ICSE 2024

ANALYSIS OF PUPIL
PERFORMANCE
COMPUTER APPLICATIONS

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
November 2024
____________________________________________________________________________________________

© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian
School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or
stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate
Examinations.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
 FOREWORD
The National Education Policy 2020 emphasises building 21st-century skills and competencies
through systemic reforms in pedagogy and assessments. It is an endeavour of Council for Indian
School Certificate Examinations (CISCE) to ensure that assessments are utilised as tools for
promoting learning and development in students rather than a mere end to the instruction year.

With the objective to provide feedback on the common errors made by the students in the board
examinations of both ISC and ICSE and to provide information on the question-wise performance of
students, CISCE releases the Analysis of Pupils’ Performance document every year. It is one of the
unique and best practice of the CISCE board, which supports the candidates in their preparation for
the upcoming board examinations.
We would like to extend our appreciation to the Research Development and Consultancy Division
(RDCD) of the CISCE for their efforts in creating this detailed document for the benefit of our
students. We also express our gratitude to the examiners who have provided meticulous feedback on
the candidates’ performance during the examinations and also suggested pedagogical interventions
for the teachers to mitigate the common errors made by the candidates.
We are sanguine that students, teachers, and parents would make the best use of this document by
going through the various sections in detail and implementing the learnings from the same for
successful performance in the upcoming examinations.

November 2024 Dr. Joseph Emmanuel

Chief Executive & Secretary
CISCE

i
 PREFACE
As you are aware, the Analysis of Pupil Performance document has been developed by the Council
for Indian School Certificate Examinations (CISCE) with the objective to provide feedback to
teachers on the performance of students in the ICSE and ISC examinations. These subject-wise
documents highlight the misconceptions that students might have related to certain topics that are
reflected as common errors made by them while answering questions in the examinations. The
document also contains certain suggestive teaching strategies to reduce the occurrence of similar
errors in forthcoming examinations by students. The criteria used for marking each question has also
been provided in brief so that the teachers and students can comprehend the scope of the question
and the correct approach to answer it. Topics in the question paper that were found to be difficult or
unclear by the majority of the candidates have also been highlighted so that teachers can lay more
stress on bringing clarity to them, along with recommendations for candidates to attempt the
examination of a particular subject keeping in mind subject-specific nitty-gritty and techniques of
answering.
The Analysis of Pupil Performance document for ICSE for the Examination Year 2024 covers the
following 16 subjects - English Language, Literature in English, Hindi, History and Civics,
Geography, Mathematics, Physics, Chemistry, Biology, Commercial Studies, Economics, Computer
Applications, Economic Applications, Commercial Applications, Environmental Science and Home
Science.
The 20 subjects covered in the ISC Analysis of Pupil Performance document for the Year 2024 are -
Accounts, English Language, Literature in English, Hindi, Economics, Commerce, Business Studies,
Mathematics, Physics, Chemistry, Biology, Elective English, History, Political Science, Geography,
Psychology, Sociology, Computer Science, Environmental Science and Home Science
I extend my appreciation and gratitude to all the ICSE and ISC examiners who have shared their
valuable comments on each question. I also acknowledge the efforts of the RDCD team of Dr. Manika
Sharma, Ms. Parul Kohli, Ms. Lyimee Saikia and Ms. Mansi Guleria, for their focused hard work
and diligence towards the preparation of this document.
We are hopeful that this document will be helpful to teachers to bring in timely interventions for the
topics required, in order to support the students in their preparation and readiness towards the
upcoming ICSE and ISC examinations. We also hope the students learn from the detailed notes on
the common errors made while answering, so as to be well-prepared with the correct answering
strategies for the upcoming ICSE and ISC examinations.

November 2024 Dr. Bhawna Taragi

Deputy Head
RDCD, CISCE

ii
 COMPUTER APPLICATIONS
SECTION A – 40 MARKS
(Attempt all questions from this Section.)

Question 1 [20]

Choose the correct answers to the questions from the given options.
(Do not copy the questions, write the correct answers only.)

(i)

Consider the above picture and choose the correct statement from the following:
(a) Polygon is the object and the pictures are classes
(b) Both polygon and the pictures are classes
(c) Polygon is the class and the pictures are objects
(d) Both polygon and the pictures are objects

(ii) int x = 98; char ch = (char)x; what is the value in ch?

