COMPUTER APPLICATIONS (86)

Aims:

To cmpower students by cnabling then to build 3. To develop logical and analytical thinking so
ther own applications. that they can casily solve interactive programs.
To introduce students to somc effective tools to 4. To help students learn fundamental concepts of
enable tlhem to enhance their knowledge, computing using object oriented approach in one
broaden honzons. foster creativity, improvethe computer language.
quality of work and increase effieiency.
5. To provide students with a clear idea of ethical
issues involved in the field of computing.
CLASS IX

There will be one written paper of tvo hours duration 2. Elementary Concept of Objects and Classes
carring 100 marks and lnternal Assessment of
100 marks. Modelling entities and their behaviour by objects, a
class as a specification for objects and as an object
Thepaper willbe divided into vo scctions Aand B. factory, computation as message passing method
Section A (Compulsory 40 marks) will consist of calls between objects (many examples should be
donc to illustrate this). Objects encapsulate state
compulsor short answer questions covering the entire (attributes) and have behaviour (methods). Class as
sllabus.
a user defincd data typc.
Section B (60 marks) will consist of questions which
Aclass may be regarded as a blueprint to create
will requiredetailed answers. There will be a choice
of questions in this section. objects.It may be viewed as a factory that produces
similar objects. Aclass may alsobe considered as
THEORY - 100 Marks a new datatype created by the user. that has its own
functionality.
1. Introduction toObject Oriented Programming
concepts 3. Values and data types
(i) Principles of Object Oriented Programming, Character set, ASCII code, Unicode, Escape
(Difference between Procedure Oriented and sequences, Tokens, Constants and Variables, Data
Object oriented). types, type conversions.
All the for principles of Object Oriented Escape sequences [u. it. Il, T": 1). Tokens and its
Programming should be defined and
explained using real life examples (Data types [kevwords, identifiers, literals, punctuators,
operators).primitive types and non-primitive ypes
abstraction, Inheritance, Polymorphism, with examples, lntroduce the primitive types with
Encapsulation). size in bits and bvtes, Implicit type conversionand
(ii) Introduction to JAVA Types of java Explicit type conversion.
programs - Applets and Applications, Java
Compilationproccss, Java Source code, Byte 4. Operators in Java
code, Object code, Java Virtual Machine
(JVM), Features of JAVA.
Forms of operators, Types of operators, Counters,
Accumulators, Hicrarchy of operatos, 'new
Definition of Java applets and Java operator, dot (. ) operator.
applications with examples, steps involved in
compilation process, definitions of source Forms of operators (Unary, Binary, Ternary), types
of qperators (Arithmetic, Relational,. Logical,
code, byte code, object code, JVM,features Assig1ment, Increment, Decrement, Short hand
of JAVA - Simple, Robust, secured, object operators), Discuss precedence and associativit of
oriented, platform independent, etc. operators, prefix and postfix, Creation of dvnanmic

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 memorr br using neN operator, invoking menbe's (initializations and updations). Demonstrate break
of class Ising dot operator, Introduce and continue statennents with the help of loops.
Sistem.out.println() and System.outprint) - for Loops are fundamental to computation and their
simple output. need should be shown by examples.
(Binvise and shift operators are not inchuded).
9. Nested for loops
S. Input in Java
Introduce nested loops through some simple
Initialization, Paranmeter, introduction to packages, examples. Demonstrate break and continue
Input streams (Scanner Class). types of errors, statements with the help of nested loops.
types of comments
Programs based on nested loops [ rectungular,
Initialization Data before execution, Parameters triangular [right angled triangle only] patterns].
- at the time of execution, input stream - dataentry series involving single variable.
during execution using methods of Scanner class (Nested while and nested do while ure not
[next Short), nextlint(), nextLong( ), nextFloat (),
nextDouble( ). next( ), nerLine( ), next () included,)
.charAt(0) | 10. Computing and Ethics
Discuss diferent types of errors occurring during Ethical Issues in Computing.
erecution and compilation of the program (syntax
errors, rntime errors and logical errors). Single Intellectual property rights; protection of
line comment (|) and multiline comment (/*... /) individual 's right toprivacy; data protection on
the internet; protection against Spam; softvawe
6. Mathematical Library Methods piracy. cybercrime, hacking, protection against
Introduction to package java.lang [ default , malicious intent and malicious code. The stress
methods of Math class. should be on good etiquette and ethical practices.
pow(x,y), sqrt(x), cbrt(), ceil(s), floor(x), round
(x), abs(a, max(a, b), min(a,b), random(). INTERNAL ASSESSMENT -100 Marks
Java exrpressions using all the operators and This segment of the syllabus is totally practical
methods of Math class. oriented. The accent is on acquiring basic
programming skills quickly and efficiently.
7. Conditional constructs in Java
Programming Assignments (Class IX)
Application of if, if else, if else if ladder, Students are expected to do a minimum of
switch-case, default, break.
20 assignments during the whole year to reinforce the
if. if else, if else if. Nested if, switch case, break concepts studied in the class.
statement, fall through condition in switch case,
Suggested list of Asignments:
Menu driven programs, System.exit/0) to

