This page contains topics from the 2016 Eduqas / WJEC that are not included in the 2020 Eduqas / WJEC specification. Topics from the 2016 Eduqas Specification This page contains information from the 2016 Eduqas specification that was removed for the 2020 specification. Quick Links: Buses & Instruction Sets (RISC & CISC) Protocols (IMAP & POP3) Network Devices (Gateway) Human-Computer Interaction (Command-Line Interface, Touch-Sensitive Interface, Menu-Driven Interface, Voice-Driven Interface) Cyber Attacks (Dictionary Attack, Buffer Overflow, Human Weakness) Software Protection (Secure by Design, Too Many Permissions, Scripting Restrictions, Validation with Parameters) Data Policies (Acceptable Use Policy, Disaster Recovery, Cookies) Environmental Issues (Tips to Reduce Waste, Positive Impacts of Technology) Object Oriented Programming (Greenfoot and Java) Programming Topics (Assembly Language, HTML, Greenfoot) Buses Buses & Instruction Sets Buses Data is transferred within a computer system along pathways called buses . There are three types of bus: Address Bus Data Bus Control Bus Sends a memory address of where data is stored. The address is sent from the CPU to RAM in the FDE cycle. Transfers data between components. Data is sent both ways . Sends control signals from the control unit to other components of the system. Status signals are sent back to the CPU. An instruction set is a list of all the instructions that a CPU can process as part of the FDE cycle . CPUs can have different sets of instructions that they can perform based on their function. The two most common instruction sets are the simpler RISC (Reduced Instruction Set Computer ) and more complicated CISC (Complex Instruction Set Computer ). Instruction Sets Reduced Instruction Set Computer (RISC) Complex Instruction Set Computer (CISC) Complexity RISC has fewer instructions than CISC and is therefore slower for carrying out complex commands but quick for basic tasks . CISC has more complex instructions available and can therefore perform complicated tasks . Cost RISC is generally cheaper to mass produce because less circuitry is required for the smaller instruction set. CISC CPUs are generally more expensive because they require more circuitry to operate. Power RISC CPUs are designed to use less power and run without dedicated cooling systems (like fans) so that they can be used in devices like smartphones . Because CISC CPUs require more circuitry this means that they generate more heat and may require a fan . CISC CPUs therefore are commonly used in desktop computers . Clock Speed RISC CPUs run at lower clock speeds than CISC CPUs. They can perform simpler tasks more quickly than CISC, but are generally not used to carry out complex instructions . CISC CPUs run at higher clock speeds than RISC CPUs. They can perform complex tasks more quickly than RISC. Protocols Protocols POP3 ( Post Office Protocol 3 ) and IMAP (Internet Message Access Protocol ) are both protocols for receiving and storing emails from a mail server. Gateway Network Devices Gateway A gateway joins together two networks that use different base protocols . For example, a gateway could link together a LAN to a WAN . HCI Human - Computer Interaction Command-Line Interface Touch-Sensitive Interface Other types of user interface do exist, such as a command-line interface (CLI ). This type of interface is entirely text-based and requires users to interact with the system by typing commands . This is a complicated process and mistakes could easily accidentally delete data. There are many commands to learn so only experts who have been trained t o learn this interface will be able to efficiently make use of it. Another type of user interface is a touch-sensitive interface , used with smartphones and tablets . A human interacts with the device by pressing on a touchscreen , making it very intuitive and suitable for most users without training. Touch-sensitive interfaces may not work with dirty or wet fingers and it will take longer to write text compared to using a keyboard. Menu-Driven Interface A menu-driven interface displays data in a series of linked menus . Examples include cash machines (ATMs) and old iPods . This type of interface is generally user friendly and easy to use as commands do not need to be memorised. However it can be annoying to find specific data through a large number of menus without a search feature. Voice-Driven Interface A voice-driven interface can be controlled by speaking commands aloud to a listening device. Examples include Amazon's Alexa devices, Apple's Siri technology and Google Home . This interface is intuitive , can be used hands-free and helps to speed up processes . However commands may be misheard or limited in what can be performed. Cyber Attacks Cyber Attacks Dictionary Password Attack This uses a file containing every word in the dictionary and cycles through them all. This method is relatively easy to program but will only break the simplest passwords . Buffer Overflow Attack A buffer is a temporary storage location . A buffer overflow attack causes a program to try to store more data in a buffer than it can hold which can lead to adjacent memory locations being overwritten . An attacker can use the buffer overflow to insert malicious code to change data or steal confidential data . Human Weakness The biggest weakness in online security is often not the systems in place but carelessness or mistakes made by humans . Social engineering means to trick others into revealing their personal data by posing as a trusted source . For example, impersonating an IT technician via email and asking to send a username and password. Humans can accidentally compromise