Analysis of Pupil

Performance

COMPUTER
APPLICATIONS
ICSE

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations

New Delhi
 Year 2018
__________________________________________________________________________________

Published by:
Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations
Pragati House, 3rd Floor
47-48, Nehru Place
New Delhi-110019

Tel: (011) 26413820/26411706

E-mail: council@cisce.org

© 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.

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 FOREWORD

This document of the Analysis of Pupils’ Performance at the ISC Year 12 and ICSE Year 10
Examination is one of its kind. It has grown and evolved over the years to provide feedback to
schools in terms of the strengths and weaknesses of the candidates in handling the examinations.

We commend the work of Mrs. Shilpi Gupta (Deputy Head) of the Research Development and
Consultancy Division (RDCD) of the Council and her team, who have painstakingly prepared this
analysis. We are grateful to the examiners who have contributed through their comments on the
performance of the candidates under examination as well as for their suggestions to teachers and
students for the effective transaction of the syllabus.

We hope the schools will find this document useful. We invite comments from schools on its
utility and quality.

Gerry Arathoon
October 2018 Chief Executive & Secretary

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 PREFACE

The Council has been involved in the preparation of the ICSE and ISC Analysis of Pupil Performance
documents since the year 1994. Over these years, these documents have facilitated the teaching-learning
process by providing subject/ paper wise feedback to teachers regarding performance of students at the ICSE
and ISC Examinations. With the aim of ensuring wider accessibility to all stakeholders, from the year 2014,
the ICSE and the ISC documents have been made available on the Council’s website www.cisce.org.

The documents include a detailed qualitative analysis of the performance of students in different subjects
which comprises of examiners’ comments on common errors made by candidates, topics found difficult or
confusing, marking scheme for each answer and suggestions for teachers/ candidates.

In addition to a detailed qualitative analysis, the Analysis of Pupil Performance documents for the Examination
Year 2018 have a component of a detailed quantitative analysis. For each subject dealt with in the document,
both at the ICSE and the ISC levels, a detailed statistical analysis has been done, which has been presented in
a simple user-friendly manner.

It is hoped that this document will not only enable teachers to understand how their students have performed
with respect to other students who appeared for the ICSE/ISC Year 2018 Examinations, but also provide
information on how they have performed within the Region or State, their performance as compared to other
Regions or States, etc. It will also help develop a better understanding of the assessment/ evaluation process.
This will help teachers in guiding their students more effectively and comprehensively so that students prepare
for the ICSE/ ISC Examinations, with a better understanding of what is required from them.

The Analysis of Pupil Performance document for ICSE for the Examination Year 2018 covers the following
subjects: English (English Language, Literature in English), Hindi, History, Civics and Geography (History
and Civics, Geography), Mathematics, Science (Physics, Chemistry, Biology), Commercial Studies,
Economics, Computer Applications, Economic Applications, Commercial Applications.
Subjects covered in the ISC Analysis of Pupil Performance document for the Year 2018 include English
(English Language and Literature in English), Hindi, Elective English, Physics (Theory), Chemistry (Theory),
Biology (Theory), Mathematics, Computer Science, History, Political Science, Geography, Sociology,
Psychology, Economics, Commerce, Accounts and Business Studies.

I would like to acknowledge the contribution of all the ICSE and the ISC examiners who have been an integral
part of this exercise, whose valuable inputs have helped put this document together.

I would also like to thank the RDCD team of, Dr. M.K. Gandhi, Dr. Manika Sharma, Mrs. Roshni George and
Mrs. Mansi Guleria who have done a commendable job in preparing this document.

Shilpi Gupta
October 2018 Deputy Head - RDCD

ii

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 CONTENTS

Page No.

FOREWORD i

PREFACE ii

INTRODUCTION 1

QUANTITATIVE ANALYSIS 3

QUALITATIVE ANALYSIS 10

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 INTRODUCTION

This document aims to provide a comprehensive picture of the performance of candidates in the
subject. It comprises of two sections, which provide Quantitative and Qualitative analysis results in
terms of performance of candidates in the subject for the ICSE Year 2018 Examination. The details
of the Quantitative and the Qualitative analysis are given below.

Quantitative Analysis
This section provides a detailed statistical analysis of the following:

 Overall Performance of candidates in the subject (Statistics at a Glance)

 State wise Performance of Candidates
 Gender wise comparison of Overall Performance
 Region wise comparison of Performance
 Comparison of Region wise performance on the basis of Gender
 Comparison of performance in different Mark Ranges and comparison on the basis of Gender for
the top and bottom ranges
 Comparison of performance in different Grade categories and comparison on the basis of Gender
for the top and bottom grades

The data has been presented in the form of means, frequencies and bar graphs.

