November 2023

____________________________________________________________________________________________

© 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.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
FOREWORD

The Analysis of Pupils’ Performance document for ICSE (Class X) and ISC (Class XII) Examinations
stands out as a unique and indispensable resource. Over the years, it has evolved to become a valuable
tool for schools, shedding light on both the strengths and challenges faced by candidates as they
navigate these Examinations.
We would like to extend our heartfelt appreciation to the Research Development and Consultancy
Division (RDCD) of the CISCE for their painstaking efforts in creating this analysis. Furthermore,
our gratitude goes out to the examiners who have generously provided feedback on candidates’
performance during the examinations, along with suggestions for teachers and students to enhance
their curriculum.
We hope that the schools find this document to be of value. We also invite schools to share their
sincere thoughts on its utility and quality.

Sangeeta Bhatia
November 2023 Deputy Secretary

i
PREFACE

The Analysis of Pupil Performance documents have been prepared by the CISCE since the year 1994,
with the objective to facilitate 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 CISCE website www.cisce.org. These documents are
being released after a two-year gap, understandably caused by the challenges in conducting
examinations during the pandemic.
The documents for the ICSE and ISC Examination Year 2023 include a detailed qualitative analysis
of the performance of students in various subjects. The Analysis of Pupil Performance document for
ICSE for the Examination Year 2023 covers the following subjects - English Language, Literature in
English, History and Civics, Geography, Mathematics, and Computer Applications.
The subjects covered in the ISC Analysis of Pupil Performance document for the Year 2023 are
English Language, Literature in English, Mathematics, History, Accounts, and Physics.
The relevance of this question-by-question analysis lies in the valuable insights into the performance
of candidates on each question in the subject paper. The Comments of Examiners section is based on
inputs provided by examiners from examination centers across the country. It comprises of question
wise feedback on the performance of candidates in the form of the common errors made by
candidates. The Suggestions for Teachers section along with, provides pedagogical interventions that
teachers can utilize to rectify/ reduce these errors. The criteria used for marking each question has
been provided for both teachers and students to understand in the Marking Scheme section. Certain
topics in the question paper that were found to be challenging or confusing for the majority of the
candidates have been listed, along with general recommendations for candidates to prepare for the
subject paper to perform better in the examination.
I humbly acknowledge and appreciate the pivotal contributions of all the ICSE and the ISC examiners
who have enriched the document with their valuable insights on each question.
My gratitude and best wishes to the RDCD team of Dr. Manika Sharma, Ms. Parul Kohli and
Ms. Mansi Guleria, who have worked tirelessly towards the meticulous preparation and timely release
of this document.
We are sanguine that this document will empower teachers to support their students towards
efficacious preparation for the upcoming ICSE/ ISC Examinations.

Bhawna Taragi
November 2023 Deputy Head - RDCD

ii
COMPUTER APPLICATIONS

SECTION A (40 Marks)

(Attempt all questions from this Section.)

Question 1
Choose the correct answers to the questions from the given options. [20]
(Do not copy the questions, write the correct answers only.)
(i) A mechanism where one class acquires the properties of another class:
(a) Polymorphism
(b) Inheritance
(c) Encapsulation
(d) Abstraction
(ii) Identify the type of operator &&:

(a) ternary
(b) unary
(c) logical
(d) relational
(iii) The Scanner class method used to accept words with space:
(a) next()
(b) nextLine()
(c) Next()
(d) nextString()
(iv) The keyword used to call package in the program:
(a) extends
(b) export
(c) import
(d) package
(v) What value will Math.sqrt (Math.ceil (15.3)) return?
(a) 16.0

