COMPUTER SCIENCE

TexTbook for Class xI

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 11120 – Computer SCienCe ISBN 978-93-5292-117-1
Textbook for Class XI

First Edition ALL RIGHTS RESERVED

May 2019 Vaishakha 1941  No part of this publication may be reproduced, stored in a
retrieval system or transmitted, in any form or by any means,
Reprinted electronic, mechanical, photocopying, recording or otherwise
without the prior permission of the publisher.
June 2021 Jyeshtha 1943
 This book is sold subject to the condition that it shall not, by
November 2021 Agrahayana 1943 way of trade, be lent, re-sold, hired out or otherwise disposed
of without the publisher’s consent, in any form of binding or
October 2022 Kartika 1944 cover other than that in which it is published.
March 2024 Chaitra 1946  The correct price of this publication is the price printed on
this page, Any revised price indicated by a rubber stamp or
by a sticker or by any other means is incorrect and should
be unacceptable.

OFFICES OF THE PUBLICATION

DIVISION, NCERT
PD 30T SU NCERT Campus
Sri Aurobindo Marg
New Delhi 110 016 Phone : 011-26562708
© National Council of Educational 108, 100 Feet Road
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Research and Training, 2019 Banashankari III Stage
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` 290.00

Publication Team
Head, Publication : Anup Kumar Rajput
Division
Chief Editor : Shveta Uppal
Printed on 80 GSM paper
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Published at the Publication Officer
Division by the Secretary, National Chief Business : Amitabh Kumar
Council of Educational Research Manager (In charge)
and Training, Sri Aurobindo Marg,
Assistant Production : Om Prakash
New Delhi 110 016 and printed at
Officer
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Uttar Pradesh Cover and Layout
DTP Cell

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 Foreword

Computer science as a discipline has evolved over the years and has
emerged as a driving force for socio-economic activities. It has made
continuous inroads into diverse areas — be it business, commerce, science,
technology, sports, health, transportation or education. With the advent
of computer and communication technologies, there has been a paradigm
shift in teaching learning at the school level. The role and relevance of this
discipline is in focus because the expectations from the school pass-outs
e r e e ee ec e e f e e fir ce r
Today, we are living in an interconnected world where computer-based
c e ce e e e r c c e c e r
even socialise!
ere e f r f re e eer r fie e
manufacturing, services, etc. Today, there are a large number of successful
startups delivering different services through software applications. All
these have resulted in generating interest for this subject among students
as well as parents.
e e e f c re r e
re f e c f r e e c e er
e e er e r e r e f c c
representation or reasoning and analysis.
f c e e f e c ce r e
e e e e er ce re f
computer science. The newly developed syllabus has dealt with the dual
challenge of reducing curricular load as well as introducing this ever
evolving discipline.
As an organisation committed to systemic reforms and continuous
r e e e f r c ec e c e
e c e e re e e c e f e e

HrusHikesH senapaty
Director
New Delhi National Council of Educational
8 August 2018 Research and Training

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 Preface

In the present education system of our country, specialised or discipline-

based courses are introduced at the higher secondary stage. This stage
is crucial as well as challenging because of the transition from general
to discipline-based curriculum. The syllabus at this stage needs to have
ffic e r r e e re f f ec re e
e e f e e r er r er e e e e e
with content.
Computers have permeated in every facet of life. Study of basic concepts
of computer science has been desirable in education. There are courses
offered in the name of Computer Science, Information and Communication
Technology (ICT), Information Technology (IT), etc., by various boards and
schools up to secondary stage, as optional. These mainly focus on using
computer for word processing, presentation tools and application software.
Computer Science (CS) at the higher secondary stage of school education
is also offered as an optional subject. At this stage, students usually opt
for CS with an aim of pursuing a career in software development or related
areas, after going through professional courses at higher levels. Therefore,
at higher secondary stage, the curriculum of CS introduces basics of
c ffic e c ce c r f er c e ce
The primary focus is on fostering the development of computational
r e c er c er
the following broader themes:
Fundamentals: basic understanding of computer system, hardware
components and software, data representation, number system,
encoding as well as awareness of emerging trends in computer
science.
r e r e r c r e e
testing and maintenance.
Programming: basic constructs of a program using Python
r r e r r r c re e fier r e
fc r ce e f c
Societal impact: awareness of digital footprints, data privacy and
r ec c er cr e e e e ce c
on security, privacy, piracy, ethics, values and health concerns.
Chapters 1, 2, 3, 4 and 11 have two additional components —
c e re ec f r e f e e e e r
as well as to generate further interest in the learner.
Python programming language is introduced that is easy to learn in
interactive and script mode. A number of hands-on examples are given to
gradually explain methodology to solve different types of problems across
the Chapters 5 to 10. The programming examples as well as the exercises
e ec er re re re e e c er er f
the given outputs.