(a) b
(b) A
(c) B
(d) 97

(iii) The output of the statement "CONCENTRATION".indexOf('T') is:

(a) 9
(b) 7
(c) 6
(d) (-1)

(iv) The access specifier that gives least accessibility is:

(a) package
(b) public
(c) protected
(d) private

(v) The output of the statement "talent".compareTo("genius") is:

(a) 11

1
2024 ICSE - Computer Applications

(b) –11
(c) 0
(d) 13

(vi) Which of the following is an escape sequence character in Java?

(a) /n
(b) \t
(c) /t
(d) //n

(vii) if (a>b&&b>c) then largest number is:

(a) b
(b) c
(c) a
(d) wrong expression

(viii) What is the output of Math.ceil(5.4)+Math.ceil(4.5)?

(a) 10.0
(b) 11.0
(c) 12.0
(d) 9.0

(ix) What is the method to check whether a character is a letter or digit?

(a) isDigit(char)
(b) isLetterOrDigit()
(c) isLetterOrDigit(char)
(d) isLETTERorDIGIT(char)

(x) The extension of a Java source code file is:

(a) exe
(b) obj
(c) jvm
(d) java

(xi) The number of bytes occupied by a character array of four rows and three
columns are:
(a) 12
(b) 24
(c) 96
(d) 48

2
2024 ICSE - Computer Applications

(xii) Which of the following data type cannot be used with switch case construct?
(a) int
(b) char
(c) String
(d) double

(xiii) Which of the following are entry controlled loops?

1. for
2. while
3. do..while
4. switch
(a) only 1
(b) 1 and 2
(c) 1 and 3
(d) 3 and 4

(xiv) Method which reverses a given number is:

(a) Impure method
(b) Pure method
(c) Constructor
(d) Destructor

(xv) If the name of the class is “Yellow”, what can be the possible name for its
constructors?
(a) yellow
(b) YELLOW
(c) Yell
(d) Yellow

(xvi) Invoking a method by passing the objects of a class is termed as:

(a) Call by reference
(b) Call by value
(c) Call by method
(d) Call by constructor

(xvii) The correct statement to create an object named mango of class fruit:
(a) Fruit Mango= new fruit();
(b) fruit mango = new fruit();
(c) Mango fruit=new Mango();
(d) fruit mango= new mango();

3
2024 ICSE - Computer Applications

(xviii) Assertion (A): Static method can access static and instance variables.
Reason (R): Static variable can be accessed only by static method.
(a) Assertion and Reason both are correct.
(b) Assertion is true and Reason is false.
(c) Assertion is false and Reason is true.
(d) Assertion and Reason both are false.

(xix) What is the output of the Java code given below?

String color [ ] = {"Blue", "Red", "Violet"};
System.out.println(color[2].length());
(a) 6
(b) 5
(c) 3
(d) 2

(xx) Which of the following mathematical methods returns only an integer?

(a) Math.ceil(n)
(b) Math.sqrt(n)
(c) Math.floor(n)
(d) Math.round(n)