data by downloading malicious files or being unsafe online, like using the same password for multiple different accounts. Attackers can access unauthorised information in person by shoulder surfing and watching them as they enter sensitive data such as a PIN or password. Software Protection Software Protection The following methods of protection are considered in the design, testing and creation stages of developing software . Secure by Design This method puts security as the most important concept when creating and designing software . By focusing on security when designing software there should be less need for later updates and patches and attacks are less likely to succeed . Too Many Permissions Apps require permission to use device features (such as the camera or microphone of a smartphone) when they are downloaded. Programmers should only request permission for features that the software requires . Some malicious apps steal data or spy on users - and the worst part is that you've given permission for it to do it! Users can avoid suspicious apps by reading reviews, checking there are no unnecessary permission requests , only downloading the software you need / will use and uninstall apps if permissions change . Scripting Restrictions A script is a set of instructions executed on a website. For example, Facebook uses a JavaScript script to post a status and another to read your private messages. The Same Origin Policy (SOP) is a security precaution that prevents websites from using scripts on other sites that you have open . For example, if you are using JavaScript to post a status on Facebook then visit an infected site, that site can't also use JavaScript to access your Facebook data, because even though they both use JavaScript, they are from a different origin . Without SOP an infected website could access personal data or infect a computer with malware by maliciously using the same scripts as other websites you have used . Programmers should set scripting restrictions when creating websites. Validation with Parameters A parameter is a measure that is used when validating data , it is usually a range or limit. For example, the parameters of a length check may be whether the data is between 1 and 10 characters . Programmers must ensure validation is used on websites with suitable parameters to prevent attacks such as an SQL injection. Data Policies Data Policies Data policies are written documents that clearly define how data should be managed in an organisation. It is important that all employees stick to these policies and requirements so that data is kept safe and can be replaced if lost or corrupted. The following methods are examples of common data policies. Acceptable Use Policy (AUP) Workplaces and schools often require people to sign an acceptable use policy (AUP) before being allowed to use the network. It is a list of rules and expected behaviour that users must follow when using the computer systems. Typical rules include: Which websites are off-limits (such as social media or gambling sites), Download permissions (such as who can download and install software) Email communication (such as appropriate language). Punishments if rules of the AUP are broken. The AUP is sometimes known as a Code of Conduct . This is an example of a formal code of practice , with written rules and clear expectations . An informal code of practice would not be officially written down , such as personal habits and preferences (e.g. email layout or desk organisation). Disaster Recovery With important data often stored on a computer network, it is absolutely vital that a detailed and effective disaster recovery policy is in place in the event of data being lost due to an unexpected disaster. Disasters include natural disasters (e.g. fire, flood, lightning), hardware failure (e.g. power supply unit failing), software failure (e.g. virus damage) and malicious damage (e.g. hacking). There are three clear parts to a disaster recovery policy: Before the disaster: All of the possible risks should be analysed to spot if there are any weaknesses in preparation. Preventative measures should be taken after the analysis, such as making rooms flood-proof or storing important data at a different location . Staff training should take place to inform employees what should happen in the event of a disaster. During the disaster: The staff response is very important – employees should follow their training and ensure that data is protected and appropriate measures are put in place. Contingency plans should be implemented while the disaster is taking place, such as uploading recent data to cloud storage or securing backups in a safe room and using alternative equipment until the disaster is over. After the disaster: Recovery measures should be followed, such as using backups to repopulate computer systems. Replacement hardware needs to be purchased for equipment that is corrupted or destroyed. Software needs to be reinstalled on the new hardware. Disaster recovery policies should also be updated and improved . Cookies A cookie is a small piece of data that is stored by websites when you visit them. They allow the website to identify the user and are often used to speed up processes , such as: Automatic login (by saving account details) Save items into a basket (such as pizza delivery sites) Display adverts related to your previous search terms . Although they can be used to save time, some argue that cookies can be intrusive and store too much information. Environmental Issues Environmental Issues Tips to Reduce Waste Turn off computers , monitors and other connected devices when not in use . Adjust power options to help minimise power consumption. Devices