Understanding the tables

Each of the comparison tables shows N (Number of candidates), Mean Marks obtained, Standard
Errors and t-values with the level of significance. For t-test, mean values compared with their
standard errors indicate whether an observed difference is likely to be a true difference or whether it
has occurred by chance. The t-test has been applied using a confidence level of 95%, which means
that if a difference is marked as ‘statistically significant’ (with * mark, refer to t-value column of the
table), the probability of the difference occurring by chance is less than 5%. In other words, we are
95% confident that the difference between the two values is true.

t-test has been used to observe significant differences in the performance of boys and girls, gender
wise differences within regions (North, East, South and West), gender wise differences within marks
ranges (Top and bottom ranges) and gender wise differences within grades awarded (Grade 1 and
Grade 9) at the ICSE Year 2018 Examination.

The analysed data has been depicted in a simple and user-friendly manner.

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 Given below is an example showing the comparison tables used in this section and the manner in
which they should be interpreted.

The table shows comparison

between the performances of boys
and girls in a particular subject.
Comparison on the basis of Gender
The t-value of 11.91 is significant at
Gender N Mean SE t-value 0.05 level (mentioned below the
Girls 2,538 66.1 0.29 table) with a mean of girls as 66.1
11.91*
Boys 1,051 60.1 0.42 and that of boys as 60.1. It means
*Significant at 0.05 level
that there is significant difference
between the performance of boys
and girls in the subject. The
probability of this difference
occurring by chance is less than 5%.
The mean value of girls is higher
than that of boys. It can be
interpreted that girls are performing
significantly better than boys.

The results have also been depicted

pictographically. In this case, the girls
performed significantly better than the
boys. This is depicted by the girl with a
medal.

Qualitative Analysis
The purpose of the qualitative analysis is to provide insights into how candidates have performed in
individual questions set in the question paper. This section is based on inputs provided by examiners
from examination centres across the country. It comprises of question wise feedback on the
performance of candidates in the form of Comments of Examiners on the common errors made by
candidates along with Suggestions for Teachers to rectify/ reduce these errors. The Marking Scheme
for each question has also been provided to help teachers understand the criteria used for marking.
Topics in the question paper that were generally found to be difficult or confusing by candidates,
have also been listed down, along with general suggestions for candidates on how to prepare for the
examination/ perform better in the examination.

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QUANTITATIVE ANALYSIS

STATISTICS AT A GLANCE

Total Number of
Candidates: 1,09,005

Mean Marks: Highest Marks: 100

83.5 Lowest Marks: 03

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 PERFORMANCE (STATE-WISE & FOREIGN)

West Bengal 82.7

Uttarakhand 83.9
Uttar Pradesh 81.7
Tripura 83.1
Telangana 82.9
Tamil Nadu 87.0
Sikkim 75.5
Rajasthan 82.7
Punjab 82.5
Puducherry 74.3
Odisha 82.9
New Delhi 93.4
Meghalaya 83.9
Maharashtra 88.7
Madhya Pradesh 79.1
Kerala 87.8
Karnataka 86.8
Jharkhand 82.2
Himachal Pradesh 82.1
Haryana 87.0
Gujarat 81.6
Goa 91.8
Chhattisgarh 76.4
Chandigarh 91.8
Bihar 85.1
Assam 84.7
Andhra Pradesh 80.8
Foreign 89.3

The States/UTs of New Delhi, Goa and Chandigarh secured highest

mean marks. Mean marks secured by candidates studying in schools
abroad were 89.3.
4

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 GENDER-WISE COMPARISON

GIRLS BOYS
Mean Marks: 83.9 Mean Marks: 83.1
Number of Number of
Candidates: 46,840 Candidates: 62,165

Comparison on the basis of Gender

Gender N Mean SE t-value
Girls 46,840 83.9 0.06 9.03*
Boys 62,165 83.1 0.06
*Significant at 0.05 level

Girls performed
significantly better than
boys.

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 REGION-WISE COMPARISON

East North
Mean Marks: 82.8 Mean Marks: 81.9

Number of Number of
Candidates: 36,258 Candidates: 41,475

Highest Marks: 100 Highest Marks: 100

Lowest Marks: 28 Lowest Marks: 03

Mean Marks: 85.8 REGION Mean Marks: 87.3

Number of Number of
Candidates: 22,173 Candidates: 8,838

Highest Marks: 100 Mean Marks: 89.3 Highest Marks: 100

Lowest Marks: 40 Lowest Marks: 31
Number of
South Candidates: 261 West

Highest Marks: 100

Lowest Marks: 44

Foreign

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 Mean Marks obtained by Boys and Girls-Region wise
89.3 89.4
87.6
87.1
86.3
85.3