1
 (b) 16
(c) 4.0
(d) 5.0
(vi) The absence of which statement leads to fall through situation in switch case
statement?
(a) continue
(b) break
(c) return
(d) System.exit(0)
(vii) State the type of loop in the given program segment:
for (int i = 5; i ! = 0; i - = 2)
System.out.println(i);
(a) finite
(b) infinite
(c) null
(d) fixed
(viii) Write a method prototype name check() which takes an integer argument and
returns a char:
(a) char check()
(b) void check (int x)
(c) check (int x)
(d) char check (int x)
(ix) The number of values that a method can return is:
(a) 1
(b) 2
(c) 3
(d) 4
(x) Predict the output of the following code snippet: String P = "20", Q ="22";
int a = Integer.parseInt(P);
int b = Integer.valueOf(Q);
System.out.println(a+""+b);
(a) 20

2
 (b) 20 22
(c) 2220
(d) 22
(xi) The String class method to join two strings is:
(a) concat(String)
(b) <string>.joint(string)
(c) concat(char)
(d) Concat()
(xii) The output of the function "COMPOSITION".substring(3, 6):
(a) POSI
(b) POS
(c) MPO
(d) MPOS
(xiii) int x = (int) 32.8; is an example of __________ typecasting.
(a) implicit
(b) automatic
(c) explicit
(d) coercion
(xiv) The code obtained after compilation is known as:
(a) source code
(b) object code
(c) machine code
(d) java byte code
(xv) Missing a semicolon in a statement is what type of error?
(a) Logical
(b) Syntax
(c) Runtime
(d) No error
(xvi) Consider the following program segment and select the output of the same
when n = 10 :
switch(n)
{case 10 : System.out.println(n*2);

3
 case 4 : System.out.println(n*4); break;
default : System.out.println(n);
}
(a) 20
40
(b) 10
4
(c) 20, 40
(d) 10
10
(xvii) A method which does not modify the value of variables is termed as:
(a) Impure method
(b) Pure method
(c) Primitive method
(d) User defined method
(xviii) When an object of a Wrapper class is converted to its corresponding primitive
data type, it is called as ___________.
(a) Boxing
(b) Explicit type conversion
(c) Unboxing
(d) Implicit type conversion
(xix) The number of bits occupied by the value ‘a’ are:
(a) 1 bit
(b) 2 bits
(c) 4 bits
(d) 16 bits
(xx) Method which is a part of a class rather than an instance of the class is termed
as:
(a) Static method
(b) Non static method
(c) Wrapper class
(d) String method

4
Comments of Examiners
(i) Majority of the candidates chose
the correct option (b). Some
candidates, however, chose option
(a).
(ii) Most of the candidates chose the
correct option (c). Some
candidates who were not clear of
the concept chose option (d).
(iii) Majority of the candidates were
unable to choose the correct option
(b). They chose either (a) or (c)
whereas the question stated, ‘words
with space’.
(iv) Few candidates chose option (d)
instead of option (c).
(v) Most of the candidates chose the
correct option (c). Some
candidates, however, selected
option (a) or (b) or mentioned 4
instead of 4.0 clearly showing that
they had no idea about a nested
function cell.
(vi) Many candidates chose option (d)
instead of option (b).
(vii) Most of the candidates chose either
option (a) or option (d) instead of
option (b).
(viii) Most of the candidates chose either
option (b) or option (c) instead of
option (d).
(ix) Most of the candidates chose the
correct option (a). A few, however,
chose option (b).
(x) Many candidates chose option (c)
instead of option (b).
(xi) Instead of the correct option (a),
candidates chose either option (c)
or option (d).
(xii) Very few candidates chose the
correct option (b).
(xiii) Instead of the correct option (c),
most of the candidates chose the
incorrect option (a) or option (b).
(xiv) Very few candidates chose the
correct option (d).
(xv) Only a few candidates chose the
correct option (b).
5
Suggestions for teachers
− Teach the concepts of OOPS using daily
life examples.
− Ensure that the students understand the
difference between logical and relational
operator.
− Lay stress on the symbols used for
relational and logical operator.
− Give short questions to the students to
identify the category of an operator.
− Lay stress on the programs based on
accepting a name with two words.
− Teach how to use package while teaching
the concept of Scanner class input.
− With examples of nested function, lay
stress on the order of evaluation – that the
inner function should be executed/called
first and then on the returned value of the
inner function the outer function to be
executed.
− Adequate practice to be given on return
type of the function.
− Teach the concept of fall through
condition with suitable programs.
− Ensure that the students understand that
all loops are not fixed loop or finite loop.
− Ensure that the students are clear when to
use void as a return data type and when to
use other data type as a return data type.
− Explain, using suitable programs in the
computer lab, that in a method, only one
value can be returned.
− Lay emphasis on using correct syntax for
all string methods.
− Ensure that the students understand that
changing the case of a letter in string
method may lead to an error message.
− Explain to the students that in a string,
index number starts from 0 and not from
1.
− Explain the types of conversion with
alternate names for implicit and explicit
conversion.
(xvi) Few candidates chose the incorrect
option (c) instead of the correct one
(a)
(xvii) Instead of the correct option (b),
many candidates chose the
incorrect option (a) or (d).
(xviii) Most of the candidates chose either
the option (b) or (d) instead of the
correct option (c).
(xix) Many candidates chose the
incorrect option (a) or option (b).
(xx) Most of the candidates chose the
correct option (a). However, some
candidates chose the incorrect
options (b) or option (d).
Suggestions for teachers
− Teach the difference between syntax error,
runtime error and logical error with proper
examples in the computer lab.
− Explain to the students in detail, the
meaning of auto boxing and unboxing with
suitable programs in the computer lab.
− Ensure that the students understand the
difference between implicit and explicit
conversion.
− Teach the students the number of bits /
bytes occupied by each primitive data
type.
− Make the use of static variables and
instance variables to explain this concept
properly.