with the Energy Star sticker use between 30% and 70% less electricity than usual. Repair older devices rather than throwing them away. Ink jet printers use up to 95% less energy than laser jets. Think twice about printing paper, don't waste ink and remember to recycle paper . Positive Environmental Impacts Communication advancements (such as video messengers) reduces pollution as people do not have to travel to speak to each other. This is especially beneficial in business - workers can talk from the office and do not need to catch a plane to speak. Smart devices can monitor usage and reduce energy waste - such as smart air conditioners and home security systems. Collaboration software (such as cloud-based technology and Google Docs) allows experts to work together and share data. The internet and research databases allows scientists to study the environment more efficiently. Documents can be viewed on a screen rather than printed out - books and newspaper articles can be read on kindles / tablets saving paper and ink . New materials and more environmentally-friendly processes have been developed thanks to increased technology and research. Object Oriented Programming Object-Oriented Programming (OOP) Java is an example of object-oriented programming (OOP) where a programmer is able to code objects that can be visually placed onto a background. Greenfoot is an IDE for Java . Superclass A class from which other 'subclasses' will inherit characteristics ; e.g. hippos, crocodiles and polar bears will inherit properties from the Animals superclass. Object A single object from a class ; e.g. one crocodile object from the Crocodile class. Class A set of objects which share the same properties ; e.g. all PolarBears will behave in a similar way. Comment Two / symbols will allow you to write a comment to explain the code . Method A series of instructions that an object will follow . The act() method will loop in Greenfoot when the play button is pressed. Programming Programming Topics Variable Scope & Lifetime The scope of a variable refers to the parts of the program where the variable can be viewed and used , e.g. a variable with global scope can be accessed anywhere in the program . The lifetime of a variable is the amount of time the variable is stored in memory and therefore can be used , e.g. local variables can only be accessed throughout the subroutine they are created in. Programming Languages: Assembly Language HTML Greenfoot Theory Topics

Learn how to use tags to format text in HTML, including how to underline, italicise and embolden text. Also, learn about heading size and paragraphs. 3. Tags for Text HTML Guide Watch on YouTube: Remember to write the tags for everything you want the user to see between the and tags. Headings Time to add text to your web page such as headings and paragraphs. To write a large heading , use and To write headings in a smaller size, use numbers between 1 and 6. Add a large heading and a sub-heading to your webpage. paragraph Paragraphs Typing text between the and tags will create a paragraph . Add at least three different paragraphs to your webpage. bold underline italics Bold, Underline & Italics You can format your text by changing it to be bold , underlined or italicised (slanted). Now you have text on your web page, you can add hyperlinks to take viewers to different websites. In the paragraphs you have already written, add at least 1 bold tag, 1 underline tag and 1 italics tag. 2. Essential Tags HTML Guide 4. Hyperlinks

Learn about the five data types - character, string, integer, real and Boolean. Also learn about casting. Based on the J277 OCR GCSE Computer Science specification (first taught from 2020 onwards). 2.2: Data Types Exam Board: OCR Specification: J277 Watch on YouTube : Data Types What are the different data types? When programming, variables should be given appropriate data types . Character A single character , such as a letter, number or punctuation symbol. Examples: T 8 ? String A sequence of characters , including letters, numbers and punctuation. Examples: Harry Waters 14:50pm Ice Age 4 Integer A whole number . Examples: 475 -8432 56732 Real Boolean A decimal number . Examples: 65.3 -321.1234 909.135 An answer that only has two possible values . Examples: True / False Yes / No 0 / 1 Telephone numbers are always stored as a string , not an integer. Casting Converting the value of a variable from one data type into another is known as casting . Python automatically assumes an input is a string so the int() command is used to cast an input into an integer . Other Python commands for casting include str() and float() . For example: age = int(input("Enter your age: ")) Q uesto's Q uestions 2.2 - Data Types: 1. List the five data types , giving an example of each . [ 5 ] 2. State which data type is most suitable for the following variables: a. Age [ 1 ] b. Surname [ 1 ] c. Height (in metres) [ 1 ] d. First Initial [ 1 ] e. Phone number [ 1 ] f. Right-Handed? [ 1 ] 3. Explain what casting is and give a programming situation in which it would be used . [ 2 ] 2.1 - Programming Fundamentals Theory Topics 2.3 - Additional Techniques