83.1
82.3 82.6
81.6

North East South West Foreign

Comparison on the basis of Gender within Region

Region Gender N Mean SE t-value
Girls 17,367 82.3 0.10
North (N) Boys 24,108 81.6 0.09
4.99*
Girls 15,002 83.1 0.11
East (E) Boys 21,256 82.6 0.10
2.90*
Girls 10,916 86.3 0.10
South (S) Boys 11,257 85.3 0.12
6.01*
Girls 3,437 87.6 0.21
West (W) Boys 5,401 87.1 0.18
1.81
Girls 118 89.3 1.12
Foreign (F) Boys 143 89.4 1.12
-0.07
*Significant at 0.05 level

REGION (N, E, S)

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 MARK RANGES :
COMPARISON GENDER-WISE

Comparison on the basis of gender in top and bottom mark ranges

Marks Range Gender N Mean SE t-value
Girls 30,274 92.0 0.03
Top Range (81-100) Boys 39,012 92.7 0.03
-15.22*
Girls 0 0 0
Bottom Range (0-20) Boys 2 5 2
-
*Significant at 0.05 level

Boys Girls All Candidates

Marks Range (81-100)
92.7
81 - 100 92.0
92.4

71.2
61 - 80 71.8
Marks Range (81-100) 71.5

54.8
41 - 60 55.4
55.0

36.8
21 - 40 36.8
36.8

5.0
0 - 20
5.0

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 GRADES AWARDED :
COMPARISON GENDER-WISE
Comparison on the basis of gender in Grade 1 and Grade 9

Grades Gender N Mean SE t-value

Girls 19,945 95.5 0.02
Grade 1 Boys 27,429 95.8 0.02
-10.31*
Girls 0 0 0
Grade 9 Boys 2 5.0 2.00
-
*Significant at 0.05 level

Boys Girls All Candidates

95.8
Grade 1 1 95.5
95.7
84.8
2 84.8
84.8
75.6
3 75.7
75.7
66.7
Grade 1 4 66.9
66.8
57.3
5 57.5
57.4
48.5
6 48.5
48.5
41.1
7 40.7
41.0
30.0
8 31.0
30.1
5.0
9
5.0

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QUALITATIVE ANALYSIS

SECTION A (40 Marks)

Attempt all questions

Question 1
(a) Define abstraction. [2]

(b) Differentiate between searching and sorting. [2]

(c) Write a difference between the functions isUpperCase( ) and toUpperCase( ). [2]

(d) How are private members of a class different from public members? [2]

(e) Classify the following as primitive or non-primitive datatypes: [2]

(i) char
(ii) arrays
(iii) int
(iv) classes

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 Comments of Examiners
(a) Many candidates, instead of writing the definition of Suggestions for teachers
abstraction, wrote the definition of encapsulation Some
candidates did not write important keywords like - Explain in detail with relevant
hiding the background details or showing the essential examples, the basic principles of Oops
details. and difference between them.
- Emphasize the importance of the
(b) Some candidates wrote the types of searching and
keywords in the definitions and stress
sorting instead of their differences based on Java on their usage while writing the
programming. A few candidates used the same words definitions.
as given in the question i.e. searching means to search - Explain to the students, the meaning
something and sorting means sorting data. of and the difference between the
(c) Majority of the candidates were not clear about the terms searching and sorting as a
difference between Character class functions and concept to be used in programming
String functions. Most of the candidates were not with illustrations.
aware that isUpperCase() happens to be a Character - Teach the different Character
class function. functions and String functions with
(d) Majority of the candidates wrote very general answers examples
like- can be seen by everyone or shown to or used by - Encourage the students to use
everyone or public premises or cannot be seen by different functions in programming.
everyone or only user can see or use, or everything is - Program segments with library
functions to write the output or return
not shown or private premises.
data type or purpose or questions will
(e) Most of the candidates were able to answer this improve their learning.
question. However, a few candidates got confused - Ensure that students understand the
between primitive and non-primitive data types. meaning of all technical terms and
their use.
- Train students to write the answers as
per Java, rather than writing general
meaning of the terms.
- Explain primitive and non-primitive
data types with examples. Also give
sufficient practice to the students on
questions based on data types

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 MARKING SCHEME
Question 1
(a) abstraction: the act of representing essential features and hide unnecessary or background
details is called abstraction.
(b) Searching Sorting
To find an element in an array is To arrange the elements in an order
called searching. is called sorting.

(c) isUpperCase toUpperCase

CHECKS whether a given character CONVERTS the character to its

is an uppercase letter or not upper case
Output of this function is boolean Output of this function is character.
(d) public members can be accessed from any other class.
private members can only be accessed within the declared class.
(e) char – primitive array – non-primitive int – primitive class – non primitive

Question 2
(a) (i) int res = 'A'; [2]

What is the value of res?

(ii) Name the package that contains wrapper classes.

