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computer appls class 10 2010 syllabus
Posted Date: 01 Jul 2008 Resource Type: Articles/Knowledge Sharing Category: Syllabus
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Posted By: hima Member Level: Gold
Rating:  Points: 3
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COMPUTER APPLICATIONS (86)
The Aim:
1. To empower students by enabling them to build
their own applications.
2. 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.
3. To enable students to learn to use the World Wide
Web in order to gather knowledge and
communicate with students and the academic
community all over the world.
4. To enable students to learn to process words and
numbers, analyze data, communicate ideas
effectively and make the optimum use of
computer resources.
5. To help students learn fundamental concepts of
computing using object oriented approach in one
computer language.
6. 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
carrying 100 marks and Internal Assessment of 100
marks.
The paper will be divided into two sections A & B.
Section A (Compulsory – 40 marks) will consist of
compulsory short answer questions covering the
entire syllabus.
Section B (60 marks) will consist of questions which
will require detailed answers and there will be a
choice of questions in this section.
THEORY - 100 Marks
1. Operating System
i) Command User Interface
The need for an Operating System, the Booting
Process, Directory handling, Absolute and Relative
path names, File handling, Disk handling
Commands, Batch Files.
ii) Graphic User Interface
Working with the Graphical User Interface (GUI),
Elements of a GUI, handling files and directories
under GUI, managing the desktop.
iii) Installing the Operating System
Installing the Operating System and other software,
setting up printers.
2. The Internet
Communicating through Computers, creating an
e-mail I.D., e-mail and ftp, POP and IMAP and SMTP
for mail and the ftp protocol for file transfer; using the
World Wide Web, HTTP and web servers;
downloading information; using Search engines,
configuring the Internet.
3. Computing and Ethics
Ethical issues in computing; intellectual property
rights; protection of individual’s right to privacy; data
protection on the internet; protection against Spam;
software piracy, cyber crime, hacking, protection
against malicious intent and malicious code.
4. Word Processing
Starting and closing the word processor under a
graphic user interface; creating and saving a
document; protecting a document; editing a document,
find and replace, page layout, printing a document,
formatting a document, enhancing a document,
proofing a document, mail merge; labels & envelopes;
creating indexes and table of contents. Templates,
embedding objects.
5. Multimedia Presentation
The art and science of communication. Planning a
presentation; creating and saving a presentation in
different formats; slide layout and transition; working
with graphics, embedding audio and video clips;
recording dialogue and sounds; embedding scanned
images and objects from other software. Integrating
115
the presentation with word processors and the internet,
animation and design enhancement.
6. Spreadsheets
The need for spreadsheets; creating and saving a
spreadsheet; working with formulae; relative and
absolute referencing; editing a spreadsheet, using
functions, working with ranges, graphs and charts;
formatting a spreadsheet; working with multiple
spreadsheets; printing spreadsheets; importing
external data and working with it. Tools for analysis.
7. Database Packages
The need for database management; creating and
saving a database; editing a database; performing
calculations; modifying the structure of a database;
sorting, indexing; querying; mailing labels; report
generation. Working with multiple databases, object
linking and embedding, creating applications.
8. Elementary Concept of Objects and Classes
Modelling entities and their behaviour by objects; a
class as a specification for objects and as an object
factory; computation as message passing/function
calls between objects (many examples should be done
to illustrate this). Objects encapsulate state (attributes)
and have behaviour (functions). Class as a user
defined type.
9. Values and types
Primitive types (like int, float, boolean etc.) and their
representation and ranges, operations on primitive
values, expressions, assignment (assignment is also an
expression), attributes, constructors, functions.
Return values and function parameters, passing
parameters by value.
10. Conditionals and non-nested loops
if-then, if-then-else.
Fixed number of iterations- the for loop. Unknown
number of iterations - while loop, do-while loop.
INTERNAL ASSESSMENT - 100 Marks
This segment of the syllabus is totally practice
oriented. The accent is on acquiring basic usage skills
quickly and efficiently.
Assignments and Application Building
Students should complete a number of laboratory
assignments during the whole year to reinforce the
concepts studied in the class.
The students should build one real life application
using elements from most of the packages used (topics
1-7). Great care should be exercised to ensure that
most of the components of the packages are used
while building the application.
