Secondary School Certificate

Examination Syllabus

COMPUTER SCIENCE
CLASSES IX-X

(based on National Curriculum 2000)

 Published by
Aga Khan University Examination Board
Bungalow # 233 / E.1 Lines,
Daudpota Road, Karachi, Pakistan.

November 2004
Last reviewed July 2009

All rights reserved

This syllabus is developed by Aga Khan University Examination Board for distribution
to all its affiliated schools.
Secondary School Certificate
Examination Syllabus

COMPUTER SCIENCE
CLASSES IX-X
S. No. Table of Contents Page No.

Preface 5

1. Aims/Objectives of the National Curriculum (2000) 7

2. Rationale of the AKU-EB Examination Syllabus 7

3. Topics and Student Learning Outcomes of the Examination Syllabus 10

4. Scheme of Assessment 36

5. Teaching-Learning Approaches and Classroom Activities 41

6. Recommended Texts and Reference Materials 42

Definition of Cognitive Levels and Command Words in the Student

7. 42
Learning Outcomes in Examination Papers

Annex A: SSC Scheme of Studies 45

Annex B: List of Practical Activities 47

For queries and feedback

Address: AKU-Examination Board

Bungalow No. 233/ E.1 Lines, Daudpota Road, Karachi-Pakistan.
Phone: (92-21) 35224702-09
Fax: (92-21) 35224711
E-mail: [email protected]
Website: www.aku.edu/akueb

4
PREFACE
In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the
Federal Ministry of Education has begun a process of curriculum reform to improve the quality
of education through curriculum revision and textbook development (Preface, National
Curriculum documents 2000 and 2002).

AKU-EB was founded in August 2003 with the same aim of improving the quality of
education nationwide. As befits an examination board it seeks to reinforce the National
Curriculum revision through the development of appropriate examinations for the Secondary
School Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on the
latest National Curriculum and subject syllabus guidance.

AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to
English and Urdu medium candidates for SSC and HSSC from private schools anywhere in
Pakistan or abroad, and from government schools with the relevant permissions. It has been
accorded this mandate to introduce a choice of examination and associated educational
approach for schools, thus fulfilling a key objective of the National Curriculum of Pakistan:
“Autonomy will be given to the Examination Boards and Research and Development cells
will be established in each Board to improve the system” (ibid. para. 6.5.3 (ii)).

AKU-EB is committed to creating continuity of educational experience and the best

possible opportunities for its students. In consequence it offered HSSC for the first time in
September, 2007 to coincide with the arrival of its first SSC students in college or higher
secondary school. Needless to say this is not an exclusive offer. Private candidates and
students joining AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to
register as AKU-EB candidates even though they have not hitherto been associated with
AKU-EB.

This examination syllabus exemplifies AKU-EB’s commitment to national educational

goals.

• It is in large part a reproduction, with some elaboration, of the Class IX and X National
Curriculum of the subject.

• It makes the National Curriculum freely available to the general public.

• The syllabus recommends a range of suitable textbooks already in print for student purchase
and additional texts for the school library.

• It identifies areas where teachers should work together to generate classroom activities and
materials for their students as a step towards the introduction of multiple textbooks,
another of the Ministry of Education’s policy provisions for the improvement of secondary
education (ibid. para. 6.3.4).

This examination syllabus brings together all those cognitive outcomes of the National
Curriculum statement which can be reliably and validly assessed. While the focus is on the
cognitive domain, particular emphasis is given to the application of knowledge and
understanding, a fundamental activity in fostering “attitudes befitting useful and peaceful
citizens and the skills for and commitment to lifelong learning which is the cornerstone of

5
national economic development” (Preface to National Curriculum documents 2000 and
2002).

To achieve this end AKU-EB has brought together university academics, teacher trainers,
writers of learning materials and above all, experienced teachers, in regular workshops and
subject panel meetings.

AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools
to help them in planning their teaching. It is the syllabus, not the prescribed text book which
is the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can
be used to identify the training needs of subject teachers and to develop learning support
materials for students. Involving classroom teachers in these activities is an important part of
the AKU-EB strategy for improving the quality of learning in schools.

The Curriculum Wing of the Federal Ministry of Education has recently released new
subject specifications and schemes of study to take effect in September, 2008. These
documents are a major step forward towards a standards-related curriculum and have been
welcomed by AKU-EB. Our current SSC syllabuses have been revised to ensure conformity
with the new National Curriculum 2006.

We stand committed to all students entering the SSC course as well as those who have
recently embarked upon the HSSC course in facilitating their learning outcome. Our
examination syllabus document ensures all possible support.