(b) State the difference between while and do while loop. [2]

(c) System.out.print("BEST "); [2]

System.out.println("OF LUCK");

Choose the correct option for the output of the above statements

(i) BEST OF LUCK

(ii) BEST

OF LUCK

(d) Write the prototype of a function check which takes an integer as an argument and [2]
returns a character.

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 (e) Write the return data type of the following function. [2]

(i) endsWith()

(ii) log()

Comments of Examiners
(a) (i) Majority of the candidates wrote the answer as ‘A’ Suggestions for teachers
or “A” or A. Candidates were unable to
understand the implicit conversion. - Explain type of conversions, explicit
and implicit, with examples especially
(ii) Most of the candidates were able to answer this
character type to integer type and
question. However, some candidates wrote io or ASCII code and vice-versa.
util as the answer while a few candidates wrote the - Ensure that all concepts of the lesson
answer Lang or in capital letters LANG. on wrapper classes are clear to the
(b) Most of the candidates were able to answer this students.
question. However, some candidates interchanged - Explain the concept of while and
teach this concept with output printing
the answers.
questions.
(c) Majority of the candidates were unable to select the - Clarify the working of println()
correct option for the output of the given statements method explicitly.
as either they seemed to be unclear of the working of - Give practice to the students in the
computer lab, of print() and println()
the println() method or did not read all the options methods, with ample examples.
carefully. - Explain to the students the purpose of
(d) Several candidates could not write the prototype of prototype and every segment of the
the function given in the question. prototype clearly
− Ensure that the students have
(e) (i) Many candidates, instead of writing Boolean, understood the data types of the
wrote return type as String. parameters
(ii) Many candidates wrote return type as float or − While teaching in-built functions,
integer. Some candidates mentioned data types ensure that return data type of each
function, whether mathematical or
with the first letter in uppercase.
character or string, has been
explained, with examples, to th
students
− Explain the difference between the
data types and the wrapper classes
with examples.

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 MARKING SCHEME
Question 2
(a) (i) 65
(ii) lang
(b)
while loop do while loop
Entry controlled loop Exit controlled loop
If condition is false in the beginning Loop will execute at least once even
loop never executes, if the condition is false.
minimum repetition is 0 minimum repetition is 1

(c) (i) BEST OF LUCK

(d) char check (int n)

(e) (i) boolean

(ii) double

Question 3
(a) Write a Java expression for the following: [2]

√3𝑥𝑥 + 𝑥𝑥 2
𝑎𝑎 + 𝑏𝑏
(b) What is the value of y after evaluating the expression given below? [2]
y+= ++y + y-- + -- y; when int y=8
(c) Give the output of the following: [2]

(i) Math.floor (-4.7)

(ii) Math.ceil(3.4) + Math.pow(2, 3)

(d) Write two characteristics of a constructor. [2]

(e) Write the output for the following: [2]
System.out.println("Incredible"+"\n"+"world");
(f) Convert the following if else if construct into switch case [2]
if( var==1)
System.out.println("good");

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 else if(var==2)
System.out.println("better");
else if(var==3)
System.out.println("best");
else
System.out.println("invalid");

(g) Give the output of the following string functions: [2]

(i) "ACHIEVEMENT".replace('E', 'A')

(ii) "DEDICATE".compareTo("DEVOTE")
(h) Consider the following String array and give the output [2]

String arr[]= {"DELHI", "CHENNAI", "MUMBAI", "LUCKNOW", "JAIPUR"};

System.out.println(arr[0].length()> arr[3].length());

System.out.print(arr[4].substring(0,3));

(i) Rewrite the following using ternary operator: [2]

if (bill >10000)
discount = bill * 10.0/100;
else
discount = bill * 5.0/100;

(j) Give the output of the following program segment and also mention how many times [2]
the loop is executed:
int i;
for ( i = 5 ; i > 10; i ++ )
System.out.println( i );
System.out.println( i * 4 );

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 Comments of Examiners
(a) Majority of the candidates did not put the parenthesis in Suggestions for teachers
the denominator. Some candidates were not familiar
with the syntax of sqrt function. - While explaining the hierarchy of
operators to the students, lay stress on
(b) Many candidates seemed to be unaware of the meaning
the importance of parenthesis, with
of y+=. Most candidates made errors while evaluating the help of appropriate examples.
prefix and post fix operators. - Emphasize on the importance of short
In many answer scripts, addition of the initial value of hand notation.
the variable to the evaluated value of the expression was - Guide students how to evaluate
incorrect. Some candidates added the decremented prefix/postfix notation.
value to the evaluated value of the expression. - Explain the addition of the initial
(c) (i) Several candidates did not write the negative value of the variable to the evaluated
sign in the answer. Many students did not write the value of the expression in such
answer in decimals. Some candidates, instead of expressions.
writing the answer as -5·0, wrote it as - 4 or - 4·0 or - Explain the difference between y+=
<expression> and y= < expression>.
4·0.
- Give adequate practice to the students
(ii) Most of the candidates wrote 12 as the answer of expressions with Math functions.
instead of 12·0. - Encourage students to execute and
(d) Majority of the candidates were able to answer this see the outputs practically.
question. However, some candidates wrote that - Teach, with examples, the definition
constructor is used to construct objects, or it is used to of constructor and its characteristics.
make the program easier. - Clarify Escape sequence and its
(e) Several candidates simply copied the question. Majority working with sufficient number of
of the candidates were not clear of the use of \n. The examples.
common errors made by the candidates were: Incredible - Demonstrate on the computer, the
“\n” world, “Incredible” + “\n” + “world”. effect of the escape sequence on the
output.
(f) Many candidates wrote if with in case.
- Interpret to the students the
The common errors made by majority of the candidates difference between switch and if ()
were: statement.
(i) Case 1: if (var==1) or var==1.
(ii) Switch var( ); or switch was missing.
(iii) Break and default statements were missing.

