements:
1. Research and decide on the features to include, such as currency conversion,
displaying exchange rates, and handling errors.
2. Identify the currencies to support (e.g., USD, EUR, GBP, INR, NPR).
Design the Program:
1. Outline the structure of your program using pseudocode or a flowchart.
2. Include functions for key features like fetching exchange rates, converting
currencies, and displaying results.

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Write the Code:
1. Develop the program in Python, ensuring proper use of functions, loops, and
conditionals.
2. Organize the code into logical sections with meaningful variable and function
names.
3. Add comments for clarity.
Test the Program:
1. Provide sample inputs and validate the outputs.
2. Ensure the program handles errors as well
Document the Analysis:
1. Describe whether the program executed without errors.
2. Provide examples of inputs and outputs to demonstrate functionality.
3. Assess whether the code is well-organized and easy to follow, noting any areas
for improvement.
Suggest Improvements:
1. Propose additional features, such as live rate updates, historical rate tracking,
or a graphical user interface.
2. Offer suggestions on how your peer could enhance the program’s functionality
or code readability.
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