Dr. Thomas Christie

Director,
Aga Khan University Examination Board
July 2009

6
1. Aims/Objectives of the National Curriculum (2000) 1

The objective s of teaching Computer Science at the secondary level given in the
National Curriculum document (2000) are as follows:

• “ Understand the basic concepts, theories, and laws of computer science and their
applications;
• Develop mathematical manipulation skills for designing different language
programs in Computer Science;
• Understand and appreciate the role of Information Technology in socio- economic
and cultural development of society;
• Develop skills for using and promoting Internet techniques;
• Provide sound but solid basis for further studies in the discipline of Computer
Science and Information Technology.” (p.2)

2. Rationale of the AKU-EB Examination Syllabus

2.1 General Rationale

2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE)
issued a revised part-wise Scheme of Studies according to which the total
marks for the SSC examination have been increased from 850 to 1100 from
the year 2008 and onwards. All subjects are to be taught and examined in both
classes IX and X. It is therefore important for teachers, students, parents and
other stakeholders to know:

(a) that the AKU-EB Scheme of Studies for its SSC examination (Annex
A) derives directly from the 2007 Ministry of Education Scheme of
Studies;
(b) which topics will be examined in Class IX and in Class X;
(c) at which cognitive level or levels (Knowledge, Understanding,
Application and other higher order skills) the topics and sub-topics will
be taught and examined;

2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such
guidance teachers and students have little option other than following a single
textbook to prepare for an external examination. The result is a culture of rote
memorization as the preferred method of examination preparation. The
pedagogically desirable objectives of the National Curriculum which
encourage “observation, creativity and other higher order thinking [skills]” are
generally ignored. AKU-EB recommends that teachers and students use
multiple teaching-learning resources for achieving the specific objectives of
the National Curriculum reproduced in the AKU-EB examination syllabuses.

1
Government of Pakistan (2000), National Curriculum; Computer Science Classes IX-X, Islamabad,
Ministry of Education (Curriculum Wing)

7
 2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to
make them easier for teachers to follow. Blank sheets are provided in each
syllabus for writing notes on potential lesson plans. It is expected that this
arrangement will also be found helpful by teachers in developing classroom
assessments as well as by question setters preparing material for the AKU-EB
external examinations. The AKU-EB aims to enhance the quality of education
through improved classroom practices and improved examinations.

2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with command
words such as list, describe, relate, explain, etc. The purpose of the command
words is to direct the attention of teachers and students to specific tasks that
candidates following the AKU-EB examination syllabuses are expected to
undertake in the course of their subject studies. The examination questions
will be framed using the same command words, but not necessarily the same
content, to elicit evidence of these competencies in candidates’ responses. The
definitions of command words used in this syllabus are given in Section 8. It is
hoped that teachers will find these definitions useful in planning their lessons
and classroom assessments.

2.1.5 The AKU-EB has classified SLOs under the three cognitive levels Knowledge
(K), Understanding (U) and Application of knowledge and skills (A) in order
to derive multiple choice questions and constructed response questions on a
rational basis from the subject syllabuses ensuring that the intentions of the
National Curriculum should be met in full. The weighting of marks to the
Multiple Choice and Constructed Response Papers is also derived from the
SLOs, command words and cognitive levels. In effect the SLOs derived from
the National Curriculum determine the structure of the AKU-EB subject
examination set out in Section 4 and 5.

2.1.6 Some topics from the National Curriculum have been elaborated and enriched
for better understanding of the subject and/or to better meet the needs of
students in the twenty-first century. These additional topics have been
italicized in Section 3 of this syllabus.

2.2 Specific Rationale of the AKU-EB Computer Science Examination Syllabus

2.2.1 The syllabus for computer science as prescribed by the Curriculum Wing in
National Curriculum (2000) is maintained in its entirety except for a few
changes which are made to keep the subject in line with global trends in the field
of computer education by making the syllabus more practical and providing
“hands on” experiences to students.

2.2.2 The National Curriculum is based on the assumption that students are exposed
to computers initially in Classes IX and X. Many students will have encountered
these elementary techniques much earlier. Therefore there is a need to focus on
the latest developments in technology along with the existing devices which
will lead to progression in learning computer skills.

8
2.2.3 Computer Studies is a practical subject, but the curriculum is more conceptual
than practical. However, concepts must be seen to work in practical applications.
Schools must ensure that equipment and facilities provided are adequate for
the students to be able to work as required by the syllabus.

2.2.4 The student learning outcomes as outlined in the syllabus will facilitate
both teachers and students to apply the knowledge and skills to new
problems and situations.

2.2.5 The focus on hands-on learning experiences will allow students to test a
variety of solutions, analyse results quickly and make predictions.

9
3. Topics and Student Learning Outcomes of the Examination Syllabus

Part I (Class IX)

Cognitive Levels2
Topics Student Learning Outcomes
K U A
1. Introduction to Candidates should be able to:
Computers
1.1 History and development 1.1.1 identify the names and describe the various machines they designed or * *
of computer developed to make calculations simple;
1.1.2 identify and describe the components vacuum tubes, transistors, * *
integrated circuits (ICs), microprocessors and VLSI’s according to which
computer are classified into various generations;

1.2 Types of computers: 1.2.1 describe analogue, hybrid and digital computers; *
Analogue, Hybrid and 1.2.2 classify computers according to physical size, processing power and *
digital capabilities;

1.3 Classification of digital 1.3.1 describe various types of digital computers; *

computers Micro, Mini, 1.3.2 explain the use of types of digital computers according to their physical *
Mainframe and Super size, processing power and capabilities;
computers

1.4 Introduction to 1.4.1 describe machine oriented, problem oriented languages and high level * *
programming Languages languages and differentiate between them;
(high and low level) 1.4.2 classify computer languages in various generations; *

2
K = Knowledge, U = Understanding, A= Application (for explanation see Section 8: Definition of command words used in Student Learning Outcomes and in Examination
Questions).

