COMPUTER

APPLICATIONS

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 SYLLABUS

Latest Syllabus For the

Academic Year - 2022-23
CLASS IX COMPUTER APPLICATION (86)
Aims:
(i) To empower students by enabling them to build their own applications.
(ii) To introduce students to some effective tools to enable them to enhance their knowledge, broaden horizons, foster
creativity, improve the quality of work and increase efficiency.
(iii) To develop logical and analytical thinking so that they can easily solve interactive programs.
(iv) To help students learn fundamental concepts of computing using object oriented approach in one computer lan-
guage.
(v) To provide students with a clear idea of ethical issues involved in the field of computing.

There will be one written paper of two hours duration carrying factory, computation as message passing/method calls
100 marks and Internal Assessment of 100 marks. between objects (many examples should be done to
The paper will be divided into two sections A and B. illustrate this). Objects encapsulate state (attributes)
Section A (Compulsory – 40 marks) will consist of compulsory and have behaviour (methods). Class as a user defined
short answer questions covering the entire syllabus. data type.
Section B (60 marks) will consist of questions which will require A class may be regarded as a blueprint to create objects. It
detailed answers. There will be a choice of questions in this may be viewed as a factory that produces similar objects. A
section. class may also be considered as a new data type created by the
THEORY – 100 Marks user, that has its own functionality.
1. Introduction to Object Oriented Programming 3. Values and data types
concepts Character set, ASCII code, Unicode, Escape sequences,
(i) Principles of Object Oriented Programming, Tokens, Constants and Variables, Data types, type
(Difference between Procedure Oriented and conversions.
Object oriented). Escape sequences [\n, \t, \\, \”, \’], Tokens and its types
All the four principles of Object Oriented Programming [keywords, identifiers, literals, punctuators, operators],
should be defined and explained using real life examples primitive types and non-primitive types with examples,
(Data abstraction, Inheritance, Polymorphism, Introduce the primitive types with size in bits and bytes,
Encapsulation). Implicit type conversion and Explicit type conversion.
(ii) Introduction to JAVA - Types of java programs 4. Operators in Java
– Applets and Applications, Java Compilation Forms of operators, Types of operators, Counters,
process, Java Source code, Byte code, Object code,
Accumulators, Hierarchy of operators, ‘new’ operator,
Java Virtual Machine (JVM), Features of JAVA.
dot ( . ) operator.
Definition of Java applets and Java applications with
Forms of operators (Unary, Binary, Ternary), types of
examples, steps involved in compilation process,
operators (Arithmetic, Relational, Logical, Assignment,
definitions of source code, byte code, object code, JVM,
Increment, Decrement, Short hand operators), Discuss
features of JAVA - Simple, Robust, secured, object
precedence and associativity of operators, prefix and postfix,
oriented, platform independent, etc.
Creation of dynamic memory by using new operator, invoking
2. Elementary Concept of Objects and Classes members of class using dot operator, Introduce System.out.
Modelling entities and their behaviour by objects, println() and System.out.print() for simple output.
a class as a specification for objects and as an object (Bitwise and shift operators are not included).

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5. Input in Java 9. Nested for loops
Initialization, Parameter, introduction to packages, Introduce nested loops through some simple examples.
Input streams (Scanner Class), types of errors, types of Demonstrate break and continue statements with the
comments help of nested loops.
Initialization – Data before execution, Parameters – at the Programs based on nested loops [ rectangular, triangular
time of execution, input stream – data entry during execution [right angled triangle only] patterns], series involving single
– using methods of Scanner class [nextShort(), nextInt( ), variable.
nextLong( ), nextFloat ( ), nextDouble( ), next( ), nextLine( ),
(Nested while and nested do while are not included.)
next ( ) .charAt(0) ]
10. Computing and Ethics
Discuss different types of errors occurring during execution
and compilation of the program (syntax errors, runtime Ethical Issues in Computing.
errors and logical errors).Single line comment (//) and Intellectual property rights; protection of individual’s right
multiline comment (/* … */ ) to privacy; data protection on the internet; protection against
Spam; software piracy, cybercrime, hacking, protection
6. Mathematical Library Methods
against malicious intent and malicious code. The stress
Introduction to package java.lang [ default ], methods
should be on good etiquette and ethical practices.
of Math class.
INTERNAL ASSESSMENT - 100 Marks
pow(x,y), sqrt(x), cbrt(x), ceil(x), floor(x), round (x), abs(a),
max(a, b), min(a,b), random( ). This segment of the syllabus is totally practical oriented.
Java expressions – using all the operators and methods of The accent is on acquiring basic programming skills
Math class. quickly and efficiently.
7. Conditional constructs in Java Programming Assignments (Class IX)
Application of if, if else, if else if ladder, switch-case, Students are expected to do a minimum of 20
default, break. assignments during the whole year to reinforce the
if, if else, if else if, Nested if, switch case, break statement, concepts studied in the class.
fall through condition in switch case, Menu driven programs,
Suggested list of Assignments:
System.exit(0) - to terminate the program.
The laboratory assignments will form the bulk of the
8. Iterative constructs in Java
course. Good assignments should have problems
Definition, Types of looping statements, entry
which require design, implementation and testing.
controlled loops [ for, while], exit controlled loop [do
They should also embody one or more concepts that
while] , variations in looping statements, and Jump
have been discussed in the theory class. A significant
statements.
proportion of the time has to be spent in the laboratory.
Syntax of entry and exit controlled loops, break and continue,
Computing can only be learnt by doing.
Simple programs illustrating all three loops, inter conversion
from for – while – do while, finite and infinite, delay, The teacher-in-charge should maintain a record of