Important: In Class IX mostly primitive types should
be used to construct Objects.
Suggested list of Assignments:
For topics (1-7):
1. Make a complex directory structure. Switch from
one directory to another using Absolute path and
Relative path. Copy the contents of one directory
to another.
2. Create files at different locations. Copy and move
a group of files from one location to another using
wild card characters. Change file attributes and
then work with them. After all the work has been
done, delete the file and then undelete it and see
the changes.
3. Connect to net. If you are already connected start
a browser and a search engine and perform a
simple search on any of the subjects. Then
perform a Boolean search for the same topic and
note the difference. Create your own email ID and
send an e-mail.
4. A story is given in which the main character is a
lady, Mrs. James. Make changes in the document
using find and replace so that the main character
becomes a gentleman Mr. Brown. Take care of the
pronouns.
5. Design personalized invitations for a party by
using Mail Merge.
116
6. Design a presentation to launch an awareness
program like “Save the Earth”.
7. Create a presentation to highlight the activities in
your school.
8. Make projections of the chances of winning or
loosing a game on the basis of the past
performance of a team.
9. Do a ‘What if Analysis’ for setting up a new toy
factory.
10. Build a friend database to access phone nos.,
emails and addresses conveniently.
For topics (8-10):
The laboratory assignments will form the bulk of the
course. Good assignments should have problems
which require design, invention of an algorithm and
only then implementation and testing. The problems
will mimic a real life problem and require careful
design or will require an interesting algorithm to solve
it. They should also embody one or more concepts
that have been discussed in the theory class. A
significant proportion of the time has to be spent in
the laboratory. Computing can only be learnt by
doing.
Some sample problems are given below as examples.
The problems are of varying levels of difficulty:
11. Implement a Calculator class that models a hand
held calculator. It should have (at least) the
following functionality: addition, subtraction,
multiplication, integer division, remainder, unary
minus, enter, clear.
12. A student has a name, roll number, class in which
studying, and marks in 6 subjects. Design a class
for student. Write constructors, get and set
functions and separate functions to return the
total, percentage and grade.
13. Fibbonacci series is obtained by adding the
previous two terms. For example:
1,1,2,3,5,8,13,21…etc.
Fibbonacci primes are prime numbers that belong
to the Fibbonacci series. For example 2,3,5,13…
etc. Define a class NumberSeries with suitable
methods which takes an integer argument and
prints out all the Fibbonacci primes below that
number.
14. n is a perfect number if the sum of all the factors
of the number (including 1) excluding itself is n.
For example:
6 = 1+2+3
28=1+2+4+7+14
Define a class called Number Problems which
have the following functions:
int sumOfFactors(int n) - which returns sum of all
the factors of the number n except itself.
boolean isPerfect(int n) – which returns true if the
number n is perfect and false otherwise.
void perfectNos Below(int lim) - which first prints
out all perfect numbers less than lim. Each perfect
number should be printed on a single line along
with its factors (see below). So for example the
output from perfect Nos Below(10) will be:
6= (1,2,3)
Important: This list is indicative only. Teachers and
students should use their imagination to create
innovative and original assignments.
Some Ideas for Application Building:
1. Trace the evolution of Computing over the
centuries.
2. How computers affect human beings. Focus
upon the Ergonomic, Psychological and Social
aspects.
3. Visualize the future based on current
developments in technology. Focus upon its
impact and the ethical questions involved.
4. Find out how each component of the computer
works. Build a presentation to explain what
really goes on, inside a computer.
5. Build a dictionary or a thesaurus database and
use it to find synonyms, antonyms and the
pronunciation of words.
6. Build a project to store the data of various
cricket teams and output it in a variety of ways.
Make future projections on the basis of this data.
7. Collect the data on the state of air/water/noise
pollution in your area with the help of your
chemistry teacher. Use your computer to keep
track of this data and analyze it. Launch an
awareness campaign and find ways to improve
the situation. You can make pamphlets and
presentations with the help of your computer.
117
8. Ask your teacher/father/mother/Principal as to
what are the documents they need for their work.
Prepare a list and see if you can make some
templates to help them. Help them with their
budgets, accounting and future planning.
9. Write a small book of poems or quotations and
index it. Build the table of contents.
10. You are building your own web page. What
material will you require? Create it.