10
NOTES

11
 K U A
1.5 Concept of Compiler, 1.5.1 define translators; *
Interpreter and 1.5.2 differentiate among compiler, interpreter and assembler; *
Assembler 1.5.3 differentiate between compiled and interpreted languages. *

2. Computer Components Candidates should be able to:

2.1 Central processing unit 2.1.1 identify various components of CPU; * P*

(CPU) Control Unit 2.1.2 state the function of each unit and describe the relationship between the * *
Arithmetic Logic Unit internal components of a personal computer;
Buses: data bus, address
bus and control bus

2.2 Primary/Main memory 2.2.1 describe computer memory and its types i.e. primary and secondary; *
(RAM, ROM), 2.2.2 state the differences between RAM and ROM; *
Secondary memory 2.2.2 describe the need for secondary memory; *

2.3 Ports: serial and parallel 2.3.1 identify serial, parallel ports and USB; *
2.3.2 state the functions of serial and parallel ports; *
2.3.3 explain the type of data they can handle. *

3. Input Devices and Candidates should be able to:

Output Devices
3.1 Input devices (keyboard, 3.1.1 name different input devices; * P
mouse, joystick, scanner, 3.1.2 describe and demonstrate the use of a mouse and the function of right and *
trackball, light pen, voice left click;
synthesizer, microphone, 3.1.3 describe the five key groups of a keyboard; *
digital video camera, disk 3.1.4 describe suitable input devices in relation to the requirements of the *
drive) applications;

*
P= practical activities to be carried out during the teaching learning process however question in the written paper can also be asked about the application of the concept.

12
NOTES

13
 K U A
3.1.5 give reasons for the use of alternate methods of input over a standard *
keyboard or mouse;
3.2 Output devices 3.1.6 describe the at least two types of optical input devices and explain their * *
(monitors, printers and uses;
their kinds, plotters, CD
writer, disk drive 3.2.1 name various output devices; *
(hardcopy, softcopy) 3.2.2 describe suitable output devices in relation to the requirements of the *
applications;
3.2.3 reason the use of hardcopy output over softcopy output. *

4. Storage Devices Candidates should be able to:

4.1 Main Memory 4.1.1 describe characteristics of different types of main memory; *
RAM, ROM, SIMM,
DIMM
4.2 Unit of measurement bits, 4.2.1 recognize the value of units in KB MB GB TB and write these acronyms *
byte, KB, MB, GB, TB in full as words or numbers;
4.2.2 convert from one unit to another; *

4.3 Secondary Memory 4.3.1 differentiate between media and devices; *

Devices and media 4.3.2 justify the use of various devices and media in the concerned application; *
Floppy discs, hard discs, 4.3.3 describe the working of secondary memory devices; *
CD and magnetic tape 4.3.4 describe the working of serial and sequential media. *

5. Data Representation, Candidates should be able to:

data definition

5.1 Types of data; numeric, 5.1.1 identify the main categories of data; *
alphabetic, alphanumeric 5.1.2 explain the use of type of data in concerned application; *

14
NOTES

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 K U A
5.2 Number systems; 5.2.1 explain use of various number systems in computers; *
decimal, binary, octal and 5.2.2 explain the technique of representation of fixed and floating point *
hexadecimal numbers
Representation of
numbers using 1s and Os
Fixed and Floating point
number representation

5.3 Number system 5.3.1 convert from one number system to another; *
conversion

5.4 Binary arithmetic: 5.4.1 perform calculations using binary system; *

addition, subtraction,
multiplication and
division.

5.5 Coding Scheme binary 5.5.1 name various international codes *

coded, decimal, ASCII 5.5.2 state the importance of using standard International Codes. *

6. Introduction to Candidates should be able to:

Windows

6.1 Loading Windows 6.1.1 describe the operation of the Windows operating system; *
6.1.2 demonstrate the installation of windows; P

6.2 Windows icons “My 6.2.1 describe a desktop and demonstrate its use; * P
computer” “Recycle bin” 6.2.2 recognize the icons that appear on the desktop and describe their use and *
“Desktop” purpose;
6.2.3 explain and demonstrate the use of control panel folder to change the * P
desktop background settings

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NOTES

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 K U A
6.3 Start button and other 6.3.1 explain and demonstrate the use of ‘start’ button; * P
options 6.3.2 explain and demonstrate the function of ‘start’ button and the ‘task bar’; * P
6.3.3 explain and demonstrate the use of ‘shutdown’ button. * P

7. Application Software Candidates should be able to:

7.1 Word Processor 7.1.1 explain the purpose and the use of word processing in daily life; *

7.2 Loading a Word 7.2.1 demonstrate the loading of Word processor using the start button; P
processor (MS word) 7.2.2 identify the status bar, menu bar and the tool bars and demonstrate their P
use;

7.3 Typing, saving, exiting 7.3.1 create a new document by typing some text and save it and exit out of P
WP;
7.3.2 edit an already existing Word processing document and resave it; P
7.3.3 correct spelling using spell check and ‘replace and find’ a word; P

7.4 Text formatting 7.4.1 change the font style and size of the text; P
7.4.2 change the line spacing; P
7.4.3 arrange the text in columns; P
7.4.4 apply the ‘Change Case’ option P

7.5 Document formatting 7.5.1 use the status bar to copy or move a portion of a document to another P
Blocking, Moving blocks place;
of text 7.5.2 use insert option to include a picture from various sources, a symbol, P
page number and date and time ;

7.6 Indenting 7.6.1 use the format menu to indent a paragraph; P

7.7 Page layout, printing 7.7.1 select the page setup and layout according to the need; P

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NOTES

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 K U A
7.7.2 demonstrate the use of print properties including page selection; P

8. Presentation Software 8.1.1 describe the use of presentation software; *

(Power Point) 8.1.2 demonstrate the use of power point interface to create a simple P
presentation of at least 5 slides selecting a suitable template;
8.1.3 insert pictures, graphics, text, charts or table and also delete and edit P
contents on the slides;
8.1.4 run the slide show with animation effects. P

9. Computer Software Candidates should be able to:

9.1 Types of software 9.1.1 define the term software; *

(Text and graphical) 9.1.2 describe the purpose of software in a computer system; *
9.1.3 describe the types of software in computer system namely system software *
and application software.