4
2024 ICSE - Computer Applications

Comments of Examiners
(i) Many candidates were not clear about the
concept of class and object and they found the Suggestions for teachers
picture-based question confusing. − Explain the levels of class and objects and
(ii) Many candidates lacked conceptual clarity on explain that T is the structure that depicts
typecasting and were confused by ASCII the overall differentiation of class and
codes. Some of them were unsure about the object.
correct answer, as the options were given in − Provide more practice of picture-based
the form of alphabets. question in class along with giving real
(iii) A few candidates got confused with the index life examples to explain object.
numbers as they considered the beginning − Explain the Range of ASCII codes.
from 1 instead of 0 and hence incorrectly − Teach the concept of typecasting need
with appropriate examples.
derived the answer as (b) instead of the correct
− Ensure thorough practice on the
option (c). conversion between char and int through
(iv) Few candidates wrote public instead of private numerous workout examples.
as probably they were using only public − Provide sufficient practice of Multiple-
throughout the programming and may not be choice questions.
introduced to the other access specifiers. − Instruct students to write only one option
(v) Few candidates wrote the wrong options while answering multiple-choice
indicating lack of knowledge of compareTo() questions.
working. Few other candidates got confused − Instruct students to write the index
with the sign and wrote all the ASCII codes number just above the characters of the
and to calculate the value. given String starting from zero to avoid
(vi) Most of the candidates gave correct answers. any confusion.
However, few candidates got confused with (/) − Ensure thorough practice of students on
and (\). String methods involving character
extraction and indexing.
(vii) Many candidates have considered the whole
− Explain all access specifiers practically
question as a java statement and accordingly
and with examples highlight the
gave incorrect answers. limitations of each access specifier.
(viii) Most of the candidates who attempted this − Train students to calculate the difference
question answered it correctly. between the characters without writing
(ix) A number of candidates answered this the ASCII code and by providing ample
question correctly. number of examples.
(x) Majority of the candidates answered this − Teach the operators in java by clearly
question correctly. explaining the division operator (/)
(xi) Some candidates answered this question (slash).
correctly. A few candidates wrote 48 bytes − Emphasize on the importance of [\] [back
which was incorrect. slash) while teaching the escape
(xii) This question was well attempted by most of sequences along with providing many
the candidates. examples.
(xiii) Majority of the candidates answered this − Explain simple statement and compound
statement with examples.
question correctly.
− Give thorough practice of Math method
(xiv) Most of the candidates who attempted this outputs with the help of short, simple
question answered it correctly. exercises in class as a quiz or as a game.
(xv) Many candidates were confused with the case − Teach the upgraded Java IDE and adhere
of the answer. Few students gave the answer to the latest development of the language.
as ‘yellow’ where the letter ‘Y’ was not − Give thorough practice of Math method
identifiable as uppercase or lowercase outputs with the help of short, simple
(xvi) Most of the candidates answered this question exercises in class as a quiz or as a game.
correctly. − Teach the upgraded Java IDE and adhere
to the latest development of the language.

5
2024 ICSE - Computer Applications

(xvii) Majority of the candidates answered this

question correctly. However, a few
candidates were confused with the name of Suggestions for teachers
the class, object and case sensitivity. − Explain the concept of entry control and
(xviii) Some candidates were unclear with the exit control with appropriate examples
static and accessibility concept. and pictorial representation of the loop
(xix) Most of the candidates answered correctly structures which will be helpful for the
except a few who opted 3 as the answer students to understand the concept better
which was incorrect. also, make use of flowcharts.
(xx) Majority of the candidates were able to − Clarify that in entry control loops the
decision box comes first and then the
answer this question correctly.
statements, and, in an exit, control loop
the decision box comes after the
statements.
− Teach the concept of types of functions
with an emphasis on Call by reference
and Call by value with primitive and non-
primitive data types.
− Ensure practice of questions giving
importance to case sensitivity.
− Explain the features of constructors and
emphasize on the class naming
conventions.
− Demonstrate the working of a constructor
with examples and clarify the concept of
Call by Value and pass by reference
clearly to the students.
− Adhere to the scope of the syllabus and
teach accordingly.
− Explain pass by reference by giving
appropriate examples.
− Clearly explain the statement to create an
object of a class with proper syntax.
− Facilitate revision of Java statements to
create the objects of different classes by
conducting quiz in the class.
− Ensure adequate practice of Assertion
and Reason questions for all the concepts.
− Explain static and non-static methods
with appropriate examples for better
conceptual clarity.
− Explain the concept of the source file
name and its extension.
− Clarify the number of bytes occupied by
each primitive data type and provide
adequate practice of the same.
− Ensure that students can calculate the
number of elements of a double
dimensional array.

6
2024 ICSE - Computer Applications

MARKING SCHEME
Question 1
(i) (c) Polygon is the class and the pictures are objects

(ii) (a) b

(iii) (c) 6

(iv) (d) private

(v) (d) 13

(vi) (b) \t

(vii) (c) a

(viii) (b) 11.0

(ix) (c) isLetterOrDigit(char)

(x) (d) java

(xi) (b) 24

(xii) (d) double

(xiii) (b) 1 and 2

(xiv) (b) Pure method

(xv) (d) Yellow

(xvi) (a) Call by reference

(xvii) (b) fruit mango = new fruit();

(xviii) (c) Assertion is false and reason is true

(xix) (a) 6

(xx) (d) Math.round (n)