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 (g) (i) Majority of the candidates were able to answer this
question. However, in a few answer scripts only the - Give adequate practice in conversion
first occurrence of E was converted. of if to switch and vice-versa.
(ii) Majority of the candidates were unclear about the - Discuss with the students, examples
working of compareTo() function. Several candidates of various problems with the
were unable to calculate ASCII difference. In a few appropriate conditional statements.
answer scripts, the answer calculated was either 18 or - Explain String functions with
-1. Some candidates wrote any random negative value examples.
as the answer. - Theoretically and through practical
(h) Some candidates, instead of writing false as the answer, sessions, explain the execution of the
wrote 5>6. Some candidates were unclear whether the compareTo() function, so that the
students understand the difference
position of second argument was included in the output or
between equals() and compareTo()
not. Some candidates extracted the character at third index functions.
also. - Explain the importance of ASCII
(i) The common errors made by majority of the candidates values of the letters (both uppercase
were: and lowercase) to evaluate the output
(i) if(bill>10000)? bill*10.0/100: bill*5.0/100. value.
(ii) The assignment part of the statement was not being - Clarify to the students how relational
written. operators works in output statement
(iii) ‘discount =’ - not being written. and results as true or false.
(j) Majority of the candidates were unable to identify the final - Practically show to the students how
limit of the loop. Some candidates wrote error in the to extract the number of characters in
substring function.
condition of the loop.
- Interpret clearly the purpose and the
working of the second argument in
substring() function.
- Explain to the students that ‘?’
represents if and: represents else.
- Make the students practice
conversion from if- else to ternary and
ternary to if- else in the class.
- Explain all the variations of for loop.
- Teach loops with different initial and
final values and their output after
execution.

MARKING SCHEME
Question 3
(a) 𝑀𝑀𝑀𝑀𝑀𝑀ℎ. 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠(3 ∗ 𝑥𝑥 + 𝑥𝑥 ∗ 𝑥𝑥)/(𝑎𝑎 + 𝑏𝑏) OR
Math.sqrt(3*x+Math.pow(x,2))/(a+b);
(b) 33
(c) i. -5.0
ii. 12.0

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 (d) (i) Constructors have the same name as that of the class they belong to.
(ii) Constructors are executed when an object is created.
(e) Incredible

world
(f) switch(var)
{
case 1: System.out.println("good");
break;
case 2: System.out.println("better");
break;
case 3: System.out.println("best");
break;
default: System.out.println("invalid");
}

(g) (i) ACHIAVAMANT

(ii) -18
(h) (i) false
(ii) JAI
(i) discount = bill>1000? bill*10.0/100: bill *5.0/100;
(j) Output: 20 Loop is not executed even once

SECTION B (60 Marks)

Attempt any four questions from this Section

Question 4
Design a class RailwayTicket with following description: [15]

Instance variables/data members :

String name : To store the name of the customer

String coach : To store the type of coach customer wants to travel

long mobno : To store customer’s mobile number

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 int amt : To store basic amount of ticket

int totalamt : To store the amount to be paid after updating

the original amount

Member methods :

void accept () – To take input for name, coach, mobile

number and amount.

void update () – To update the amount as

per the coach selected

(extra amount to be added in the amount as follows)

Type of Coaches Amount

First_AC 700
Second_AC 500
Third_AC 250
sleeper None
void display () – To display all details of a
customer such as name, coach, total amount and mobile number.

Write a main method to create an object of the class and call the above member methods.