9.2 System software 9.2.1 describe the types of system software namely utility programs and *
operating software;
9.2.2 describe the form of interface between a user and computer (text and *
graphical);
9.2.3 differentiate between DOS and Windows and their functions; *
9.2.4 explain why DOS is no longer the dominant operating system for personal *
computers;

9.3 Application software 9.3.1 e x p l a i n application software and give its examples; *

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NOTES

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 K U A
9.4 Generic software 9.4.1 define generic software with examples of word processing, spread sheet *
and database softwares;
9.4.2 describe the use of spreadsheets in exploring “what if” scenarios and *
identify the best use of this application;
9.4.3 describe the use of databases and its application; *
9.4.4 describe the advantages of integrated software packages, e.g. MS office, *
which bring different functions together to create new functions e.g. mail
merge;

9.5 DOS commands 9.5.1 define the terms ‘external’ and ‘internal’ commands in DOS; *
Executable file.exe, 9.5.2 categorize the DOS commands as external and internal; *
.com, and .bat DIR with 9.5.3 demonstrate the use of various commands in the laboratory; * P
switches (cls, date, time,
copy, ver, del, type,
format, diskcopy, print,
sys, chkdsk, edit, xcopy,
deltree, prompt Path

9.6 create or make directory 9.6.1 create a directory when required to copy a file or files; *
remove/delete command 9.6.2 remove a directory when a file or files are deleted. *
and other commonly
used commands

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NOTES

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Part II (Class X)

Cognitive Levels
Topics Student Learning Outcomes
K U A
10. Impact of computers on Candidates should be able to:
society

10.1 Social and economic 10.1.1 explain the uses of computers and its effects on society; *
effects of computers
Changes in environment
Retraining

10.2 Internet 10.2.1 explain the basic requirements to access the internet to communicate *
globally;
10.2.2 describe the hardware and software which make it possible to access the *
internet;

10.3 Virus and anti virus 10.3.1 describe a computer virus and its various types and explain its effects on *
the data;
10.3.2 describe how to combat the viruses with the help of firewalls, and other *
anti-virus programs;

10.4 Hacking (Intrusion) 10.4.1 explain the meaning of unwanted access and suggest effective measures *
to avoid it;

10.5 Plagiarism 10.5.1 discuss the importance of copyrights and licensing in computer software. *

10.6 Robotics 10.6.1 describe the use of automata e.g. robots used in the automobile industry; *
10.6.2 describe the use of artificial intelligence in defence industry and weather *
forecast.

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NOTES

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 K U A
11. Problem Solving Candidates should be able to:
11.1 The problem 11.1.1 define the term ‘problem’; *
11.1.2 describe the meaning of problem solving ; *

11.2 Analysis of the problem, 11.2.1 demonstrate the importance of breaking down the given problem into *
various components to solve it;

11.3 Algorithm 11.3.1 define the term algorithm and describe its types pseudo code and flow *
chart;
11.3.2 design an a lgorithm to solve an arithmetic or simple daily life *
problem;

11.4 Flow chart 11.4.1 recognize the standard shapes of flow charts, name them and apply * P
Symbols of Flow Chart, them in solving simple problems of daily life;
examples of flow charts,
using everyday
application

11.5 Computer Programming: 11.5.1 describe that an algorithms and a flow chart are easily converted into *
Conversion of flow chart, programming language;
Algorithm into 11.5.2 explain the meaning of computer instructions and a program *
instructions of Computer
Language.

11.6 Running and Debugging 11.6.1 define the terms running and debugging; *
the program Types of 11.6.2 identify two types of errors that occur during programming and give *
errors: syntax and logical examples of each;

11.7 Implementation and 11.7.1 explain the terms implementation and documentation. *
documentation

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NOTES

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 K U A
12. Data types Candidates should be able to:

12.1 Character set Reserve 12.1.1 recognize the different types of data; *
words, Commands and 12.1.2 recognize different types of instructions used in BASIC; *
Statements 12.1.3 identify key words of BASIC as statements, commands and functions; *

12.2 Numeric and string 12.2.1 define the terms constants and variables; *
Constants and Variables 12.2.2 differentiate between numeric and string constants and variables; *
12.2.3 assign appropriate data items to a given type of variable; *

12.3 Operators: Arithmetic, 12.3.1 convert arithmetic expressions into BASIC expressions; *
Relational and Logical 12.3.2 use the operators of BASIC language to solve an arithmetic problem; *

12.4 Hierarchy of operators, 12.4.1 demonstrate the hierarchy of operators in BASIC language; *
Arithmetic expressions, 12.4.2 compare two or more values using relational operators; *
Relational and Logical 12.4.3 demonstrate the use of logical operators to compare a value or a variable *
with more than one value or variables;