MARKING SCHEME
Question 1
(i) (b) Inheritance

(ii) (c) logical

(iii) (b) nextLine()

(iv) (c) import

(v) (c) 4.0

(vi) (b) break

(vii) (b) infinite

(viii) (d) char check (int x)

(ix) (a) 1

(x) (b) 20 22

(xi) (a) concat(String)

(xii) (b) POS

(xiii) (c) explicit

6
(xiv) (d) java byte code

(xv) (b) Syntax

(xvi) 20
(a)
40

(xvii) (b) pure method

(xviii) (c) unboxing

(xix) (d) 16 bits

(xx) (a) static method

Question 2
(i) Write the Java expression for (𝑎𝑎 + 𝑏𝑏)𝑥𝑥 . [2]
(ii) Evaluate the expression when the value of x = 4: [2]
x * = - - x + x++ + x
(iii) Convert the following do…while loop to for loop: [2]
int x=10;
do
{x– –;
System.out.print(x);
}while (x>=1);
(iv) Give the output of the following Character class methods: [2]
(a) Character.toUpperCase ('a')
(b) Character.isLetterOrDigit('#')
(v) Rewrite the following code using the if-else statement: [2]
int m= 400;
double ch = (m>300) ? (m / 10.0) * 2: (m / 20.0) - 2;
(vi) Give the output of the following program segment: [2]
int n = 4279; int d;
while(n>0)
{d=n%10;
System.out.println(d);

7
 n=n/100;
}
(vii) Give the output of the following String class methods: [2]
(a) "COMMENCEMENT" . lastIndexOf('M')
(b) "devote" . compareTo("DEVOTE")
(viii) Consider the given array and answer the questions given below: [2]
int x[ ]={4,7,9,66,72,0,16};
(a) What is the length of the array?
(b) What is the value in x[4]?
(ix) Name the following: [2]
(a) What is an instance of the class called?
(b) The method which has same name as that of the class name.
(x) Write the value of n after execution: [2]
char ch ='d';
int n = ch + 5;