Comments of Examiners
Numerous types of errors were committed in this question by
many candidates, namely:
- Used a different class name other than the one given in
Suggestions for teachers
the question. - Train students to write programs
- Variable declaration was done at many places i.e. involving multiple functions.
immediately after class and also inside accept() - Explain the difference between global
- Function names and variable names were different from and local variables and how to use
the ones asked in the question. them in different functions in a
program.
- The ‘totalamt’ which was to be calculated was accepted
- How to create an object and invoke the
from the user. function using the object needs to be
- Update() function. explained thoroughly and practised
- Syntax error while writing input statement e.g. nextInt() properly.
- which letter to be written in capital.
- While comparing types of coaches, words were not
written within double quotes.
- Calculation of extra amount.
- Syntax errors in the object creation and function call statement.

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 MARKING SCHEME
Question 4
import java.util.*;
class RailwayTicket
{
String name, coach;
long mobno;
int amt ,totalamt;
void accept()
{
Scanner sc = new Scanner(System.in);
System.out.println("enter name , coach and mobile no and amount");
name=sc.next();
coach=sc.next();
mobno=sc.nextLong();
amt=sc.nextInt(); }
void update()
{
if(coach. equalsIgnoreCase ("First_AC"))
totalamt=amt+700;
else if(coach. equalsIgnoreCase ("Second_AC")) STEPS
class name
totalamt=amt+500; Variable declaration
else if(coach. equalsIgnoreCase ("Third_AC")) void accept ()
totalamt=amt+250; Four inputs
else
totalamt=amt; void update()
} Four conditions and calculations
void display() {
System.out.println("name is :"+name); void display ()
System.out.println("mobile no is :"+mobno); Output (totalamt compulsory)
System.out.println("coach is :"+ coach); Object creation with one function call
System.out.println("total amount is :"+totalamt); } Variable description/Mnemonic codes
public static void main (String arg[])
{
RailwayTicket ob =new RailwayTicket();
ob.accept();
ob.update();
ob.display(); }}
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 Question 5 [15]
Write a program to input a number and check and print whether it is a Pronic number or not. (Pronic
number is the number which is the product of two consecutive integers)

Examples: 12 = 3 × 4

20 = 4 × 5

42 = 6 × 7

Comments of Examiners
Many candidates answered this question correctly. Some Suggestions for teachers
common errors observed were: − Train students about the use of for
- Output in most cases was written inside the loop and loop.
the break and flag statements were not written. − Give sufficient practice on
- “Not a pronic number” was not printed, problems to print an appropriate
- In the if condition, instead of (i*((i+1)==num), output message.
(i*i+1==num) was written. − Explain Operator precedence and
- In the if statement, instead of the relational operator importance of use of parenthesis in
proper place.
(==), assignment operator (=) was used.
− The effect of not putting
- Mentioning that else statement inside the loop results
parenthesis should be shown on the
in printing both the statements “Pronic Number” and computer.
also “Not a pronic number”. − Teach students the use of break
statement to come out of the loop.
− Advice the students to read the
questions carefully.

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 MARKING SCHEME
Question 5
import java.util.*; STEPS
class pronic { Input
public static void main(String arg[]) flag initialisation
{ for loop
Scanner sc = new Scanner(System.in);
System.out.println("enter the number"); if condition
int num=sc.nextInt();
int flag=0; flag=1
for(int i=0;i<num;i++) Jump statement break
{ if else and displaying message
if( i*(i+1)==num) Variable description/Mnemonic codes
{
flag=1;
break;
}
}
if(flag==1)
System.out.println("Pronic number");
else
System.out.println("Not a pronic number");
}
}
Alternate method
class Q5
{
public void pronic (int n)
{
int s=(int)Math.sqrt(n);
if(s*(s+1)==n)
System.out.println(n +" is a pronic number");
else
System.out.println(n+" is not a pronic number ");
}
}
Variable description

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 [15]
Question 6
Write a program in Java to accept a string in lower case and change the first letter of every
word to upper case. Display the new string.

Sample input: we are in cyber world

Sample output: We Are In Cyber World

Comments of Examiners
Majority of the candidates were unable to answer this
question correctly. Some of the commonly made Suggestions for teachers
mistakes were: − Illustrate to the students that in the
- Not taking care of the index of charAt() or String, since position starts with 0,
substring() function. so condition should be either i<
- Incorrect initial and final values of the for loop- s.length() or i<=s.length()-1.
forr(int i=1; i<=l;i++). − Explain practically to the students
- Accessing first character after space was done how to access character after space.
by writing (ch+1). − Give adequate number of exercises
- Converting the first character after space was on String and Character functions to
done as: avoid confusion with the students
ch.toUpperCase() or (ch+1).toUpperCase() when they use it in the program.
- Displaying output without space between the
words.
- Getting an incorrect output as only the first character
was converted and displayed.