multiple counter variables (initializations and updations). all the assignments done as a part of practical work

Demonstrate break and continue statements with the help of throughout the year and give it due credit at the time

loops. of cumulative evaluation at the end of the year.

Loops are fundamental to computation and their need Some sample problems are given below as examples.
should be shown by examples. The problems are of varying levels of difficulty:

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(i) Programs using Assignment statements. (c) Prime number, perfect number, composite
Example: Calculation of Area / Volume / Conversion number, Fibonacci series. Lowest Common
of temperature / Swapping of values etc. Multiple (LCM), Highest Common Factor
(ii) Programs based on– Input through parameters. (HCF) etc.

Example: Implementation of standard formula etc. (d) To find the biggest and smallest number from n
number of entered numbers.
(iii) Programs based on – Input through Scanner class.
(e) Program based on while loop like Armstrong
Example: Implementation of standard formula etc.
number, Spy number, Niven number,
(iv) Programs based on Mathematical methods.
Palindrome number, etc.
Example: larger/smaller of two numbers, cube root,
(viii) Programs based on nested loops [rectangular,
square root, absolute value, power, etc.
triangular(right angled triangle only) patterns],
(v) Programs based on if, if else, if else if ladder, nested series involving single variable.
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
(b) if -else programs and students should use their imagination to
• Odd or even number create innovative and original assignments.

• Eligibility to vote EVALUATION

• Upper case or lower case Proposed Guidelines for Marking

• Positive or negative number The teacher should use the criteria below to judge the
internal work done. Basically, four criteria are being
• Vowel or Consonant
suggested: class design, coding and documentation,
• Buzz number etc.
variable description and execution or output. The
(c) if-else-if programs actual grading will be done by the teacher based on
• Programs based on discount/interest/ bonus/ his/her judgment. However, one possible way: divide
taxes/ commission. the outcome for each criterion into one of 4 groups:
• Programs based on slab system. excellent, good, fair/acceptable, poor/unacceptable,
then use numeric values for each grade and add to get
• Programs based on Nested if.
the total.
(vi) Programs on switch case.
Class design:
(a) Day of a week Has a suitable class (or classes) been used?
(b) Name of the month Are all attributes with the right kinds of types present?
(c) Names of the seasons Is encapsulation properly done?
Is the interface properly designed?
(d) Calculator
Coding and Documentation:
(e) Vowel or consonant etc.
Is the coding done properly? (choice of names,
(vii)Programs based on Looping Statement
no unconditional jumps, proper organization of
(a) Programs based on for looping statement conditions, proper choice of loops, error handling code
(b) Programs based on printing simple series, layout). Is the documentation complete and readable?
summation of simple series, product of simple (class documentation, variable documentation, method
series. documentation, constraints, known bugs – if any).

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Variable and Description Criteria Class Variable Coding Execu-
Format for variable description: (Total-100 design description and Docu- tion OR
marks) (20 (20 marks) mentation Output
Name of the Data Type Purpose/Description marks) (20 marks) (40
variable marks)
Excellent 20 20 20 40
Good 16 16 16 32

Evaluation of practical work (Assignments) will be Fair 12 12 12 24

done as follows: Poor 8 8 8 16

Subject Teacher (Internal Examiner): 100 marks qq

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