11. Visit your school library. Build a project to
handle the issuing and returning of books.
12. Build a project to generate various quizzes and
puzzles automatically.
13. Imagine you are organizing an event; say a
three-day computer festival in your school. Use
your computer to manage all the planning and
details.
14. Visit your Bank. Find out about the various
kinds of accounts e.g. Saving Accounts, Current
Accounts, Fixed Deposit Accounts, and
Recurring Deposit Accounts. Design a project to
handle at least one kind of account.
15. Visit a small retail organization. Build a project
to handle the bills and inventory.
16. Visit your school office. Study the teachers’
payroll system. Design a system to print pay
slips.
17. Visit a hotel. Study the various processes.
Design a project to handle the booking and
checking out.
18. Visit the LIC office. Study how they handle
various policies. Design a project to handle any
one kind of policy.
19. Design a Booklet (Giving details of the
organization, courses offered and the additional
facilities provide by the Institute), Handbills and
Posters for advertisement for a newly established
Computer Institute.
20. Create a multi page brochure for a travelling
agency, including the following points:
• Description of the places to be visited
• Schedules of various trips
• Costs Involved
Important: This list is indicative only. Teachers and
students should use their imagination to create
innovative and original applications.
Application Building Assignments (Class IX)
Proposed Guidelines for Marking
The teacher should use the criteria below to judge the
internal work done. Basically, four criteria are being
suggested: analysis, design, execution and
effectiveness. The important questions to be asked
when evaluating each criterion are shown. 25% of the
total credit is assigned to each criterion - so each is
equally important. The actual grading will be done by
the internal teacher based on his/her judgment.
However, one possible way: divide the outcome for
each criterion into one of 4 groups: excellent, good,
fair/acceptable, poor/unacceptable, then use numeric
values for each grade and add to get the total which
can be multiplied by a suitable factor to get the final
marks.
Analysis:
Has the problem been analyzed carefully?
Have suitable tools been chosen?
Design:
Is the choice of data structures proper?
Is the logic suitable for the problem?
How efficient is it?
Execution:
Does the application run correctly?
Effectiveness:
Does the application solve the problem effectively?
Criteria
(mm -40)
Analysis
(mm-10)
Design
(mm-10)
Execution
(mm-10)
Effectiveness
(mm-10)
Excellent 10 10 10 10
Good 8 8 8 8
Fair 6 6 6 6
Poor 4 4 4 4
118
EVALUATION
The teacher in-charge shall keep the record of all the
assignments and evaluate them internally.
The teacher-in-charge shall evaluate one application
built by the student. He/She shall ensure that most of
the components of the syllabus have been used
appropriately in the chosen application.
SOFTWARE FOR CLASS IX:
There is a wide variety of software packages and
operating systems available but software has
to be chosen very carefully. Schools are expected to
explore any suitable Operating System or Software
Package, which is being used currently and is likely to
be used in future, and choose it for covering topics 1-7
of the syllabus.
The criteria used in the selection of software should
be:
• It should have a good user interface so that the
beginners may learn to use it easily.
• It should be used widely and be easily available.
• The material related to the software should be
abundantly available.
In this respect the latest versions of the chosen
software should be made available.
Great emphasis should be placed on ethics. Some
people do not object to using pirated software. They
do not realize that it has something to do with ethics.
It is important to introduce these concepts to the
students in the very beginning.
For covering topics 8-10;
• Any suitable Operating System can be used.
For teaching fundamental concepts of computing
using object oriented approach, BlueJ environment
(1.2 or higher version) compatible with JDK (1.3 or
higher version) as the base or any other editor or IDE,
compatible with JDK (1.3 or higher version) as the
base may be used. Ensure that the latest versions of
software are used.
CLASS X
There will be one written paper of two hours duration
carrying 100 marks and Internal Assessment of 100
marks.
The paper will be divided into two sections A & B.
Section A (Compulsory – 40 marks) will consist of
compulsory short answer questions covering the
entire syllabus.
Section B (60 marks) will consist of questions which
will require detailed answers and there will be a
choice of questions in this section
THEORY- 100 Marks
1. Revision of Class IX Syllabus
(i) Elementary Concept of Objects and Classes
(ii) Values and types
(iii) Conditionals and non-nested loops
2. Class as the Basis of all Computation
Objects encapsulate state and behavior – numerous
examples; member variables; attributes or features.