Learn how to input strings (text) in Python. Try practice tasks and learn through text and images. Perfect for students learning GCSE Computer Science in UK schools. top Python 2a - Inputting Text Inputting Text (Strings) in Python A string is a collection of characters (letters, numbers and punctuation) such as: “Wednesday” , “Toy Story 4” or “Boeing 747” . Use the input command to ask a question and let a user input data , which is automatically stored as a string . Variable to save the answer into. Give it a suitable name based on the input. name = input ( "What is your name? " ) = What is your name? Paulina Type your answer directly into the editor and press the Enter key. Statement that is printed to the screen. Leave a space to make the output look clearer. Once an input has been saved into a variable, it can be used for other purposes, such as printing it within a sentence : name = input ( "What is your name? " ) print ( "It is nice to meet you" , name) = What is your name? Jake the Dog It is nice to meet you Jake the Dog Always choose an appropriate variable name when using inputs. colour = input ( "What is your favourite colour? " ) print ( "Your favourite colour is " + colour + "? Mine is yellow." ) = What is your favourite colour? blue Your favourite colour is blue? Mine is yellow. Inputting Text Task 1 ( Holiday) Write an input line to ask the user where they last went on holiday . Write a print line that uses the holiday variable (their answer). Example solution: Where did you last go on holiday? Scotland I hope you had a nice time in Scotland Inputting Text Task 2 ( New Neighbour) Write an input line to ask the user for a title (e.g. Mr, Mrs, Dr). Write another input line for an object . Write a print line that uses both input variables (title and object ). Example solutions: Enter a title: Dr Enter an object: Fridge I think my new neighbour is Dr Fridge Enter a title: Mrs Enter an object: Armchair I think my new neighbour is Mrs Armchair Using a Variable Within an Input To use a variable you have previously assigned a value t o within the input statement you must use + (commas will not work). drink = input ( "What would you like to drink? " ) option = input ( "What would you like with your " + drink + "? " ) print ( "Getting your" , drink , "and" , option , "now...." ) = What would you like to drink? tea What would you like with your tea? biscuits Getting your tea and biscuits now... What would you like to drink? apple juice What would you like with your apple juice? cake Getting your apple juice and cake now... Inputting Text Task 3 ( Name & Game) Ask the user what their name is. Ask the user what their favourite game is. Use their name in the input statement for their game. Print a response with their name and the game they entered. Example solutions: What is your name? Rory Hi Rory, what's your favourite game? Minecraft Rory likes Minecraft? That's nice to know. What is your name? Kayleigh Hi Kayleigh, what's your favourite game? Stardew Valley Kayleigh likes Stardew Valley? That's nice to know. ⬅ Section 1 Practice Ta sks 2b - I nputting Numbers ➡

Learn about key registers used in the fetch - execute cycle such as the program counter and current instruction register. Based on the J277 OCR GCSE Computer Science specification (first taught from 2020 onwards). 1.1b: The Fetch-Execute Cycle Exam Board: Cambridge OCR Specification: GCSE - J277 Watch on YouTube : The Fetch Execute Cycle The purpose of the Central Processing Unit (CPU ). The actions that occur at each stage of the fetch-execute cycle and how CPU components are used in the cycle. The purpose of each register (PC , MAR , MDR and ACC ) and what they store . The difference between data and an address . What You Need to Know The Fetch-Execute Cycle The purpose of the Central Processing Unit (CPU ) is to process data and execute instructions by constantly performing the fetch-execute cycle . Fetch Stage Execute Stage In the fetch stage , instructions are fetched from RAM and transferred into the registers inside the CPU . It is the Memory Data Register (MDR ) specifically that a fetched instruction is stored in. In the execute stage , instructions are decoded by the control unit and then executed (run). Any mathematical calculations are performed by the Arithmetic Logic Unit (ALU ) and the results are stored in a register called the Accumulator (ACC ). RAM CPU Control Unit ALU ACC Registers A register is a small storage space for a temporary piece of data , instruction or address in the CPU . Each register has a specific role . There are four essential registers used in the fetch-execute cycle : The Memory Address Register ( MAR ) stores the address of the current instruction to be fetched from RAM , once it has been copied from the PC. The Memory Data Register ( MDR ) stores the instruction fetched from the memory location identified by the MAR . The Program Counter (PC ) stores the address of the next instruction to be fetched from RAM . The address from the PC is copied into the Memory Address Register (MAR ). The PC is then incremented by 1 because it always shows the address of the next instruction . The results of any executions , such as calculations made by the ALU , are stored in the Accumulator ( ACC ). The PC , MAR and MDR are used in the fetch stage , whereas the ACC is used in the execute stage . The PC and MAR store an address (a memory location in RAM ) whereas the MDR and ACC store data (a value ). Q uesto's Q uestions 1.1b - The Fetch-Execute Cycle: 1 . What is the purpose of the CPU ? [2 ] 2. Draw a diagram with icons and words to show what happens in the stages of the Fetch-Execute cycle . [ 4 ] 3 . Describe the purpose of each register : a. The Program Counter (PC) [ 2 ] b. The Memory Address Register (MAR) [ 2 ] c. The Memory Data Register (MDR) [ 2 ] d. The Accumulator (ACC) [ 2 ] 1.1a - The CPU Theory Topics 1.2 - CPU Performance