Statements 12.5.1 show the purpose and the syntax of LET statements; *
12.5 Assignment 12.5.2 assign data to a variable for various calculations; *
LET statement

12.6 INPUT/OUTPUT 12.6.1 demonstrate the purpose and the syntax of INPUT statement and Read- P
statements INPUT, Data;
READ-DATA

12.7 PRINT 12.7.1 demonstrate the purpose and the syntax of PRINT statement; P

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NOTES

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 K U A
13. Control Statements Candidates should be able to:

13.1 Transfer of control 13.1.1 explain and differentiate the use of between conditional and *
GOTO, ON …GOTO unconditional and multiple branching;
IF …THEN…ELSE, 13.1.2 use a GOTO statement for unconditional branching to remote statement; P
ON ERROR … GOTO 13.1.3 demonstrate the use of GOTO statements with IF-THEN …ELSE in a P
program;
13.1.4 demonstrate the use of ON … GOTO in a program; P

13.2 LOOPs 13.2.1 define the term Loop; *

FOR …NEXT 13.2.2 state the syntax and the purpose of statement, FOR …NEXT and WHILE *
statement, … WEND statements;
WHILE …WEND 13.2.3 use different types of looping statements in a repetitive program;. P
statement, 13.2.4 state the purpose and demonstrate the use of nested loops in a program. P
Loops and nested loop

14. Arrays Candidates should be able to:

14.1 One and two 14.1.1 define the term array and use one and two dimensional arrays; *
dimensional arrays 14.1.2 demonstrate the use of one and two dimensional arrays in a program; P

14.2 Reading, writing and 14.2.1 demonstrate reading, writing and manipulation of data using an array. P
manipulation of arrays

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NOTES

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 K U A
15. Sub-Program and File Candidates should be able to:
Handling

15.1 Functions: 15.1.1 explain the purpose of built in functions and demonstrate their use in a *
Built in functions and program;
User defined functions 15.1.2 describe and demonstrate the use of built in functions for formatted * P
output;
15.1.3 create a user defined function for simple mathematics formula; P

15.2 Subroutines 15.2.1 describe a subroutine; *

15.2.2 demonstrate the use of subroutine programs in a main program; P

15.3 Reading and writing into 15.3.1 write a short programs to make a file of names and associate a unique *
files identifier with each name;

15.4 Graphics 15.4.1 draw circles, triangles and other geometrical shapes; P
Sketching and drawing of 15.4.5 make a colour scheme by computer; P
graphics using utilities 15.4.6 draw various geometrical and other figures. P
such as DRAW and
COLOR generating line,
rectangle, circle etc.

16. Programming Candidates should be able to: P

16.1.1 write a program using BASIC (statements commands and functions);

16.1.2 write a program to demonstrate simple arithmetic operations (like P
calculation of area of triangle, volume of cylinder and speed of object,
conversion of temperature from C to F and vice-versa);

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NOTES

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 K U A
16.1.3 write a program to demonstrate use of formatted Input/Output statement, P
(calculation of grades of class for different students, selection of the
largest number out of given 12 numbers without using list);
16.1.4 write a program for the use of iteration of statement, (Read 5 values from P
keyboard and find their mean gravity and compare the mean value against
actual value 9.8 meters/sec2);
16.1.5 write a program which reads 12 values in an array and after doing some P
arithmetic operations, print the desired results;
16.1.6 repeat the experiment at para 12.8.4 using a sub-routine named “average” P
and call this sub-routine in the main program.

17. Boolean Algebra Candidates should be able to:

17.1 Boolean Constants and 17.1.1 describe Boolean constants and functions ; *
variables 17.1.2 justify the significance of Boolean Algebra in conditional statements; *

17.2 Logical operations 17.2.1 demonstrate the Boolean operators AND, NOT, OR, NAND, NOR in a *
conditional statement;

17.3 Truth table 17.3.1 demonstrate how Boolean operators can reduce complex patterns of data *
Boolean Laws and to a simple binary output in a truth table;
theorems Karnaugh Map 17.3.2 prove Boolean theorems with the help of mathematics properties. *

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NOTES

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4. Scheme of Assessment

Class IX

Table 1: Number of Student Learning Outcomes by Cognitive Level

Topic No. of SLOs

Topics Total
No. Sub-topics K U A
1 Introduction to Computers 5 4 7 3 14
2 Computer Components 3 3 6 1 10
3 Input Devices and Output Devices 2 3 6 2 11
4 Storage Devices 3 1 4 2 7
5 Data Representation, data 4 3 3 2 8
definition
6 Introduction to Windows 3 1 6 6 13
Computer Application 7 0 1 14 15
7 Word Processor
8 Presentation software 1 0 1 3 4
9 Computer Software 6 4 13 1 18
Total 34 19 47 34 100
Percentage 19 47 34 100

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 Table 2: Allocation of Marks for the Objective Test,
Constructed Response Paper and Extended Response Question
Marks
Topic No. of Constructed
Topic
No. Sub-Topics Objective Response ERQ Total
Test
Paper
1. Introduction to
5
Computers
6 5 7 18
2. Computer
3
Components
3. Input Devices and
2 -
Output Devices 4 5 9
4. Storage Devices 3
5. Data
Representation, 4 4 -
5 8
data definition
6. Introduction to
3
Windows -
Computer
6 6 12
Application
7. Word Processor 7
8. Presentation 1
9. Computer
7 5 5 8 18
Software
Total: 35 25 25 15 65
Practical
10
(see Annex B)
Total: 75