7
2024 ICSE - Computer Applications

Question 2
(i) Write Java expression for: [2]
|𝑎𝑎 + 𝑏𝑏|
√𝑎𝑎2 + 𝑏𝑏 2
(ii) Evaluate the expression when x is 4: [2]

x + = x + + * + + x % 2;

(iii) Rewrite the following do while program segment using for: [2]
x = 10; y = 20;
do
{
x++;
y++;
} while (x<=20);
System.out.println(x * y );

(iv) Give the output of the following program segment. How many times is the [2]
loop executed?
for(x=10; x>20;x++)
System.out.println(x);
System.out.println(x*2);

(v) String s1 = "45.50"; String s2 = "54.50"; [2]

double d1=Double.parseDouble(s1);
double d2=Double.parseDouble(s2);
int x= (int)(d1+d2);
What is value of x?

(vi) Consider the following two-dimensional array and answer the questions [2]
given below:
int x[ ][ ] = {{4,3,2}, {7,8,2}, {8, 3,10}, {1, 2, 9}};
(a) What is the order of the array?
(b) What is the value of x[0][0]+x[2][2]?
(vii) Differentiate between boxing and unboxing. [2]
(viii) The following code to compare two strings is compiled, the following syntax [2]
error was displayed – incompatible types – int cannot be converted to
boolean. Identify the statement which has the error and write the correct
statement. Give the output of the program segment.

8
2024 ICSE - Computer Applications

void calculate()
{
String a = "KING", b = "KINGDOM";
boolean x = a.compareTo(b);
System.out.println(x);
}
(ix) Consider the given program and answer the questions given below: [2]
class temp
{
int a;
temp()
{
a=10;
}
temp(int z)
{
a=z;
}
void print()
{
System.out.println(a);
}
void main()
{
temp t = new temp();
temp x = new temp(30);
t.print();
x.print();
}
}
(a) What concept of OOPs is depicted in the above program with two
constructors?
(b) What is the output of the method main()?

(x) Primitive data types are built in data types which are a part of the wrapper [2]
classes. These wrapper classes are encapsulated in the java.lang package. Non
primitive datatypes like Scanner class are a part of the utility package for
which an object needs to be created.
(a) To which package the Character and Boolean classes belong?
(b) Write the statement to access the Scanner class in the program.
9
2024 ICSE - Computer Applications

Comments of Examiners
(i) Many candidates either missed the math.abs Suggestions for teachers
( ) in the numerator or ignored the | | symbol. − Clearly explain Java expressions with
They were unable to understand the symbol of math method and give clear instructions
the absolute function as | |. with respect to the parenthesis and
(ii) Some candidates were not clear with the operators.
concept of pre and post increment or − Provide adequate practice with more
decrement expressions while others were expressions.
unclear with the concept of shorthand − Teach the concept of operators in class
operators. along with Pre increment or decrement –
change and use, and Post increment or
(iii)Most of the candidates failed to implement the
decrement – change and use.
conversion of a do while loop to a for loop.
− Provide more practice for evaluation of
Many candidates were not clear with multiple the expression from left to right of the
variables in the do while statement and the expression following the hierarchy of the
empty for loop. operators and not the BEDMAS or
(iv) Most of the candidates understood the false BODMAS rules.
condition at the beginning would result in − Clearly explain the conversion of one
zero iterations. But at the same time for output type of loop to another.
of the loop gave two lines about output failing − Provide practice of variety of for-
to understand the missing braces after the loop dowhile-while conversions in the class.
indicates the very next statement to be the − Ensure that students are clear with the
body of the loop. Some candidates were not concept of initialization, process to be
clear, and they did the output for all the values performed, and condition to be checked
ranging from 10 to 20 and lost marks. when converted to while and do while.
(v) Some candidates rounded off the number and − Explain that the first print statement
should be given in the loop and the
then did the addition also some of them
second should be given outside the loop.
ignored the Type casting leading to a wrong
− Provide adequate practice to ensure that
answer. A few candidates could not convert students are well versed with the concept
the string into double and just concatenated of looping.
the strings. − Provide more practice to make the
(vi) (a)Some candidates failed to understand the students well versed with the looping
concept of order of a two-dimensional statements as they are very important for
array while some others could connect to any programming languages.
their mathematics chapter matrices and − Explain the variations of loops and the
answer correctly. step-by-step execution order of a loop.
(b)Some of the candidates could not access − Teach the Rapper class methods concept
the elements of a 2D array by their index clearly with the syntax of the method and
and hence made mistakes. the return type class to which it belongs
to.
(vii) Many candidates could answer this question
− Clearly explain Type casting to the
well but a few interchanged the answers and
students and instruct how to represent the
lost marks. answer in correct and required format.
(viii) Majority of the candidates gave the correct − Explain the use of parse wrapper class
answer either by changing the data type or by and the type caste operator uses in
changing the method itself. Some candidates programs.
did not study the case study properly and − Guide students that when output is given,
simply copied the question while some others we need to follow the steps given in
made mistakes in the output. sequence.
(ix)(a)Some of the candidates were not clear with − Clarify about the order of the array, by
the concept of oops. drawing the appropriate pictures, by
(b) Most of the candidates skipped the first storing the values in an array as given in
the question.
print method call and only gave the correct
output for the x.print method.
10
2024 ICSE - Computer Applications