Learn about the different protocols used on networks - HTTP, HTTPS, TCP, IP, Ethernet, WiFi, FTP and SMTP. Based on the 2020 Eduqas (WJEC) GCSE specification. 3.5: Protocols Exam Board: Eduqas Specification: 2020 What is a protocol? A protocol is a set of rules that allow devices on a network to communicate with each other . TCP / IP is actually two separate protocols that combine together. TCP / IP (Transmission Control Protocol / Internet Protocol) TCP is a protocol that allows packets to be sent and received between computer systems. It breaks the data into packets and reassembles them back into the original data at the destination. IP is a protocol in charge of routing and addressing data packets . This ensures data packets are sent across networks to the correct destination . It is also an addressing system - every device on a network is given a unique IP address so data packets can be sent to the correct computer system. HTTP is used to transfer web pages over the Internet so that users can view them in a web browser . All URLs start with either HTTP or HTTPS (e.g. https://www.csnewbs.com). HTTPS is a more secure version of HTTP that works with another protocol called SSL ( Secure Sockets Layer ) to transfer encrypted data . You should see a padlock symbol in the URL bar if your connection to that website is secure. HTTP/HTTPS (Hypertext Transfer Protocol) Ethernet is a protocol for wired connections . Ethernet is used at both the data link and physical layers to describe how network devices can format data packets for transmission. WiFi is the main standard for wireless connections . WiFi is actually a brand name that uses a protocol called IEEE 802.11 . Another wireless standard is Bluetooth , for short-range data transfer. Connection Protocols Transfer Protocols FTP ( File Transfer Protocol ) is used to transfer files across a network. It is commonly used to upload or download files to/from a web server . SMTP ( Simple Mail Transfer Protocol ) is a protocol used to send emails to a mail server and between mail servers . Q uesto's Q uestions 3.5 - Protocols: 1. Describe each of the following protocols . It might be helpful to also draw an icon or small diagram for each one: a. TCP [ 2 ] b. IP [ 2 ] c. HTTP & HTTPS [ 3 ] d. WiFi (802.11) [ 1 ] e. Ethernet [ 2 ] f. FTP [ 2 ] g. SMTP [ 2 ] 2. State which protocol would be used in the following scenarios : a. Transferring a music file to a friend over the internet. [ 1 ] b. Sending an email to a family member in America. [ 1 ] c. Using a wireless connection to play a mobile game. [ 1 ] d. Using a webpage to enter a password securely. [ 1 ] e. Watching a video on YouTube. [1 ] 3.4 Network Hardware & Routing Theory Topics 3.6 - 7 Layer OSI Model

Learn about key computing laws including the Data Protection Act (2018), Computer Misuse Act (1990), Copyright, Designs and Patents Act (1988) and software licences. Based on the J277 OCR GCSE Computer Science specification (first taught from 2020 onwards). Exam Board: OCR 6.1b: Legislation Specification: J277 Watch on YouTube : Data Protection Act Computer Misuse Act Copyright, Designs & Patents Act Open Source Licence Proprietary Licence Data Protection Act (2018) In 2018 the European Union introduced GDPR (General Data Protection Regulation ) to protect the privacy of data for people in the EU. The UK matched this by updating the Data Protection Act introduced in 1998 to become the Data Protection Act (2018) . This act protects the data of individuals that is stored on computers and processed by organisations. How the Data Protection Act works: Each person who has their data stored is known as a data subject . An employee within an organisation must be appointed as a data controller and it is they who are responsible for registering with the Information Commissioner . The Information Commissioner is the person in the UK who is responsible for managing several laws , most significantly the Data Protection Act. When registering with the Information Commissioner, the organisation's data controller must be clear on exactly: What information they are collecting, Why it is being collected, What the data will be used for . The six principles of the Data Protection Act state that data must be: 1. Collected lawfully and processed fairly. 4. Data must be accurate and up-to-date. 2. Only used for the reasons specified. Principles of the Data Protection Act (2018) 5. Data must not be stored for longer than necessary, 3. Data must be relevant and not excessive. 6. Data must be stored and processed securely. Computer Misuse Act (1990) This act was introduced as computers became cheaper and more common at home and work . The act attempts to stop and punish those who use computers inappropriately . Breaking any of the three principles could result in fines and a jail sentence but only if it can be proved it was done on purpose and not by accident. The Computer Misuse Act (1990 ) includes three main principles : 1. No unauthorised access to data. Example: Hacking a computer system. 2. No unauthorised access to data that could be used for further illegal activities. Example: Accessing personal data to use as blackmail or identity theft. 3. No unauthorised modification of data. Example: Spreading a virus to change data. Copyright, Designs & Patents Act (1988) This act makes it a criminal offence to copy work that is not your own without the permission of the creator or the copyright holder. This can refer to text, images, music, videos or software. Owning the copyright of an image might not prevent others from copying and using it but this act means that the owner can bring legal proceedings in court to those who have stolen their work . However, it is difficult to trace who has stolen work once it has been uploaded to the internet and copies can easily spread, especially television shows and movies. This act specifically prohibits the following actions: Making copies of copyrighted material to sell to others . Importing and downloading illegally copied material (except for personal use). Distributing