37
 Table 3: Paper Specifications

Topic Topics Marks Distribution Total

No. Marks
1. Introduction to Computers MCQ 6 @1 Mark
CRQ 1 @ 5 Marks 18
2. Computer Components ERQ 1 @ 7 Marks
Choose any ONE from TWO
3. Input Devices and Output Devices MCQ 4 @ 1 Mark
CRQ 1 @ 5 Marks 9
4. Storage Devices
5. Data Representation, data definition MCQ 4 @ 1 Mark
CRQ 1 @ 4 Marks 8
6. Introduction to Windows MCQ 6 @ 1 Mark
7. Computer Application CRQ 1 @ 6 Marks 12
• Word Processor
8. • Presentation
9. Computer Software MCQ 5 @ 1 Mark
CRQ 1 @ 5 Marks 18
*ERQ 1 @ 8 Marks
Choose any ONE from TWO
Total MCQs CRQs ERQs 65
25 25 15
Practical 10
Total 75

* Extended response questions (ERQs) will require answers in more descriptive

form. The answers will be in a paragraph form rather than a word or a single
sentence.
* There will be TWO questions and the candidates will be required to attempt
any ONE by making a choice of the TWO.

38
 Class X

Table 4: Number of Student Learning Outcomes by Cognitive Level

Topic No. of SLOs

Topics Total
No. Sub-topics K U A
10. Impact of Computers on 5 0 8 1 9
society
11. Problem Solving 7 3 5 4 12
12. Data Types 8 2 4 9 15
13. Control Statements 3 1 2 5 8
14 Arrays 1 1 - 2 3
15 Sub-programs and file handling 4 - 3 7 10
16 Programming 1 - - 7 7
17. Boolean Algebra 3 - 1 4 5
Total 32 7 22 40 70
Percentage 10 32 58 100

Table 5: Allocation of Marks for the Objective Test,

Constructed Response Paper and Extended Response Questions

Marks
Topic No. of Constructed ERQ
Topic Objective
No. Sub-Topics Response Total
Test
Paper
10. Impact of
Computers on 5 5 - 8 13
society
11. Problem Solving 7 4 5 - 9
12. Data Types 8 3 5 - 8
13. Control
3 5 5 - 10
Statements
14. Arrays 1 1 4 - 5
15. Sub-programs and
4 2 3 - 5
file handling
16. Programming 1 3 - 7 10
17. Boolean Algebra 3 2 3 - 5
Total: 32 25 25 15 65
Practical
10
(see Annex B)
Total: 75

39
 Table 6: Paper Specifications

Topic Topics Marks Distribution Total

No.
10. Impact of computers on MCQs 5 @1 Mark
society *ERQ 1 @ 8 Marks 13
Choose any ONE from TWO
11. Problem solving MCQs 4 @1 Mark 9
CRQ 1 @ 5 Marks
12. Data types MCQs 3@1 Mark 8
CRQ 1 @ 5 Marks
13. Control Statements MCQs 5 @1 Mark 10
CRQ 1 @ 5 Marks
14. Arrays MCQ 1 @ 1 Mark
CRQ 1 @ 4 Marks 5
15. Sub programs and file MCQ 2 @ 1 Mark
handling CRQ 1 @ 3 Marks 5
16. Programming MCQs 3@1 Mark 10
ERQ 1 @ 7 Marks
Choose any ONE from TWO
17. Boolean Algebra MCQ 2 @ 1 Mark
CRQ 1 @ 3 Marks each 5
Total: MCQs CRQs ERQs 65
25 25 15
Practical 10
Total: 75

* Extended response questions (ERQs) will require answers in more descriptive

form. The answers will be in a paragraph form rather than a word or a single
sentence.

4.1 Tables 1 and 4 summarize the number and nature of SLOs in each topic
in classes IX and X. This will serve as a guide in the construction of the
examination paper. It also indicates that more emphasis has been given to
Understanding (47% and 32%), Application and higher order skills (34%
and 58%) to discourage rote memorization. Tables 1 and 4 however do not
translate directly into marks.

4.2 There will be two examinations, one at the end of Class IX and one at the end
of Class X.

4.3 In each class, the theory paper will be in two parts: paper I and paper II. Both
papers will be administrated within 3 hours.

4.4 Paper I theory will consist of 25 compulsory, multiple choice items. These
questions will involve four response options.

40
4.5 Paper II theory will carry 40 marks and consist of a number of compulsory,
structured questions and a number of extended response questions. Each
extended response question will be presented in an either/or form.

4.6 Practical examination will be conducted separate from the theory paper. It will
be based on the list of practical activities listed in the syllabus.

4.7 All constructed response questions will be in a booklet which will also serve
as an answer script.

4.8 Practical exams to assess performance skills will carry 10 marks in class
IX and 10 marks in class X.

4.9 The practicals identified in the SLOs by a “P” should be carried out throughout
the academic year. It is essential for each school to equip its laboratories with
chemicals, instruments, apparatus, specimens etc. according to the
requirements of the practicals. Each school will be responsible to make sure
that each student is provided the opportunity to do the practicals.

List of practicals is attached as annex B.