Variables define state; member functions;
Operations/methods/ messages/ functions define
behavior.
Classes as abstractions for sets of objects; class as an
object factory; concept of type, primitive data types,
composite data types. Variable declarations for both
types; difference between the two types. Objects as
instances of a class. Modeling by composition.
3. Constructors
Default constructor, constructors with arguments,
default initialization. Overloading constructors.
4. Functions
Function as a way to define operations/methods/
messages; pure functions return values and do not
change state; impure functions may return values but
also change state, return types arguments to
functions, function prototype and function signature,
overloading. Variables of class type as references to
an object, invocation of functions on objects through
the reference, the concept of this. Argument passing
119
in functions, pass by value, what happens when a
reference is passed - side effects.
5. Class as a User Defined Type
Class as a composite type, distinction between
primitive type and composite or class types.
6. Decision Making
Application of if-then, if-then-else, switch (default,
break).
7. Iterations.
Utilization of loops. Fixed number of iterations. The
for loop, Unknown number of iterations - while loop,
do-while loop, (for loop can also be used but should
be used mainly when number of iterations are fixed),
continue, break. Nested loops.
8. Using Library Classes
Simple input, output. String, static variables and static
methods, packages and import statements.
9. Encapsulation
Private, public, scope and visibility rules. ; packages
and package level access.
10. Arrays
Arrays and their usage; sorting algorithms - selection
sort and bubble sort; Search in sorted arrays. The class
Object - compatible with all class types.
11. Operations on Files
Streams - byte and character streams, files and
operations on files, tokens and String Tokenizer and
Stream Tokenizer classes.
Important: The teachers may write classes for I/O
and give them to the students to use. The students may
need Operations on Files for their projects. However
no questions shall be asked in the theory paper from
Operations on Files.
INTERNAL ASSESSMENT - 100 Marks
Assignments and Project
The students should complete a number of laboratory
assignments during the whole year to reinforce the
concepts studied in the class.
The students should build one real life project using
the concepts taught.
Suggested list of Assignments:
Good assignments should have problems which
require design, invention of an algorithm and only
then implementation and testing. The problems will
mimic a real life problem and require careful design or
will require an interesting algorithm to solve it. They
should also embody one or more concepts that have
been discussed in the theory class. A significant
proportion of the time has to be spent in the
laboratory. Computing can only be learnt by doing.
Some sample problems are given below as examples.
The problems are of varying levels of difficulty.
1. A student has a name, roll number, class in which
studying, home address and a date of birth. First
design a suitable class for Date. Write
constructors and get and set functions. Then
design a class for student. Write constructors, get
and set functions and a function to calculate the
age of a student (use today’s date in the function).
The age should be returned as a triple (years,
month, days). You will have to define a class for
Triple and return an object of this type as the age.
2. Write a class Convert with methods as follows:
a) takes 4 arguments representing miles, yards,
feet and inches and convert them into
kilometres, meters and centimetres.
b) takes an argument representing degrees
Fahrenheit and convert it to degrees centigrade.
c) a kilobyte is interpreted in two ways: some
times it is 1000 bytes (actually correct), but often
(and traditionally) it is 210 which is 1024. Similar
discrepancies arise for mega, giga, tera and peta
(each is 1000 (or 210) times the previous one).
The function should take the 103 (standard kilo)
and give the equivalent value using 210 as a kilo
for all the above.
3. Older computers used Binary Coded Decimals
(BCD) to represent integers. In this each digit is
represented by using 4 bits. So 0 is 0000, 1 is
0001, 2 is 0010, ... 9 is 1001. The remaining 4 bit
patterns, namely 1010 onwards are illegal. So 32
bits can store up to 8 digits. To represent a
negative number the sign is also encoded using 4
bits. However, we are interested only in positive
BCD numbers. For example assuming we have 32
bits the number 123 will be represented as (0000)
5 times followed by 000100100011. Define a
class BCD with a single constructor, which takes
an integer argument and creates its BCD
equivalent. Write methods for adding, subtracting
BCD numbers.
120
4. Define a class RecurringPatterns and define
methods in it which will print the following
patterns.
a) The method takes an integer argument n and
prints the following pattern, shown for n=4.
a
a a
a a a
a a a a
a a a
a a
a
b) The method takes an integer argument and
prints the following pattern, shown for n=4.