enough copyrighted material to have a noticeable effect on the copyright holder . Possessing equipment used to copy copyrighted material , as part of a business. Software Licences A software licence refers to how a user can legally use the software , there are two main types: Open Source Licence Source code is the software code written by programmers . If the software is open source it means that users can view and modify the source code . Linux, Python and Firefox are examples of open source software. Benefits Drawbacks Because the source code is available to edit , it can be customised to the organisation's needs . Often shared in the public domain so users can work together to modify, debug and improve a product. Unwanted features can be removed to make the software run faster . There are security risks - some editors may add malicious code to the program. Open source software is often low in price and sometimes free. It may be difficult to receive support as development is often distributed between people in different locations. The code may be prone to errors as it may not have been tested fully. It requires technical skills to be able to adapt source code efficiently and to maintain the code . Proprietary Licence Another term for a proprietary licence is closed source because the code is restricted - users are prevented from being able to view or modify the source code . You buy the right to use the software but you don't actually own it. Microsoft Office, Fortnite and Spotify are examples of closed source software. Benefits Drawbacks The code is well tested and has been professionally developed. Updates will generally be secure . Users must rely on the company to provide updates and fix issues. This might be infrequent or stop completely. The company can be held to account if it does not perform as listed in the terms and conditions upon purchase. Often not free and may be expensive. Most developers will provide some form of help/support . Users cannot modify, debug or improve the code for their own benefit. Q uesto's Q uestions 6.1b - Legislation: 1a. State the 6 principles of the Data Protection Act (2018) . [ 6 ] 1b. Explain how the Data Protection Act works . In your answer, you should include definitions of a data subject , the data controller and the Data Commissioner . [ 6 ] 2. Describe the 3 principles of the Computer Misuse Act (1990) . [3 ] 3a. What is the purpose of the Copyright, Designs & Patents Act (1988) ? [ 2 ] 3b. Describe 3 actions that CDPA (1988) prohibits . [ 3 ] 4a. Describe the difference between an open source and a proprietary licence . [ 2 ] 4b. State two benefits and two drawbacks of using software with a: Open source licence [ 4 ] Proprietary licence [ 4 ] 6.1a - Impacts of Technology Theory Topics

Learn about the responsibilities of job roles such as an application designer, mobile application designer, project manager, systems analyst, systems designer, user experience designer (UXD) and user interface designer (UID). Based on Unit F160 (Fundamentals of Application Development) for the OCR Cambridge Advanced National in Computing (H029 / H129) (AAQ - Alternative Academic Qualification). Qualification: Cambridge Advanced National in Computing (AAQ) Unit: F160: Fundamentals of Application Development Certificate: Computing: Application Development (H029 / H129) 6.1 - Job Roles Watch on YouTube : Job roles Developing a new application is rarely a solo project and often involves a team working together . There are seven specific job roles for application development you need to know, from application designer to user interface designer (UID ). For each job role , you must understand its main responsibilities and how it contributes to software application development . Job Roles Application Designer Application designers create the blueprint that guides developers , ensuring the software performs required tasks efficiently and logically . They design the structure and layout of software applications . Mobile Application Designer Mobile application designers ensure the software is suitable and user-friendly on mobile devices . They design apps specifically for mobile platforms (e.g. iOS or Android ) with touch-semsitive interfaces and responsive design . Project Manager Project managers keep the project organised , on track and within budget , making sure all team members work efficiently towards the same goals . They must be organised to effectively plan and oversee the entire software development process . Systems Analyst Systems analysts ensure the final software solves the right problems by fully understanding what users and businesses actually need . They gather and analyse user requirements and identify possible improvements or new system solutions . Systems Designer Systems designers provide the technical structure of the system , ensuring it functions correctly and efficiently under real-world use . They translate requirements into detailed system designs and specify data structures . User Experience Designer (UXD) UXDs ensure the software is pleasant and efficient to use, increasing user satisfaction and reducing errors or frustration . They focus on how users interact with the application and research user behaviour through testing and feedback . User Interface Designer (UID) UIDs make the application visually appealing and easy to navigate , supporting a good first impression and smooth interaction . They design the visual elements including the style of buttons , menus , icons and overall layout . Q uesto's Q uestions 6.1 - Job Roles: 1. Explain how UXDs and UIDs can work together to design applications . [5 ] 2. Describe how systems analysts contribute to application development . [4 ] 3. Describe the responsibilities of two other roles not mentioned in Q1 or Q2 . [ 6 ] There were estimates of about 6,000 developers working together across Rockstar's global video game studios to make Grand Theft Auto VI . D id Y ou K now? 5.3 - HCI Designs & Diagrams Topic List 6.2 - Communication Skills