(x) (a)Majority of the candidates correctly gave the

answer as java.lang package. However, few Suggestions for teachers
candidates lost the mark as they have written
the answer as wrapper classes which was − Explain the concept of rows and columns
incorrect. clearly by giving real time examples.
(b)Many candidates were not clear with the − Provide enough practice of accessing the
individual elements of a 2D array with
import statement and its usage.
their RAW and column index and
demonstrate the memory structure of the
2D array.
− Explain the concept of boxing and
unboxing in simple terms with several
examples.
− Guide students how to answer
competency focused questions and
acquaint them with the error messages.
− Train students with the type of errors and
the error message.
− Create and provide practice of situation-
based questions to the students.
− Facilitate revision of programs based on
the constructor overloading with simple
examples.
− Explain the concept of global or instance
variables with multiple constructors and
object creation.
− Teach all the concepts of Java along with
the keywords so that students can
correctly interpret the questions.
− Explain the constructor used in object
creation along with the non-static method
call after the object creation.
− Guide students that if it is an output-based
question one needs to be clear about the
concept of constructor overloading.
− Explain the concept of method calling
with multiple objects.
− Explain Java.lang and Java. util with the
included classes from their respective
packages.

11
2024 ICSE - Computer Applications

MARKING SCHEME
Question 2
(i) Math.abs(a+b) / Math.sqrt(a*a+b*b)

(ii) x=4

(iii) for(x=10,y=20;x<=20;x++,y++);
System.out.println(x*y);

(iv) Output – 20
Loop is not executed even once or Zero times

(v) 100

(vi) (a) Order of the array – 4 x 3

(b) 4 + 10 = 14

(vii) Conversion of primitive type into an object of its class is called as boxing.
Conversion of an object of the wrapper class to a variable of the corresponding data type
is called as unboxing.

(viii) int x = a.compareTo(b);

–3, +3, +68, -68
boolean x = a. equals(b);
boolean x = a. equalsIgnoreCase(b);
boolean x = a==b;
Output – false

(ix) (a) Polymorphism

Overloading
Overloading constructors
Constructor overloading
Multiple constructors
(b) 10, 30

(x) (a) java.lang

(b) import java.util.*;
Scanner ob = new Scanner(System.in) ;

12
2024 ICSE - Computer Applications

SECTION B – (60 MARKS)

(Attempt any four questions from this Section.)

Question 3 [15]
DTDC a courier company charges for the courier based on the weight of the parcel. Define
a class with the following specifications:
class name: courier
Member variables: name – name of the customer
weight – weight of the parcel in kilograms
address – address of the recipient
bill – amount to be paid
type – ‘D’- domestic, ‘I’- international
Member methods:
void accept ( ) – to accept the details using the methods of the Scanner class only.
void calculate ( ) – to calculate the bill as per the following criteria:
Weight in Kgs Rate per Kg
First 5 Kgs Rs.800
Next 5 Kgs Rs.700
Above 10 Kgs Rs.500
An additional amount of Rs.1500 is charged if the type of the courier
is I (International)
void print ( ) – To print the details
void main ( ) – to create an object of the class and invoke the methods