1
121
12321
1234321
12321
121
1
c) The method takes an integer argument and
prints the following pattern, shown for n=4.
abcdcba
abc cba
ab ba
a a
ab ba
abc cba
abcdcba
Note: for the three methods above you can
assume that n<10. However, think about what you
would do if you allowed n to be a 2 or even 3 digit
integer.
5. Define class Point to model points in the X-Y
plane. Define functions to translate a point along
the X and Y axes respectively. Define a function
that calculates the distance from another point.
6. Now use the Point class to define a Rectangle
class where a rectangle is modelled by specifying
all the four corners of the rectangle. Write
separate functions to:
i) Calculate the perimeter and area of the
rectangle.
ii) Translate the rectangle along the X-axis, Yaxis
and X-Y axes (simultaneously).
7. We want to build the basic backbone of a simple
railway reservation system. The following classes
are required to model the system: Person, Date,
Train, and Rail Reservation Record. You have to
invent the requisite attributes and functions for the
various classes based on a description of the
functionality and constraints of Rail Reservation
Record object given below:
a) Reservation is made from a start station to a
destination station on a single train, in a
particular class, for a particular date, for a
person. So we are not taking care of journeys
requiring two or more trains.
b) Reservation can be made up to a maximum of
60 days and up to a minimum of 1 day before
the date of departure.
c) Reservations already made can be canceled.
d) Assume that the trains have infinite capacity.
So you need not make checks to see whether
space is available or not.
e) For reserving accommodation each
passenger’s name, gender and age is required.
f) Each Rail Reservation Record object must
have a unique reference number/string for
access purposes.
You can use classes you may have defined in some of
your earlier assignments. You can also invent more
classes than the ones listed above if you think they are
necessary. All your classes should have proper access
declarators private, public etc.
Important: This list is indicative only. The teachers
and students should use their imagination to create
innovative and original assignments.
121
Some Ideas for the Project:
Students have already been introduced to
spreadsheets, databases, word processors and
presentation software earlier. That familiarity should
be used to introduce the idea of how the software can
be designed by modeling it as operations permitted on
different objects. Other real world systems can also be
modeled on the same lines:
1. Calculators
2. Banks
3. A school
4. Toys
5. A game
6. Traffic lights
7. Elevators
8. Retail Outlets
9. An office
10. A company
11. Household gadgets like microwave ovens
12. Washing machines
13. Air Conditioners
14. Cars
15. Airplanes
16. Vending machines
17. Automatic Teller Machines (ATM )
18. A Social System
19. A musical composition
20. A clinical diagnostic system
Important: This list is indicative only. The teachers
and students should use their imagination to create
innovative and original projects.
Programming Project (Class X)
Proposed Guidelines for Marking
The teacher should use the criteria below to judge the
internal work done. Basically, four criteria are being
suggested: class design, algorithm design, coding and
documentation and execution. The important
questions to be asked when evaluating each criterion
are shown. 25% of the total credit is assigned to each
criterion - so each is equally important. The actual
grading will be done by the teacher based on his/her
judgment. However, one possible way: divide the
outcome for each criterion into one of 4 groups:
excellent, good, fair/acceptable, poor/unacceptable,
then use numeric values for each grade and add to get
the total which can be multiplied by a suitable factor
to get the final marks.
Class design:
Has a suitable class (or classes) been used?
Are all attributes with the right kinds of types present?
Is encapsulation properly done?
Is the interface properly designed?
Algorithm design:
Is the choice of data structures proper?
Is the algorithm suitable for the problem?
How efficient is it?
Coding and documentation:
Is the coding done properly? (Choice of names, no
unconditional jumps, proper organization of
conditions, proper choice of loops, error handling,
code layout) Is the documentation complete and
readable? (class documentation, variable
documentation, function documentation, constraints,
known bugs - if any)
Execution:
Does the program run on all sample input correctly?
Criteria
(Total –
40m)
Class
Design
(mm-
10)
Algorithm
Design
(mm-10)
Coding and
Documentation
(mm-10)
Execution
(mm-10)
Excellent 10 10 10 10
Good 8 8 8 8
Fair 6 6 6 6
Poor 4 4 4 4
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