5. Teaching-Learning Approaches and Classroom Activities

5.1 Computer Science is a practical subject therefore most parts of the syllabus
will need to be supplemented by a range of practical exercises. Students should
be taught the handling and use of a computer in a well-set computer lab.

5.2 Whenever new software is used, the teacher must demonstrate either
on a large monitor screen or connected to the TV so that students can see
the software and how it is used.

5.3 Case studies and small projects can be assigned to students on an individual
basis or to be solved as a group

5.4 Students can be assigned to present their case studies or other projects in the
form of a formal report using a computer.

5.5 Students should be encouraged to explore and question on topics related to

computers to satisfy their quest for computer knowledge.

5.6 The computer itself is an important demonstration device that can be used
to facilitate teaching.

5.7 Due to limited numbers of computers and also to enhance learning among
students group work on computers should be encouraged and the concept of
time sharing introduced on a practical basis.

5.8 Students can be taken on field trips to places where computers are used to
provide them exposure to not only hardware but also software components.

41
6. Recommended Texts and Reference Materials

Recommended Books

1. Punjab Textbook Board. (2007). Computer Science Textbook for Classes IX

& X. Lahore: Punjab Textbook Board.
2. Sindh Textbook Board. (2007). Computer Science Textbook for Classes IX
& X. Jamshoro: Sindh Textbook Board.
3. NWFP Textbook Board. (2007). Computer Science Textbook for Classes IX
& X. Peshawar: NWFP Textbook Board.
4. Baluchistan Textbook Board. (2007). Computer Science Textbook for
Classes IX & X. Quetta: Baluchistan Textbook Board.
5. National Book Foundation. Computer Science Textbook for Classes IX & X.
Islamabad: National Book Foundation.

Reference Book

1. Kapadia, N. and Shah, M. K. (2003). Exploring Computer Science:

textbook for Classes IX and X. Karachi: Oxford University Press.

7. Definition of Cognitive Levels and Command Words in the Student

Learning Outcomes and in Examination Papers

7.1 Definition of Cognitive Levels (Knowledge, Understanding and

Application)

Knowledge:
This requires knowing and remembering facts and figures, vocabulary and
contexts, and the ability to recall key ideas, concepts, trends, sequences,
categories, etc. It can be taught and evaluated through questions based on: who,
when, where, what, list, define, describe, identify, label, tabulate, quote, name,
state, etc.

Understanding:

This requires understanding information, grasping meaning, interpreting facts,

comparing, contrasting, grouping, inferring causes/reasons, seeing patterns,
organizing parts, making links, summarizing, solving, identifying motives,
finding evidence, etc. It can be taught and evaluated through questions based
on: why, how, show, demonstrate, paraphrase, interpret, summarize, explain,
prove, identify the main idea/theme, predict, compare, differentiate, discuss,
chart the course/direction, report, solve, etc.

Application:

This requires using information or concepts in new situations, solving problems,

organizing information and ideas, using old ideas to create new ones,
generalizing from given facts, analysing relationships, relating knowledge
from several areas, drawing conclusions, evaluating worth, etc. It can be taught
and evaluated through questions based on: differentiate, analyse, show
relationship, propose an alternative, prioritize, give reasons for, categorize,
42
 illustrate, corroborate, compare and contrast, create, design, formulate, integrate,
rearrange, reconstruct/recreate, reorganize, predict consequences etc.

7.2 Definition of Command Words:

Knowledge:
Define: Means only a formal statement about a term or function
without any examples.

Name: Identify people, places and organizations.

State: Implies a concise answer with little or no supporting argument,

e.g. a numerical answer that can be obtained by inspection.

Write: Implies making a list of desired entities or functions.

Understand:
Describe: State in words (using diagrams where appropriate) the main
points of the topic. It is often used with reference either to a
particular phenomenon or experiment. In the former instance, the
term usually implies that the answer should include reference
to (visual) observations associated with the phenomena.

Differentiate: Identify those characteristics which always or usually help us

to tell two categories apart. A list of features is required.

Discuss: Express views in a logical and lucid way considering all

aspects of a matter under discussion and draw conclusions.

Classify: State a basis for categorization of a set of related entities and

assign examples to categorize.

Compare: List the main characteristics of two entities clearly identifying

similarities (and differences).

Categorize: Put an element in a group on bases of its properties.

Identify: Pick out, recognizing specified information from a given

content or situation.

Justify: Provide evidence of understanding any concept or skill with

sufficient grounds.

Make: Putting different items together to develop a set of the desired

data or functions.

Determine: Often implies that the quantity concerned cannot be measured

directly but is obtained by calculation, substituting measured or
known values of other quantities into a standard formula, e.g.
relative molecular mass.

43
Application:
Assign: Putting data against a variable for doing a programme or a
project to achieve certain objectives.

Change: Implies switching from one programme to another or shifting

from a given computer characteristic to a desired one.

Check: Implies switching verification of given data or any computer

software or a programme.

Convert: Shift or change the given programme or data into a different

form with different characteristics.

Create: Requires developing a new programme or a set of functions from

one’s own experience.

Demonstrate: Show how one thing is related to another, usually by

physical manipulation or experiment to show a
computer related skill.

Draw: Implies a simple free hand sketch or diagram. Care should be

taken with proportions and the clear labeling of parts.

Enter: Implies feeding in the data by making use of the keyboard.