Comments of Examiners
(i) Many candidates did not use any
mathematical method. A few
candidates used Math.sqrt instead of
Math.pow (a + b, x)
(ii) Most of the candidates did not use
the BODMAS rule properly. Many
candidates did not take the initial
value of x for calculation.
(iii) Many candidates did not:
- Write for loop.
- Initialize the value of x with 10.
- Write the iteration statement.
(iv) (a) Few candidates wrote ‘a’
(b) Few candidates wrote ‘true’
(v) The common errors made by most of
the candidates were:
- Not having written int m = 400.
- Not defining variable ch.
- Copying the statement as it is
without using if statement.
- Not writing the else statement.
Suggestions for teachers
− Explain each mathematical method with
the number of arguments required.
− Explain how to apply BODMAS rule for
evaluating expressions.
− Lay stress on each operator precedence
and operator associativity in detail.
− Teach in detail, the syntax of each loop
with suitable programs in the computer
lab.
− Explain each character class method in
detail with suitable programs in the
computer lab.
− Teach the students how to convert
ternary operator into if .. else statement
using suitable programs in the computer
lab.
− Give adequate practice to the students on
digit extraction while updating ‘n’ with
various powers of 10 as students are
mostly familiar with updating ‘n’ by
division by 10.

8
(vi) Many candidates overlooked the
updating of ‘n’ by 100 and were
unable to do the correct digit
extraction. Some candidates did
outputs on the same line.
(vii) Many candidates considered first
index number as 1 and gave 9 as the
answer.
(viii) (a) A few candidates calculated sum
of all the elements.
(b) Some candidates considered the
first index number as 1 and wrote 66
as the answer.
(ix) (a) Most of the candidates gave
‘method’ as the answer.
(b) Majority of the answer scripts
had static method as the answer.
(x) Most of the candidates were unable
to recollect the corresponding
Unicode value of the character.
Some candidates gave the answer in
char datatype.
MARKING SCHEME
Question 2
(i) Math.pow (a + b, x)
(ii) x = 40
x= x*(--x + x++ +x)
x=4* (3+3+4)
(iii) for(int x = 10; x > = 1; x --)
{System.out.print(x);}
]
(iv) (a) A
(b) false
(v) int m = 400; double ch;
if (m > 300)
ch = (m / 10.0) * 2;
Suggestions for teachers
− Tell the students that index number starts
from 0.
− Ensure that the students understand the
difference between equals() and
compareTo() method.
− Teach the students how to find the length
of an array and how to access each
element by its index number.
− Ensure that the students are clear about
the concept that index number in Arrays
starts from 0.
− The concept of object-oriented
programming needs to be discussed in
detail.
− The concept of constructor, its use and
its application should be taught
thoroughly with suitable programs in the
computer lab.
− Adequate practice should be given to the
students in questions where characters
corresponding Unicode is required.
− Emphasis should be laid on the concept
of implicit type conversion.
9
 else
ch = (m / 20.0) * 2;
(vi) 9
2
(vii) (a) 8
(b) 32
(viii) (a) 7
(b) 72
(ix) (a) object
(b) constructor
(x) n = 105

SECTION B (60 Marks)

(Answer any four questions from this Section.)

Question 3
Design a class with the following specifications: [15]
Class name: Student
Member variables: name – name of student
age – age of student
mks –marks obtained
stream – stream allocated
(Declare the variables using appropriate data types)
Member methods:
void accept() – Accept name, age and marks using methods of Scanner class.
void allocation() – Allocate the stream as per following criteria:
mks stream
> = 300 Science and Computer
> = 200 and < 300 Commerce and Computer
> = 75 and 200 Arts and Animation
< 75 Try Again
void print() – Display student name, age, mks and stream allocated.
Call all the above methods in main method using an object.

10
Comments of Examiners
The common errors made by most of the
candidates were:
- Did not write the same class name as
mentioned in the question.
- Did not declare the member variables or
declaring it inside the accept () method.
- Not having written the same member
method names as mentioned in the
question.
- Not having written the syntax of
relational operators properly.
- Not having created an object of the class
and not calling member methods.
- Missing double quotation marks in
string message.
Suggestions for teachers
− Lay stress on writing the same class
name as it is given in the question.
− Explain to the students to declare
member variables with the appropriate
data type.
− Explain the importance of writing the
same method names as given in the
question.
− Solve programs in the computer lab to
show how various operators are used in
the program.
− Explain the occurrence of syntax errors
/ compilation errors in case of writing
wrong syntax for the operators.
− Solve programs in the computer lab to
explain an object of the class with
proper syntax is created and how to call
the member methods using object name.
− Lay emphasis on the concept that
double quotation is must for messages.