MARKING SCHEME
Question 6
import java.util.*;
class ques6 {
public static void main(String args[]) {
Scanner obj= new Scanner(System.in);
String s="";
System.out.println(" enter a string");
String sen=obj.nextLine();
sen=' ' +sen;
int l= sen.length();
for(int x= 0; x<l; x++) {
char ch= sen.charAt(x);
if (ch==' ') {

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 int i= sen.charAt(x+1);
i=i-32;
s= s+ ' '+ (char)i;
x++; }
else s=s+ch;}
System.out.print(s);
}}

Alternate Method
// To change the first letter of each word to uppercase
import java.util.*;
class Q6_Title_Case
{
public static void main(String args[])
{
Scanner sc= new Scanner(System.in);
String sent,x="";
char k , p ;
int len, i;
System.out.print("Enter a sentence");
sent= sc.nextLine();
sent= sent.toLowerCase();
sent= " " + sent;
len = sent.length();
for(i=0;i<len-1;i++)
{ STEPS
k=sent.charAt(i);
Input
p=sent.charAt(i+1);
if(k==' ' && p!=' ') Declaration of variable
p=Character.toUpperCase(p);
x=x+p; Finding length
}
System.out.println("The new string is "+ x);
} Logic
} Output
Alternate Method Variable description/Mnemonic codes
class change
{
void change( String s)
{
int l=s.length(),p,i;
String str="";
s=s.toLowerCase();
s=s+" ";
for(i=0;i<l;i++)
{
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 p=s.indexOf(" ",i);
str=s.substring(i,p);
System.out.print(Character.toUpperCase(str.charAt(0))+str.substring(1)+" ");
i=p;
}}}

[15]
Question 7
Design a class to overload a function volume() as follows:

(i) double volume (double R) – with radius (R) as an argument, returns the volume of sphere
using the formula.

V = 4/3 × 22/7 × R3

(ii) double volume (double H, double R) – with height(H) and radius(R) as the arguments,
returns the volume of a cylinder using the formula.

V = 22/7 × R2 × H

(iii) double volume (double L, double B, double H) – with length(L), breadth(B) and
Height(H) as the arguments, returns the volume of a cuboid using the formula.

V=L×B×H

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 Comments of Examiners
Most candidates answered correctly. However, a few
general mistakes were observed in all the three
Suggestions for teachers
functions: - Explain the topic on Functions with
the various ways in which the
- Declaration of the variable V, was missing. functions can be used, step-by-step -
- Void was used in the prototype, but return statement without passing arguments; with
was used in the body of the function. arguments; without return data type
- Double was used in the prototype, but and return statement; using return
System.out.println() was used in the body of the data type and return statement.
function and ‘return’ statement was missing. - Illustrate basic syntax of function in
- Void with System.out.println() was used. Though it detail such as when ‘void’ return
shows no error, the combination is not as per the type is mentioned, the function has to
requirement in the question. have output statement in the function
- In the keyword return R was capital. and when, instead of void, any other
data type is written then return jump
- In the formula, instead of R*R*R, R3 was written.
statement should be there in
- Function name was not as per the question. function.
- Function overloading concept was not followed. - Teach the concept of rules of
- Three different functions with different names were function overloading.
used. - Lay stress on writing keyword
return, in small case.
Instruct students to place proper
operators while writing Java
expression in the program

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 MARKING SCHEME
Question 7
import java .io.*;
public class mensuration
{ STEPS
double volume(double R) 3 Functions with correct argument
{ Formulas in all the 3 functions
double V= 4.0/3* 22.0/7*Math.pow(R,3); return statements in all the 3 functions
return(V); Variable description/Mnemonic codes
}
double volume( double H,double R)
{
double V= 22.0/7 * Math.pow(R,2) *H;
return(V);
}
double volume( double L, double B , double H)
{
double V = L*B*H;
return( V);
}
}

Question 8 [15]
Write a menu driven program to display the pattern as per user’s choice.
Pattern 1 Pattern 2
ABCDE B
ABCD LL
ABC UUU
AB EEEE
A
For an incorrect option, an appropriate error message should be displayed.

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 Comments of Examiners
Majority of the candidates attempted well barring a few
exceptions who showed following lapses:
- Menu was not displayed.
Suggestions for teachers
- Input for choice was not taken. − Give sufficient practice for writing
- Pattern printing was done using multiple print menu – driven programs.
statements. − programs on pattern printing and
- Nested loop logic was not used, series calculation which require
- To start with new line,println( ) was missing,. nested looping.
- ASCII value was used to print ABCDE but was not − Teach problems involving
converted properly. (Loop value started with 65 and conversion of character to its
ASCII value and vice-versa.
was checked for <= 69, but conversion to character
− Give adequate practice of nested
was incorrect).
for loop, show the working and
- Two separate classes were written instead of one. effect on the output when
- In the statements, switch and default. first character condition is changed. i.e. instead of
s and d were in capital letters. < when > sign is used.
− Allow students to do lot of
programs with String and nested
for and show output on the
computer when println() is
missing.
− Provide adequate practice to the
students on Syntax of switch case.
− Lay stress on keywords, which
have to be written in small case.