13
2024 ICSE - Computer Applications

Comments of Examiners
Some common errors made by most of the Suggestions for teachers
candidates were:
− Teach this program to the students
• Did not write the same class name or perfectly as it is scoring and train them
variable names as mentioned in the well.
question. − Explain the declaration of variables,
accepting the variables using Scanner
• Did not use the compound statements class ONLY.
correctly. − Insist on writing the same names of the
• Not able to accept input for String and char methods and variables as given in the
data types with Scanner Class. question.
• Not having written the same member − Teach the concept of slab calculation.
method names as mentioned in the question. − Lay stress on writing the same class
• Not having written the syntax of relational name as given in the question.
operators properly. − Explain to students to declare member
variables with the appropriate data type
• Not using the correct slab calculations.
and as far as possible to stick to the
• Not able to check character condition. variable names given in the question.
• Missing double quotation marks in string − Highlight the importance of writing the
message. same method names as given in the
• Failed to print the member variable in the question.
print() method. − Demonstrate the scanner class input for
• Not having created an object of the class and each of the data types especially char and
not calling member methods. the String class.
A few candidates used the member variables of − Provide sufficient practice by solving
their choice and did not provide a variable programs in the class to show how slab-
based calculations are used in the
description table to support their answers.
program.
− Explain the occurrence of syntax errors/
compilation errors in case of writing the
wrong syntax for the operators.
− Facilitate practical classes in computer
lab to solve programs and explain how an
object is created and how to call the
member methods using the object name.
− Lay emphasis on the concept that double
quotation is a must for messages.
− Guide students to always write VDT or
use the mnemonics as given in the
question.

14
2024 ICSE - Computer Applications

MARKING SCHEME
Question 3
import java.util.*;
class courier
{ String name, address;
double bill,weight;
char type;
Scanner ob=new Scanner(System.in);
void accept()
{ System.out.println("enter name");
name = ob.next();
System.out.println("Enter address");
address=ob.nextLine();
System.out.println("Enter weight");
weight=ob.nextDouble();
System.out.println("Enter type");
type = ob.next().charAt(0);
}
void calculate()
{ if(weight<=5)
bill=weight*800;
else
if(weight>5&& weight<=10)
bill=5*800+(weight-5)*700;
else
bill=5*800+5*700+(weight-10)*500;
if(type=='I')
bill=bill+1500;
}
void print()
{ System.out.println(name+"\t"+address+"\t"+type+"\t"+weight+"\t"+bill);
}
void main()
{ courier c = new courier();
c.accept();
c.calculate();
c.print();
}
}

15
2024 ICSE - Computer Applications

Question 4 [15]

Define a class to overload the method perform as follows:

double perform (double r, double h) to calculate and return the value of
Curved surface area of cone
𝐶𝐶𝐶𝐶𝐶𝐶 = 𝜋𝜋𝜋𝜋𝜋𝜋 𝑙𝑙 = √𝑟𝑟 2 + ℎ2
void perform (int r, int c) Use NESTED FOR LOOP to generate the
following format
r = 4, c = 5 output – 12345
12345
12345
12345
void perform (int m, int n, char ch) to print the quotient of the division of m and
n if ch is Q else print the remainder of the
division of m and n if ch is R

Comments of Examiners
Some of the common errors made by the Suggestions for teachers
candidates were:
− Clearly explain the overloading concept
• Most of the candidates did not use the by giving the necessary instructions.
method overloading concept in the − While explaining emphasise that the same
program. name to the methods follow the signature
• Many candidates did not use the same of the method given in the question.
method name as given in the question. − Provide sufficient practice of programs
• Many candidates did not convert the for the concept of overloading.
mathematical expression to Java − Explain that for Methods following
statements correctly. overloading and methods written as per
• Few candidates accepted the values in the the given instructions or signature given
method instead of using the arguments. in the question, students need NOT create
an object to invoke the methods.
• Calculation of CSA in the first method
was jumbled, instead of using a return
statement candidates have used print.
• In nested loop method some candidates got confused about what to print
• Afew candidates forgot to write the println statement after the inner loop.
• In the third method some candidates calculated m/ N and m%n, but did not print the same.