MARKING SCHEME
Question 3
import java.util.*;

class Student

String name;int age; int mks; String stream;

void accept()

Scanner sc=new Scanner(System.in);

System.out.println("enter name, age ,mon_no,mks");

name=sc.next();

age=sc.nextInt();

mks=sc.nextInt();

11
 void allocation ()

if(mks>=300)

stream="science and computer “;

else if(mks>=200&&mks<300)

stream="commerce and computer";

else if(mks>=75&&mks<200)

stream="arts";

else

stream="Try again";

void print()

System.out.println(name+" "+age+" "+mks+" "+stream);

public static void main(String args[])

Student ob=new Student();

ob.accept();

ob.allocation();

ob.print();

(Variable description not required , if the same variables are used )

12
Question 4
Define a class to accept 10 characters from a user. Using bubble sort technique arrange [15]
them in ascending order. Display the sorted array and original array.

Comments of Examiners
Majority of the candidates declared the
integer array instead of character array.
Several candidates did not take the character
input properly. They wrote next( ) or
nextLine( )
Some candidates did not write the swapping
statements properly.
A few candidates missed out writing
statements to print the sorted array.
Suggestions for teachers
− Teach the students to check the data type
given in the question and declare the array
accordingly.
− Explain how to take array input
depending on the data type.
− Solve adequate number of programs in
the computer lab to explain the students
how to take integer input, decimal input,
character input and string input using
scanner class in an array.
− Lay emphasis on the order in which
swapping statements are written along
with the importance of each statement
and the effect of each statement with
regards to the position of element in an
array.
− Explain to students that without printing
the sorted array, it is possible to know
whether the array is sorted properly or
not.
− Ensure that students write statements to
print the sorted array.

MARKING SCHEME
Question 4
import java.util.*;
class Bubble{
public static void main(String args[]) {
Scanner sc=new Scanner(System.in);
System.out.println("enter characters");
char a[ ]=new char[10];
for(int i=0;i<a.length;i++)
{

13
 a[i]=sc.next().charAt(0);
}
System.out.println("original array");
for(int i=0;i<a.length;i++)
System.out.println(a[i]);

for(int j=0;j<a.length;j++)
{
for(int i=0 ; i<a.length-1;i++) or for(int i=0 ; i<a.length-1-j;i++)
{
if((int)a[i]>(int)a[i+1])
{
char temp=a[i];
a[i]=a[i+1];
a[i+1]=temp;
}}}
System.out.println("sorted array");
for(int i=0;i<a.length;i++)
System.out.println(a[i]);
} } (Variable description )

Question 5
Define a class to overload the function print as follows:
void print() to print the following format
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
void print(int n) To check whether the number is a lead number.
A lead number is the one whose sum of even
digits are equal to sum of odd digits.
e.g. 3669 odd digits sum = 3 + 9 = 12
even digits sum = 6 + 6 = 12
3669 is a lead number.

14
Comments of Examiners
Most of the candidates did not use the
method overloading concept in the
program. Many candidates did not use the
same method name as given in the question.
Some candidates did not use the nested
loop concept to print the given pattern. A
few candidates were unable to extract the
digits properly.
Suggestions for teachers
− Explain the concept of method
overloading by solving suitable
programs.
− Ensure that the students understand the
importance and use of method
overloading in a program.
− Emphasize on giving the same method
name as given in the question and also
giving the same method name in the
program.
− Solve number of programs in the
computer lab to explain to the students
how to print the given pattern using
nested loop.
− Explain that only writing printing
statements without using nested loop is
not acceptable.
− Solve number of programs in the
computer lab to explain to the students
how to extract each digit of the number
using while loop with proper syntax.
− Ensure that students know how to write
proper condition, use remainder
operator to extract a digit and use
division operator to reduce the number.