Learn about common prevention methods of minimising cyber security risks including anti0malware, firewalls and penetration testing. Based on the J277 OCR GCSE Computer Science specification (first taught from 2020 onwards). 4.2: Preventing Vulnerabilities Exam Board: OCR Specification: J277 Watch on YouTube : Preventing Vulnerabilities Penetration Tests Penetration tests are carried out as part of ethical hacking. The purpose of a penetration test is to review the system's security to find any risks or weaknesses and to fix them . Internal tests are to see how much damage could be done by somebody within the company with a registered account. External tests are for white hat hackers to try and infiltrate a system from outside the company . Anti-Malware Software Anti-malware software is used to locate and delete malware, like viruses, on a computer system. The software scans each file on the computer and compares it against a database of known malware . Files with similar features to malware in the database are identified and deleted . There are thousands of known malware, but new forms are created each day by attackers, so anti-malware software must be regularly updated to keep systems secure. Other roles of anti-malware software: Checking all incoming and outgoing emails and their attachments . Checking files as they are downloaded . Scanning the hard drive for viruses and deleting them . Firewall A firewall manages incoming and outgoing network traffic . Each data packet is processed to check whether it should be given access to the network by examining the source and destination address . Unexpected data packets will be filtered out and not accepted to the network. Other roles of a firewall include: Blocking access to insecure / malicious web sites . Blocking certain programs from accessing the internet . Blocking unexpected / unauthorised downloads . Preventing specific users on a network accessing certain files . Secure Passwords ******** Usernames must be matched with a secure password to minimise the chances of unauthorised users accessing a system. Passwords should contain a mix of uppercase and lowercase letters , punctuation and numbers . Passwords should be of a substantial length (at least 8 characters) and should be regularly changed . User Access Levels Access levels are used to only allow certain users to access and edit particular files. ' Read-Only ' access is when a user can only view a file and is not allowed to change any data . For example, a teacher might set homework instructions as read-only for students to view. ' Read and Write ' access allows a user to read and edit the data in a file. For example, a teacher might set an online workbook as read and write access for students to fill in. It is important to set access levels so that only authorised users can view and change data. The more users who have access to a file, the more likely it is to be compromised. Certain users may also have no access to a file - when they can't view or edit it. Encryption Encryption is the process of scrambling data into an unreadable format so that attackers cannot understand it if intercepted during transmission. The original data (known as plaintext ) is converted to scrambled ciphertext using an encryption key . Only at the correct destination will the encryption key be used to convert the ciphertext back into plaintext to be understood by the receiving computer. Physical Security A lock can be used to prevent access to server rooms or locations that store confidential data . Only authorised personnel with a matching key will have access. Biometric devices require the input of a human characteristic (such a fingerprint , iris or voice ). The biometric data is checked against previously inputted data in a database. Only a match will allow access to the user. Other forms of physical security include keycards , security staff , CCTV cameras and alarms . Q uesto's Q uestions 4.2 - Preventing Vulnerabilities: 1. Describe the purpose of penetration tests . [2 ] 2. Describe the purpose of anti-malware software and its different roles . [ 4 ] 3. Describe the purpose of a firewall and its different roles . [ 4 ] 4. State three rules for choosing a strong password . [ 3 ] 5. Describe the three types of access level . [6 ] 6a. Describe the purpose of encryption . [ 2 ] 6b. Explain how encryption works, using the terms plaintext , key and ciphertext . [ 4 ] 4.1 - Security Threats Theory Topics 5.1 - Operating Systems

Learn how to use App Inventor 2 to create simple programs. Try to complete tasks 4, 5 and 6 on this page. Perfect for Key Stage 3 students to experiment with block coding, objects and properties. App Inventor Tasks 4, 5 & 6 - Using Variables This page will teach you how to make three simple apps that use variables . These apps will prepare you for the final program - the Pop-up Blob game. App #4 - Button Masher The first app to make is a simple program that counts how many times a button is pressed (but don't press it too much! ) This app will introduce you to using variables in App Inventor. Open App Inventor 2 (use the button below) and create a new project. You will need to log in with a Google account. App Inventor 2 Firstly, grab a button and two labels and place them in the Viewer . Using the Properties tab, you need to make the following changes: Button Text to 'Press Me!' Button Height to 60 