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 vi

Group projects through case studies are proposed to solve complex

problems. Peer assessment of these projects will promote peer-learning,
team spirit and responsiveness. Some exercises have been made in case-
f r r e r e fi r e
e ree c r re e e e c er
either to explain related concepts or to provide additional information
related to the topic covered in that section. However, these box items are
not to be assessed through examinations.
Unicode encoding scheme for Indic scripts have also been introduced
to motivate students to solve problems in public services and the local
micro or small businesses in India.
These chapters have been written by involving practicing teachers as
well as subject experts. These have been iteratively peer-reviewed.
e ce rec r rec f r r fe rO f r
e e re e c e f e e f r ce
motivation to the development team throughout. Several iterations have
re e re e e r re e er f r
their valuable contribution.
e e re e c e e e e r f r
excellence.

New Delhi rejaul karim BarBHuiya

9 August 2018 Assistant Professor
Department of Education
in Science and Mathematics, NCERT

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 Textbook Development Committee

ChIef advIsor
O Professor (Retd.), Former Director r

MeMbers
Anuradha Khattar, Assistant Professor, Miranda House, University of Delhi
r PGT (Computer Science), Centre Point School, Nagpur,
Maharashtra
Chetna Khanna, Freelance Educationist, Delhi
Harita Ahuja, Assistant Professor, Acharya Narendra Dev College, University
of Delhi
Mudasir Wani, Assistant Professor, Government College for Women,
r r
r r PGT (Computer Science), School of Scholars, Nagpur,
Maharashtra
Priti Rai Jain, Assistant Professor, Miranda House, University of Delhi
r PGT er c e ce e r r
Delhi
Sajid Yousuf Bhat, Assistant Professor, University of Kashmir, J&K
Sarnavi Mahesh, Research Scholar, Universita Del Salento, Italy
Sharanjit Kaur, Associate Professor, Acharya Narendra Dev College,
University of Delhi
Sonali Gogate, Software Consultant, Pune, Maharashtra
Tapasi Ray, Former Global IT Director, Huntsman Corporation, Singapore
PGT er c e ce e r e

MeMber-CoordInaTor
Rejaul Karim Barbhuiya, Assistant Professor, DESM, NCERT, Delhi

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 Acknowledgements

e c f c e e rc r c e e
the valuable contributions of the individuals and organisations involved in
the development of Computer Science Textbook for Class XI.
The Council expresses its gratitude to the syllabus development team
including MPS Bhatia, Professor, Netaji Subhas Institute of Technology,
e r Professor, School of Computer and Systems
Sciences, Jawaharlal Nehru University, New Delhi; Zahid Raza, Associate
Professor, School of Computer and Systems Sciences, Jawaharlal Nehru
er e e Principal Scientist, Tata Consultancy
Services, and the CSpathshala team; Aasim Zafar, Associate Professor,
Department of Computer Science, Aligarh Muslim University, Aligarh;
Faisal Anwer, Assistant Professor, Department of Computer Science, Aligarh
Muslim University, Aligarh; Smruti Ranjan Sarangi, Associate Professor,
Department of Computer Science and Engineering, Indian Institute of
ec e r Associate Professor, Indraprastha
e f f r ec e re fi Assistant
Professor, Jamia Hamdard, New Delhi and Mamur Ali, Assistant Professor,
Central Institute of Educational Technology, NCERT, New Delhi.
e c f ef re rce er f re
re e refi e cr f e r
r e r ree r e c c
e r r er c r e
K. Dash, Mother’s International School, Delhi; Nancy Sehgal, Mata Jai
Kaur Public School, Delhi; Ashish Kumar Srivastava, Assistant Professor,
Department of Education in Science and Mathematics, NCERT, New Delhi;
Neelima Gupta, Professor, Department of Computer Science, University of
e Assistant Professor ee e e e f
e e er f e e c f r er c e e
the contributions of Anuja Krishn, Freelance Editor, for language editing.
e c r ef c e e e c r f ee
Sharma, Graphic Designer ec DTP Operator; and Pooja,
Junior Project Fellow ec r f e ffice
of the APC, DESM and Publication division, NCERT, New Delhi, in bringing
re c e e
e c c e e e c r f
Assistant Editor (Contractual) Publication Division, NCERT for copy editing
e eff r f ee DTP Operator (Contractual) and
Sachin Tanwar, DTP Operator (Contractual), Publication Division, NCERT,
re c e e