MARKING SCHEME
Question 8
import java .util.*; STEPS
class series Displaying menu, input choice,
{ switch
public static void main(String arg[]) Initialising/ input string in case 1
{ for loop with length of string
Scanner sc = new Scanner(System.in); Display and substring function
System.out.println("1.Series1 2.series2"); Initialising string in case 2/Input
System.out.println("enter the choice"); Outer for loop
int choice=sc.nextInt(); Inner for loop
switch(choice) Extraction , and display
{ println()
case 1:String s="ABCDE"; Default
for(int i=s.length();i>0;i––) Variable description/Mnemonic
{ codes

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 System.out.println(s.substring(0,i));
}
break;
case 2 :String s1="BLUE";
for(int i=0;i<s1.length();i++)
{
for(int j=0;j<=i;j++)
{ System.out.print(s1.charAt(i)); }
System.out.println();
}
break;
default :System.out.println("invalid choice");
} }
}

Question 9 [15]
Write a program to accept name and total marks of N number of students in two single subscript array
name[ ] and totalmarks[ ].
Calculate and print:
(i) The average of the total marks obtained by N number of students.
[average = (sum of total marks of all the students)/N]
(ii) Deviation of each student’s total marks with the average.
[deviation = total marks of a student – average]

Comments of Examiners
Most of the candidates wrote the program correctly.
However, a few could not attempt it correctly due to Suggestions for teachers
following miscues: - Allow plentiful practice on Array
- Value of N (size of the array) was taken after arrays, creation with different data types.
name and total marks were created - Give sufficient practice of using
- While accepting the values into the array, the index array concept, accepting the values
number was missing. Instead of name[i], candidates into the array, and printing the
wrote name[]= sc.next(). values from the array.
- All operations i.e. input, calculating an average and - Clarify the concept of array index.
deviation was done in one Loop. - Teach using arrays, not only
- The average of the total marks obtained by N number searching and sorting techniques
of students was calculated inside for loop. but other general programs like,
billing for many customers, pay
- Deviation of each student’s total marks with average
slips for many employees etc.
marks was not Displayed, rather it was printed outside
for loop.

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 MARKING SCHEME
Question 9
import java .io.*;
import java.util.*;
class ques9
{
public static void main(String aa[])
{
Scanner obj = new Scanner(System.in);
int n;
System.out.println("enter number of students");
n= obj.nextInt(); STEPS
String name[] = new String[n]; Accepting n, total=0.0
double marks[] = new double[n]; Declaring two array
double ave, total=0.0; Loop
for(int x=0; x<n; x++) Accepting value in array
{ total=total + marks
System.out.println(" enter name and totalmarks"); ave = total/n
name[x]= obj.nextLine(); Output headings, loop for output
marks[x]= obj.nextDouble(); Output with calculation deviation
total=total+ marks[x]; Variable description/Mnemonic codes

}
ave= total/n;
System.out.println("Name " + " " + " Deviation");
for(int x= 0; x<n;x++)
System.out.println( (marks[x]–ave));
}
}

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 • Library functions - its appropriate use.
• Arrays used with commercial / calculation-based programs.
Topics found • Menu driven program with pattern printing.
difficult/ • Identifying the return data type of the library functions-print( ) and println( )
• Confusion in the use of print() and println() functions.
confusing by • Conversion of if-else –if to switch-case
candidates • Output questions.
• CompareTo() function and its working.
• Syntax of switch-case and array declaration and initialization.
• Pattern printing using nested loop.
• String and Character functions.
• Return a value from a user-defined function.
• Using the key terms in definitions while writing the differences.
• Output of Math.floor() of negative values.
• Post increment and shorthand assignment operator.
• How to convert first character of a word to uppercase after space.

• Revise and integrate the concepts studied in Class IX with the Class X syllabus.
• Avoid selective study.
• Give equal importance to all the topics mentioned in the syllabus.
Suggestions
• Practise each topic/sub –topic with as many examples as possible.
for • Being an application-oriented subject, apply what is taught in the program and
candidates explain its outcome.
• Give sufficient practice to output-based questions.
• Understand all key terms and definitions comprehensively and learn.
• Learn correct use of all statements to eliminate syntax errors.
• Practise programs on various types of loops, their working, conversion from one
loop to another and working of nested loop.
• Use proper variable names and ensure that every program has a variable description
table.
• Avoid writing abbreviations like SOP, SOPLN, PSVM.
• Understand the logic of a program instead of memorising it.
• Explain programs using Mnemonic variables and comments.
• After writing the program, dry run it with different inputs.
• Write variable description /Mnemonic codes for every program.
• Practise previous years’ ICSE question papers,
• Read the questions carefully and write the answers according to their requirements.
• Utilize the reading time to clearly understand the nature of the question.

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