terminate the program. The laboratory assignments will form the bulk of the
course. Good assignments should have problems
8. Iterative constructs in Java which require design, implemcntation and testing.
They should also embody one or more concepts that
Definition, Types of looping statements, entry have been discussed in the theory class. A
controlled loops [ for, while], exit controlled loop
significant proportion of the time has to be spent in the
[do whilel, variations in looping statenments, and
Jump statements. laboratory.Computing can only be learnt by doing.
The teacher-in-charge should maintain a record of all
Syntar of entiyand exit controlled loops, break and
the assignments done as a part of practical work
continue, Simple prograns illustrating all three
loops, inter conversion from for - while - do while, throughout the year and give it due credit at the time
of cumulative evaluation at the end of the year.
finite and infinite, delay, multiple counter variables

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Some sanple problems arc given bclow as examplcs. (vii) Programs bascd on Looping Statement
The problems arc of varying levcls of difficulty: (a) Programs based on for looping statement.
(i) Prograns using Assignnment statements.
(b) Programs based on printing simple series,
Example: Calculation of Area / Volume I summation of simple series, product of
Conversion of temperature / Swapping of values simple series.
etc.
(c) Prime number, perfect number, composite
(ii) Programs based on- Input through parameters. number,Fibonacci series. Lowest Common
Example: Implementation of standard formula Multiple (LCM), Highest Common Factor
etc.
(HCF) etc.
(ii) Programs based on - Input through Scanner (d) To find the biggest and smallest number
class. from n number of entered numbers.
Example: Implementation of standard formula
etc. (e) Program based on while loop like
Armstrong number, Spy number, Niven
(iv) Programs based on Mathenmatical methods. number, Palindrome number, etc.
Example: larger/smaller of two numbers, cube nested loops
(vii) Programs based on
root, square root, absolute value, power, etc.
[rectangular, triangular(right angled triangle
(v) Programs based on if, if clse, if else if ladder, only) patterns], series involving single variable.
nested if etc.
(ix) Generate first /n multiples of numbers from 1to
(a) if programs the limit input by the user.
Larger / smaller of two numbers (x) Menu Driven programs.
Tocheck divisibility of a number, etc.
Important: This list is indicative only. Teachers and
(b) if - else programs students should use their imagination to create
Odd or even number innovative and original assignments.
Eligibility to vote
EVALUATION
Upper case or lower case
Positive or negative number Proposed Guidelines for Marking
Vowel or Consonant The teacher should use the criteria below to judge the
Buzz number etc. internal work done. Basically, four criteria are being
suggested: class design, coding and documentation,
(c) if-else-if programs variable description and execution or output. The
Programs based on discount/interest/ actual grading will be done by the teacher based on
bonus/ taxes/ commission. his/her judgment. However, one possible way: divide
Programs based on slab system. the outcome for each criterion into one of 4 groups:
Programs based on Nested if. excellent, good, fair/acceptable, poor/unacceptable.
then use numeric values for each grade and add to get
(vi) Programs on switch case. the total.
(a) Day of a week Class design:
(b) Name of the month Has a suitable class (or classes) been used?
(c) Names of the seasons Are all attributes with the right kinds of types present?
(d) Calculator Is cncapsulation properly done?
(e) Vowel or consonant etc. Is the interface properly designed?

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Coding and Documentation: Evaluation of practicalwork (Assignments) will be
done as follows:
Is the coding done properly? (choice of names, no
unconditional jumps, proper organization of Subject Teacher (Internal Examiner): 100 Marks
conditions. proper choice of loops, eror handling code
ayout). Is the documentation complete and readable? Criteria Class Variable Coding and Execution
(class documentation. (Total design description Documentation OR
variable documentation, 100 (20 (20marks) (20 marks) Output
method documentation, constraints, known bugs - if marks) marks) (40
any). marks)

Variable and Description 20 20 40

12 12 12 24
Fair

8 16
Poor

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