MARKING SCHEME
Question 5
class overload
{
public static void print( )
{
for(int i=1;i<=5;i++)
{
for(int j=1;j<=4;j++)
{
System.out.print(i);
}
System.out.println();

15
 } }

public static void print(int n)

{
int s1=0; int s2=0;
while(n>0)
{
int rem=n%10;
if(rem%2==0)
s1+=rem;
else
s2+=rem;
n/=10;
}
if(s1==s2)
System.out.println("Lead number");
else
System.out.println("not Lead number");
}
public static void main(String args[])
{
print( );
print(3669);
}
} (Variable description )

Question 6
Define a class to accept a String and print the number of digits, alphabets and special [15]
characters in the string.
Example: S = “KAPILDEV@83”
Output: Number of digits – 2
Number of Alphabets – 8
Number of Special characters – 1

16
Comments of Examiners
The common errors made by many
candidates were:
- Not having extracted characters in the
program.
- Not having used the concept of
Character class methods properly
- Not having used if condition properly
to check the range of characters and
digits
- Having used the alternate logic and
made errors such as:
• Printing inside the loop
For example: if(ch>=48 &&
ch<=57)
d=d+1;
• System.out.println(“Number of
digits=”+d);
Suggestions for teachers
− Solve number of programs in the
computer lab to explain to students the
use, syntax and importance of each string
method.
− Solve number of programs in the
computer lab to explain the students how
to use each character class method in a
string program.
− Explain the method of checking for range
of digits and characters in a string
program.
− Ensure that the students understand that
printing must be done outside the loop,
otherwise the printing will be done as
many times the loop will execute.

MARKING SCHEME
Question 6
import java.util.*;
class check_string{
public static void main(String args[]) {
Scanner sc=new Scanner(System.in);
System.out.println("enter string");
String s=sc.next();
int c=0,d=0,sp=0;
for(int i=0;i<s.length();i++)
{ char ch=s.charAt(i);
if(Character.isLetter(ch))
c++;
else if(Character.isDigit(ch))
d++;
else if(!(Character.isLetterOrDigit(ch)))
sp++;
}
System.out.println("number of digits "+d);
System.out.println("number of Alphabets "+c);

17
 System.out.println("number of special characters "+sp);
}}
(Variable description )
Alternate logic:
1)if(ch>='0' && ch<='9')
c++;
else if((ch>= 'A' && ch<='Z') || (ch>='a' && ch<='z') )
d++;
else
sp++;
2) char ch=s.charAt(i);
if(ch>=48 && ch<=57)
c++;
else if((ch>= 65 && ch<=90) || (ch>=97 && ch<=122) )
d++;
else
sp++;

Question 7
Define a class to accept values into an array of double data type of size 20. Accept a [15]
double value from user and search in the array using linear search method. If value is
found display message “Found” with its position where it is present in the array.
Otherwise display message “not found”.

18
Comments of Examiners
The common errors made by most candidates
were:
- Used int data type instead of double data
type
- Took size as 10 instead of 20.
- Not taking an input of the number to be
searched.
- Not using the break keyword when the
flag variable is used in the loop.
- Ignoring the output message “not found”
Some candidates made an error in the use of
System.exit(0). A few candidates did Binary
search instead of Linear search.
Suggestions for teachers
− Emphasize the importance of checking
the data type given in the question and
declaring the array accordingly.
− Tell the students the importance of
reading the question properly and
declaring the array with the size as
given in the question.
− Solve programs in the computer lab to
explain to the students the importance
of taking input of the number to be
searched in an array.
− Explain to the students that without
input of number, searching is not
possible in an array.
− Importance of indicator in linear search
must be explained.
− Distinction between linear search and
binary search must be explained.
− Train students with the correct
algorithm of linear search method
− Teach the concept of System.exit(0).