Explain: Reason or use some reference to theory, depending on the

context.

Present: Show a programme or any software function or data with related

basis.

Recognize: Involves looking at a given example and stating what it most

probably is.

Select: Choose the desirable page layout from a given document.

Set: Requires placing a software function in order for further

programming.

Show: Demonstrate or prove by evidence and or by argument.

Use: Deploy the required attribute in a constructed response or

apply any computer skill of software in a practical way.

44
 Annex A
3
SSC Scheme of Studies

AKU-EB as a national board offers qualifications for both English medium and Urdu
medium schools. The revised SSC Scheme of Studies issued by the Curriculum Wing was
implemented from September 2007. Accordingly, each SSC subject will be taught across
both the classes IX and X. The first SSC-I part wise (Class IX) examination was held in May
2008 and SSC-II (Class X) in 2009. The Science group and Humanities group subjects are
offered at SSC level. The marks allocated to subjects in the revised National Scheme of
Studies of September 2007 have been followed.

SSC I and II (Class IX and X) subjects on offer for examination

SSC Part-I (Class IX) Science Group

Marks
Subjects
Theory Practical Total
English 75 - 75
Urdu OR History and Geography of Pakistan a 75 - 75
OR Urdu-I b
Islamiyat OR Ethics c 50 - 50
Pakistan Studies 50 50
Mathematics 75 - 75
Physics 65 10 75
Chemistry 65 10 75
Biology OR Computer Science 65 10 75
Total: 520 30 550

SSC Part-II (Class X) Science Group

Marks
Subjects
Theory Practical Total
English 75 - 75
Urdu OR History and Geography of Pakistan a 75 - 75
OR Sindhi Aasan b
Islamiyat OR Ethics c 50 50
Pakistan Studies 50 - 50
Mathematics 75 - 75
Physics 65 10 75
Chemistry 65 10 75
Biology OR Computer Science 65 10 75
Total: 520 30 550
a. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory,
subject to the board’s approval.
b. Candidates from the province of Sindh may appear in “Urdu-I” in SSC Part I and in “Sindhi Aasan” in
Part II examination.
c. For non-Muslim candidates only.

3
Government of Pakistan September 2007 and May 2003. Scheme of Studies for SSC and HSSC
(Classes IX-XII). Islamabad: Ministry of Education, Curriculum Wing.

45
SSC Part-I (Class IX) Humanities Group
Subjects Marks
English 75
Urdu OR History and Geography of Pakistan a OR Urdu-I b 75
Islamiyat OR Ethics c 50
Pakistan Studies 50
General Mathematics 75
Any three of the following Elective Subjects 225
1. Geography (75 each)
2. General Science
3. Computer Science (65+10 practical)
4. Economics
5. Civics
6. History of Pakistan
7. Sindhi Elective
8. Elements of Home Economics
9. Food and Nutrition (65+10 practical)
10. Art & Model Drawing
11. Business Studies
12. Environmental Studies
13. English Literature d
14. Commercial Geography d
Total: 550
SSC Part-II (Class X) Humanities Group
Subjects Marks
English 75
Urdu OR History and Geography of Pakistan a OR Sindhi Aasan b 75
Islamiyat OR Ethics c 50
Pakistan Studies 50
General Mathematics 75
Any three of the following Elective Subjects 225
1. Geography (75 each)
2. General Science
3. Computer Science (65+10 practical)
4. Economics
5. Civics
6. History of Pakistan
7. Sindhi Elective
8. Elements of Home Economics
9. Food and Nutrition (65+10 practical)
10. Art & Model Drawing
11. Business Studies
12. Environmental Studies
13. English Literature d
14. Commercial Geography d
Total: 550
a. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory,
subject to the board’s approval.
b. Candidates from the province of Sindh may appear in “Urdu-I” in SSC Part I and in “Sindhi Aasan” in
Part II examination.
c. For non-Muslim candidates only.
d. Subject will be offered as Additional Subject.

46
 Annex B
List of Practicals

Practical for Class IX

Exp. Objective Equipment Software Time

No. (mins)
1. Start and shutdown process of a computer system PC Windows 12
2. Familiarisation with all the windows icons PC Windows 30
3. Use of a mouse for selection and opening of a file or folder PC and a mouse Windows 30
4. Opening, creating, saving, deleting and printing files in MSWord PC Windows, Word 30x3
5. Editing MSWord documents PC Windows, Word 30x3
6. Formating of MSWord document PC Windows, Word 30x3
7. Page setting and printing of MSWord document PC and a printer Windows, Word 30x2
8 Preparation of slide show PC Windows 30x3
Practical for Class X

Exp. Objective Equipment Software Time

No. (mins)
1. Writing a program to demonstrate simple arithmetic operations PC GWBASIC 30x3
2. Writing a program to demonstrate the use of formatted Input/ Output PC GWBASIC 30x3
statement along with conditional statement IF- THEN.
3. Writing a program for the iteration of statement, (use of looping statements: PC GWBASIC 30x3
FOR-NEXT and WHILE-WEND).
4. Writing a program which reads 12 values in an array and after doing some PC 30x3
arithmetic operations print the desired results GWBASIC
5. Writing a program to draw a line, a rectangle, using system designed built
PC GWBASIC 30x3
–in functions for graphics.
6. Writing a program to use a subroutine in main program
PC GWBASIC 30x2

47