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 Contents

Foreword iii
PreFace v
ChapTer 1 : CoMpuTer sysTeM 1
1.1 Introduction to Computer System 1
1.2 Evolution of Computer 3
1.3 Computer Memory 5
1.4 Data Transfer between Memory and CPU 7
1.5 Microprocessors 8
1.6 Data and Information 10
1.7 Software 14
1.8 Operating System 20

ChapTer 2 : enCodIng sCheMes and nuMber sysTeM 27

2.1 Introduction 27
2.2 Number System 30
2.3 Conversion between Number Systems 34

ChapTer 3 : eMergIng Trends 45

3.1 Introduction 45
r fic e e ce
3.3 Big Data 49
3.4 Internet of Things (IoT) 51
3.5 Cloud Computing 53
3.6 Grid Computing 55
c c

ChapTer 4 : InTroduCTIon To probleM solvIng 61

4.1 Introduction 61
4.2 Steps for Problem Solving 62
4.3 Algorithm 64
4.4 Representation of Algorithms 65
4.5 Flow of Control 70
er f r
4.7 Comparison of Algorithm 79

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 x

4.8 Coding 80
4.9 Decomposition 81

ChapTer 5 : geTTIng sTarTed wITh pyThon 87

5.1 Introduction to Python 87
5.2 Python Keywords 90
e fier
r e
5.5 Comments 92
5.6 Everything is an Object 93
5.7 Data Types 94
5.8 Operators 99
5.9 Expressions 104
5.10 Statement 106
5.11 Input and Output 107
5.12 Type Conversion 108
5.13 Debugging 112

ChapTer 6 : flow of ConTrol 121

6.1 Introduction 121
6.2 Selection 122
6.3 Indentation 126
6.4 Repetition 127
re e e e
6.6 Nested Loops 136

ChapTer 7 : funCTIons 143

7.1 Introduction 143
7.2 Functions 145
er efi e c
c e f r e
7.5 Python Standard Library 160

ChapTer 8 : sTrIngs 175

8.1 Introduction 175
8.2 Strings 175
8.3 String Operations 177
8.4 Traversing a String 180
8.5 String Methods and Built-in Functions 180
8.6 Handling Strings 184

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 xi

ChapTer 9 : lIsTs 189

9.1 Introduction to List 189
9.2 List Operations 190
9.3 Traversing a List 192
9.4 List Methods and Built-in Functions 193
9.5 Nested Lists 195
9.6 Copying Lists 196
9.7 List as Arguments to Function 197
9.8 List Manipulation 199

ChapTer 10 : Tuples and dICTIonarIes 207

10.1 Introduction to Tuples 207
10.2 Tuple Operations 209
10.3 Tuple Methods and Built-in Functions 211
10.4 Tuple Assignment 212
10.5 Nested Tuples 213
10.6 Tuple Handling 213
10.7 Introduction to Dictionaries 215
10.8 Dictionaries are Mutable 216
10.9 Dictionary Operations 217
10.10 Traversing a Dictionary 217
10.11 Dictionary Methods and Built-in functions 218
10.12 Manipulating Dictionaries 219

ChapTer 11 : soCIeTal IMpaCT 229

11.1 Introduction 229
11.2 Digital Footprints 229
11.3 Digital Society and Netizen 231
11.4 Data Protection 235
11.5 Cyber Crime 239
11.6 Indian Information Technology Act (IT Act) 242
11.7 Impact on Health 242

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