16
2024 ICSE - Computer Applications

MARKING SCHEME
Question 4
class overload
{
double perform (double r, double h)
{
double l, csa;
l = Math.sqrt(r*r+h*h) ;
csa = 22.0/7*r*l;
return csa;
}
void perform(int r, int c)
{
int x,y;
for(x=1;x<=r;x++)
{
for(y=1;y<=c;y++)
{
System.out.print(y);
System.out.println();
}
}
void perform(int m, int n, char ch)
{
if(ch=='Q'||ch=='q')
System.out.println(m/n);
else
if(ch=='R' || ch=='r')
System.out.println(m%n)
}
}

17
2024 ICSE - Computer Applications

Question 5 [15]

Define a class to accept a number from user and check if it is an EvenPal number or not.
(The number is said to be EvenPal number when number is palindrome number (a number
is palindrome if it is equal to its reverse) and sum of its digits is an even number.)
Example: 121 – is a palindrome number
Sum of the digits – 1+2+1 = 4 which is an even number

Comments of Examiners
A few candidates answered this question Suggestions for teachers
correctly. Some common errors observed were:
• Many candidates failed to declare and − Clarify the concept of extracting and
initialize the variables. manipulating the digit.
− Provide practice through step wise
• Many candidates failed to save the duplicate
execution and a dry Run for the
copy of the input number. programs to give a clear picture to the
• Some students wrote to while loop constructs students.
to evaluate the reverse and sum of the digits. − Stress on the importance of storing the
• Few candidates wrote a complicated logic of original value in a temporary variable.
accepting the number in the form of a string − Emphasize on the fact that students need
extract convert. to process both true and false part of a
• Some candidates worked on the sample input condition and generate the appropriate
given and did not accept a number. message accordingly.
• Some candidates missed the message not a
evenpal number.

MARKING SCHEME
Question 5
import java.util.*;
class EvenPal
{
void EvenPal( )
{
Scanner sc= new Scanner ( System.in);
System.out.println(“enter number”);
int n=sc.nextInt();
int rev=0; int s=0; int num=n;
while(n>0)
{
int rem=n%10;
rev=rev*10+rem;
s+=rem;
n/=10;
}
if(num==rev &&s%2==0)
System.out.println(“EvenPal number”);
18
2024 ICSE - Computer Applications

else
System.out.println (“not EvenPal number”);
}
}

Question 6 [15]

Define a class to accept values into an integer array of order 4 x 4 and check whether it is a
DIAGONAL array or not. An array is DIAGONAL if the sum of the left diagonal elements
equals the sum of the right diagonal elements. Print the appropriate message.

Example:

3 4 2 5 Sum of the left diagonal elements =

2 5 2 3 3 + 5 + 2 + 1 = 11

5 3 2 7 Sum of the right diagonal elements =

1 3 7 1 5 + 2 + 3 + 1 = 11

Comments of Examiners
Suggestions for teachers
Some candidates used a loop to calculate the left
and right diagonal totals. Few candidates did not − Emphasize on reading the question
carefully and to answer accordingly.
read the question attentively and missed checking
− Explain the declaration of a 2D array and
the equality of the left and right diagonal totals.
accepting the values into the array using
scanner class or a method argument or a
constructor.
− Highlight the need to handle both the true
and false conditions and print appropriate
messages as specified in the question.

19
2024 ICSE - Computer Applications

MARKING SCHEME
Question 6
class special
{
int x[][]=new int[4][4];
special(int z[][])
{
x=z;
}
void special()
{
int r,c,ld=0,rd=0;
for(r=0;r<4;r++)
{
for(c=0;c<4;c++)
{
if(r==c)
ld+=x[r][c];
if(r+c==3)
rd+=x[r][c];
}
}
if(ld==rd)
System.out.println("Diagonal Array");
else
System.out.println("Not a diagonal array");
}
}

Question 7
[15]
Define a class pin code and store the given pin codes in a single dimensional array. Sort
these pin codes in ascending order using the Selection Sort technique only. Display the
sorted array.
110061, 110001, 110029, 110023, 110055, 110006, 110019, 110033