MARKING SCHEME
Question 7
import java.util.*;
class Linear{
public static void main(String args[]) {
Scanner sc=new Scanner(System.in);
System.out.println("enter numbers");
double a[ ]=new double[20];
for(int i=0;i<a.length;i++)
{
a[i]=sc.nextDouble();
}
System.out.println("enter search element");
double search=sc.nextDouble();
for(int i=0;i<a.length;i++)
{
if(a[i]==search)
{

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 System.out.println("element found"+(i + 1)); OR (i)
System.exit(0);
}
}
System.out.println("not found");
}}
(Variable description )

Consider Alternate logic :

boolean flag =false;----->1
for(int i=0;i<a.length;i++) //
{
if(a[i]==search)//
{
flag =true;
System.out.println("element found"+(i + 1)); //
break;
}
}
if(flag== false)
System.out.println("not found"); //

Question 8
Define a class to accept values in integer array of size 10. Find sum of one digit number
and sum of two digit numbers entered. Display them separately.

Example: Input: a[ ] = {2, 12, 4, 9, 18, 25, 3, 32, 20, 1}

Output: Sum of one digit numbers : 2 + 4 + 9 + 3 + 1 = 19

Sum of two digit numbers : 12 + 18 + 25 + 32 + 20 = 107

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Comments of Examiners
Majority of the candidates lost marks in the Suggestions for teachers
identification of 2-digit number. Many − Teach the concept of checking the 2-digit
candidates were able to do the single digit number.
number checking properly but assumed that − Explain the logical operator concept.
the remaining numbers were 2-digit − Ensure that the students understand the
number. Some candidates made an error in
difference between the value display
the use of logical operator. Instead of &&
inside the loop and outside the loop.
operator candidates used || operator. A few
candidates displayed the value inside the
loop.

MARKING SCHEME
Question 8
import java.util.*;
class Que8
{
public static void main (String args[ ])
{
Scanner sc=new Scanner(System.in);
int a[ ]= new int[10]; [ Array size -10]
int s1=0; int s2=0;int i;
System.out.println("enter elements");
for(i=0;i<a.length;i++)
a[i]=sc.nextInt();
for(i=0;i<a.length;i++)
{
if(a[i]>0&&a[i]<=9)
s1+=a[i];
else if(a[i]>=10&&a[i]<=99)
s2+=a[i];
}
System.out.println("sum of single digit nos"+s1);
System.out.println("sum of double digit no"+s2);
}}

(Variable description )

Alternate logic to be accepted

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 GENERAL COMMENTS

Topics (a) Topics/Concepts found difficult:

found • Prefix postfix and shorthand operators.
difficult/ • Character class methods.
confusing by
• Declaration of array and input data in array through keyboard, especially character
candidates type.
• Method overloading concept.
• Use of counter variables.
• ASCII codes of characters.
• Evaluating the expression.
• Object creation and calling member methods.
• Multiple Mathematical functions.
• Nested loop.
(b) Topics/Concepts between which candidates were confused:
• The method compareTo().
• Logical operator and relational operator.
• How to declare the instance variable.
• How to invoke the methods using objects.
• The first index of the array and first index of the string.
• Array length and string length.
• How to check a particular character is a digit.
• Unboxing.
• Implicit and explicit casting.
• Wrapper class methods.

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 • Read questions carefully as lot of specifications are clearly provided in the
question.
Suggestions
• Keep in mind the case sensitivity feature of Java.
for
candidates • Understand the program-based questions in a such a way that i) input ii) process
and output.
• Choose data types carefully using common sense approach.
• Be cautious about the difference between print() and println(), specially for
output questions.
• Method prototype and correctly invoking a method to be practiced.
• Learn the ASCII codes of alphabets, digits, etc.
• Solve assignments on your own and submit the same to the teachers for their
correction.
• Solve number of programs in the computer lab in the presence of the teacher
and clarify doubts.

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