COMPUTER APPLICATIONS

Aims:
1. To empower students by enabling them to build 3. To develop logical and analytical thinking so that
their own applications. they can easily solve interactive programs.
2. To introduce students to some effective tools to 4. To help students learn fundamental concepts of
enable them to enhance their knowledge, broaden computing using object oriented approach in one
horizons, foster creativity, improve the quality of computer language.
work and increase efficiency. 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 two hours duration 2. Elementary Concept of Objects and Classes
carrying 100 marks and Internal Assessment of
Modelling entities and their behaviour by objects, a
100 marks.
class as a specification for objects and as an object
The paper will be divided into two sections A and B. factory, computation as message passing/method
calls between objects (many examples should be
Section A (Compulsory – 40 marks) will consist of
done to illustrate this). Objects encapsulate state
compulsory short answer questions covering the entire
(attributes) and have behaviour (methods). Class as
syllabus.
a user defined data type.
Section B (60 marks) will consist of questions which
A class may be regarded as a blueprint to create
will require detailed answers. There will be a choice of
objects. It may be viewed as a factory that produces
questions in this section.
similar objects. A class may also be considered as a
THEORY – 100 Marks new data type created by the user, that has its own
functionality.
1. Introduction to Object 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 four principles of Object Oriented
Escape sequences [\n, \t, \\, \”, \’], Tokens and its
Programming should be defined and
types [keywords, identifiers, literals, punctuators,
explained using real life examples (Data
operators], primitive types and non-primitive types
abstraction, Inheritance, Polymorphism,
with examples, Introduce the primitive types with
Encapsulation).
size in bits and bytes, Implicit type conversion and
(ii) Introduction to JAVA - Types of java Explicit type conversion.
programs – Applets and Applications, Java
Compilation process, Java Source code, Byte 4. Operators in Java
code, Object code, Java Virtual Machine
Forms of operators, Types of operators, Counters,
(JVM), Features of JAVA.
Accumulators, Hierarchy of operators, ‘new’
Definition of Java applets and Java operator, dot ( . ) operator.
applications with examples, steps involved in
Forms of operators (Unary, Binary, Ternary), types
compilation process, definitions of source
of operators (Arithmetic, Relational, Logical,
code, byte code, object code, JVM, features of
Assignment, Increment, Decrement, Short hand
JAVA - Simple, Robust, secured, object
operators), Discuss precedence and associativity of
oriented, platform independent, etc.
operators, prefix and postfix, Creation of dynamic
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 memory by using new operator, invoking members finite and infinite, delay, multiple counter variables
of class using dot operator, Introduce (initializations and updations). Demonstrate break
System.out.println() and System.out.print() for and continue statements with the help of loops.
simple output.
Loops are fundamental to computation and their
(Bitwise and shift operators are not included). need should be shown by examples.

5. Input in Java 9. Nested for loops

Initialization, Parameter, introduction to packages, Introduce nested loops through some simple
Input streams (Scanner Class), types of errors, types examples. Demonstrate break and continue
of comments statements with the help of nested loops.
Initialization – Data before execution, Parameters Programs based on nested loops [ rectangular,
– at the time of execution, input stream – data entry triangular [right angled triangle only] patterns],
during execution – using methods of Scanner class series involving single variable
[nextShort(), nextInt( ), nextLong( ), nextFloat ( ), (Nested while and nested do while are not
nextDouble( ), next( ), nextLine( ), next ( ) included).
.charAt(0) ]
Discuss different types of errors occurring during 10. Computing and Ethics
execution and compilation of the program (syntax Ethical Issues in Computing.
errors, runtime errors and logical errors). Single
line comment (//) and multiline comment (/ * …. * / Intellectual property rights; protection of
) individual’s right to privacy; data protection on the
internet; protection against Spam; software piracy,
6. Mathematical Library Methods cybercrime, hacking, protection against malicious
intent and malicious code. The stress should be on
Introduction to package java.lang [ default ], good etiquette and ethical practices.
methods of Math class.
pow(x,y), sqrt(x), cbrt(x), ceil(x), floor(x), round (x), INTERNAL ASSESSMENT - 100 Marks
abs(a), max(a, b), min(a,b), random( ).
This segment of the syllabus is totally practical
Java expressions – using all the operators and oriented. The accent is on acquiring basic programming
methods of Math class. skills quickly and efficiently.
7. Conditional constructs in Java Programming Assignments (Class IX)
Students are expected to do a minimum of
Application of if, if else, if else if ladder, 20 assignments during the whole year to reinforce the
switch-case, default, break. concepts studied in the class.
if, if else, if else if, Nested if, switch case, break Suggested list of Assignments:
statement, fall through condition in switch case,
Menu driven programs, System.exit(0) - to terminate The laboratory assignments will form the bulk of the
the program. course. Good assignments should have problems which
require design, implementation and testing. They
8. Iterative constructs in Java should also embody one or more concepts that have
been discussed in the theory class. A significant
Definition, Types of looping statements, entry proportion of the time has to be spent in the laboratory.
controlled loops [ for, while], exit controlled loop Computing can only be learnt by doing.
[do while] , variations in looping statements, and
Jump statements. The teacher-in-charge should maintain a record of all
the assignments done as a part of practical work
Syntax of entry and exit controlled loops, break and throughout the year and give it due credit at the time of
continue, Simple programs illustrating all three cumulative evaluation at the end of the year.
loops, inter conversion from for – while – do while,
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Some sample problems are given below as examples. (vii) Programs based on Looping Statement
The problems are of varying levels of difficulty:
(a) Programs based on for looping statement
(i) Programs using Assignment statements.
(b) Programs based on printing simple series,
Example: Calculation of Area / Volume /
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.
(iii) 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 number,
(iv) Programs based on Mathematical methods.
Palindrome number, etc.
Example: larger/smaller of two numbers, cube
root, square root, absolute value, power, etc. (viii) Programs based on nested loops
[rectangular, triangular(right angled triangle
(v) Programs based on if, if else, if else if ladder,
only) patterns], series involving single variable
nested if etc.
(ix) Generate first n multiples of numbers from 1 to
(a) if programs the limit input by the user.
• Larger / smaller of two numbers (x) Menu Driven programs.
• To check 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
• Upper case or lower case EVALUATION
• 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
(c) if-else-if programs suggested: class design, coding and documentation,
variable description and execution or output. The actual
• Programs based on discount/interest/ grading will be done by the teacher based on his/her
bonus/ taxes/ commission. judgment. However, one possible way: divide the
• Programs based on slab system. 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 encapsulation properly done?
(e) Vowel or consonant etc. Is the interface properly designed?

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Coding and Documentation: Evaluation of practical work (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, error handling
code layout). Is the documentation complete and Criteria Class Variable Coding and Execution
(Total- design description Documentation OR
readable? (class documentation, variable 100 (20 (20 marks) (20 marks) Output
documentation, method documentation, marks) marks) (40
constraints, known bugs – if any). marks)

Variable and Description Excellent 20 20 20 40

Format for variable description:
Name of the Data Type Purpose/Description Good 16 16 16 32
variable
Fair 12 12 12 24

Poor 8 8 8 16

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