20
2024 ICSE - Computer Applications

Comments of Examiners
Many candidates did insertion sort instead of Suggestions for teachers
selection sort and some of the other common − Emphasize on the sorting methods bubble
errors observed were: and selection by giving several examples.
• Wrong data type for array. − Illustrate the technique of bubble sort and
• Array was not initialized. selection sort with appropriate steps on
• Array size was not correctly calculated, nor the board for different data types.
length statement was used. − Provide practice to students to do the
• Insertion or bubble sort logic implemented illustration for the given array for sorting
instead of selection sort. the array in ascending or descending
order using the Bubble sort or the
• The criteria check was not made between
Selection Sort techniques.
the two correct elements. − Clearly explain the selection sort process
• The logical operator for ascending order by giving a stepwise representation along
was inverted. with a dry run with different examples to
• Swap was not correctly implemented. make the concept clear.
• The sorted array was not displayed.
• No loop was used to display the elements of
the sorted array.

MARKING SCHEME
Question 7
class pincodes
{
public static void main(String args[])
{
int [] arr= {110061, 110001, 110029, 110023, 110055,110006,110019,110033};

int n = arr.length;
for (int i = 0; i < n-1; i++)
{
int min_idx = i;
for (int j = i+1; j < n; j++)
{if (arr[j] < arr[min_idx])
min_idx = j;}
int temp = arr[min_idx];
arr[min_idx] = arr[i];
arr[i] = temp;
}
for (int i=0; i<n; ++i)
System.out.print(arr[i]+" ");
System.out.println(); }}

21
2024 ICSE - Computer Applications

Question 8 [15]

Define a class to accept the gmail id and check for its validity.
A gmail id is valid only if it has:
 @
 . (dot)
 gmail
 com
Example: [email protected] is a valid gmail id.

Comments of Examiners
Many candidates attempted to substantiate their Suggestions for teachers
answer with various logic for this program. This − Ensure that students understand that
pattern of question was asked for the first time various string methods should be tried to
and only some candidates could answer correctly. implement the logic of the program.
Marks were allotted to candidates who have − Explain and encourage students to use
checked in the string ends with @ gmail.com. index of and substring methods to
process string data to get the solution.
− Facilitate more programs on validation
of Strings in the classroom.
− Familiarize students with all the string
methods.
− Provide adequate practice for string
methods.

MARKING SCHEME
Question 8
class validmail
{
String s;
validmail(String y)
{
s=y;
}
void check()
{
int p,q;
char ch;
p=s.indexOf('@');
q=s.indexOf('.');
if(p==-1)
{
System.out.println("invalid - no @");

22
2024 ICSE - Computer Applications

System.exit(0);
}
if(q==-1)
{
System.out.println("invalid - no .");
System.exit(0);
}
String a = s.substring(p+1,q);
String b= s.substring(q+1);
if(a.equalsIgnoreCase("gmail")==false)
{
System.out.println("invalid - no gmail");
System.exit(0);
}
if(b.equalsIgnoreCase("com")==false)
{
System.out.println("invalid - no com");
System.exit(0);
}
System.out.println("Valid Email id");
}
}

23
2024 ICSE - Computer Applications

GENERAL COMMENTS
Topics found difficult by candidates

• Question 1(ix)(a): Concept of oops

• Question 1(x): Creation of an object
• Question 1(xviii): Assertion and reasoning based questions
• Question 1: Picture based and situation-based questions
• Question 2(i): Java expressions
• Question 2(iv): Conversion of the loops
• Question 2(vi)(a): Order of the array
• Question 2(ix)(a): Constructor overloading

Concepts in which candidates got confused

• CompareTo method
• Selection Sort was confused with bubble sort
• Confusion in mathematics
• Competency and situation based questions

Suggestions for candidates

• To excel in this subject, students need to be passionate about solving problems using
programming as a tool.
• This subject requires more logical and analytical skills than rote learning.
• Practice more programming problems, output questions, and conversions.
• Practice writing the program on paper first and then executing it on the system.
• During the examination, read the instructions for each question thoroughly.
• Utilize the full 15 minutes of reading time.
• Write the variable description table for every program solved in Section B.
• Multiple-choice questions should be answered by selecting the correct option, as given
in the question. Do not write multiple answers.
• Do not waste your time writing the answer when the option is required.
• In method overloading programs, the main function need not be written; follow the
specifications given in the question, if any.
• For input of variables, the use of the Scanner class, method arguments, or a constructor
can be used.
• Write the list of variables or the variable description table for every program.

24