pixels and Width to 'Fill parent...' Label 1 Text to 'Number of Presses' Label 2 Text to '0' Both Label 1 and Label 2 Width to 'Fill parent...' Both Label 1 and Label 2 TextAlignment to 'centre : 1' In the Components tab change the component names to be easier to code later. Switch to Blocks layout and drag an initialize global to block into the centre. In the blank space type 'Presses' - this is the name of the variable that will store how many times the button has been pressed. Drag a 0 block from Math. This will set the number of presses to 0 when the app starts. Drag a when ButtonPresses Clicked from the ButtonPresses section and add the necessary code inside. This code increases the variable value of Presses by 1 every time the button is clicked. It also changes the LabelPresses text to display the number of presses. Improve Your App As you will have seen in the video at the top, I programmed the app to go a bit crazy when 35 presses were recorded. In the code below I have shown how to use an if then block to check if the number of presses is 35. If it is then I have made the button invisible - this is an important feature we will use in later programs. Copy this code and add the following features to the then part of the if statement: Set the background colour to black. Change the Label1 Text Colour to white. Change the Label1 Text Size to 40. Change the Label1 Text to 'You broke it...' Program 4 Complete! App #5 - Timer The second app to make is a timer that counts up one second at a time. It also needs a reset button that sets the timer back to 0 again. It will introduce you to the clock component and enabling / disabling components. Open App Inventor 2 (use the button below) and create a new project. You will need to log in with a Google account. App Inventor 2 The code for this program is straightforward; it will take more effort getting the layout right. In the Palette tab, drag a HorizontalArrangement from the Layout section. It will look like an empty grey box at first. Grab a Button as well and place it underneath. Now drag two labels into the grey box and place the second one directly after the first, it may take a few attempts to get them to appear side by side like below: The last component to drag over is Clock (it is in the Sensors section in the Palette tab). It will go into its own section underneath: Change the name of some of the components so that they make more sense. Now to make some changes in the Properties tab. You should know enough by now to work out how to change your components so that it looks like this in your Viewer : Change your layout to Blocks and add the code blocks to the right. This code makes the Label named Seconds update by 1 every second, just like a timer. The code to the left will make the Label named Seconds reset to 0 when the button is pressed. Improve Your App As you will have seen in the video at the top of this task, I added a pause/unpause button that will set the enabled feature of the timer to true or false. You will need to complete the following steps (I've been deliberately vague to make it a challenge - break it down into small steps and use the colours to help you): Add a new button. Add code that, when the new button is clicked , checks if the TimerEnabled is true . If it is, then change TimerEnabled to false . Else change it to true . Now you also need to change the Text of the Button to read either "Pause" or "Unpause" . Program 5 Complete! App #6 - Windy Day The third app to make is an app that blows leaves around your screen. It will introduce you to random numbers, the canvas and coordinates . Open App Inventor 2 (use the button below) and create a new project. You will need to log in with a Google account. App Inventor 2 In the Palette tab, drag a Canvas from the Drawing and Animation section. A Canvas allows sprites (objects) to move around inside of it. In Properties , change the Height and Width of Canvas to 'Fill parent...' for both, so it fills the whole screen. In the Palette tab, drag over five ImageSprites from the Drawing and Animation section and drop them anywhere inside the canvas. Download the leaf picture with all App Inventor images on the basics page here . Upload the leaf image it in the Media tab. In the Components tab change the names of your ImageSprites to be leaf1, leaf 2 etc. For each leaf sprite, in the Properties tab, change the Picture to the leaf you just uploaded and change Height and Width to 30 pixels each. Finally, in the Palette tab, in the Sensors section, drag over a Clock . Your Viewer should look like the image to the left. X axis Y axis 0 300 500 Now for an explanation of coordinates. Each sprite (leaf) has an x coordinate (horizontal) and a y coordinate (vertical). For example, the leaf in the top right would have coordinates of x = 270 and y = 100. Can you work out approximately what the other leaves coordinates would be? What the code blocks below do is randomise the x and y coordinates for leaf1 every second. The word integer means a whole number . Use this code and add to it to make all 5 leaves randomly change coordinates. Improve Your App Add a pause / unpause button, just like in the Timer app that pauses the timer so that the leaves stop blowing (and starts them blowing around again too). Find a nice picture (maybe of a park?) online and upload it in the Media tab. Set this as the Canvas BackgroundImage . Add an audio file of some whooshing (why not record it yourself?). Program 6 Complete! Task 7 KS3 Home

This walkthrough will show you how to create a maze game in Scratch . It is split into the following sections: Creating the First Level Choosing the Main Character Animating & Moving the Main Character Back to the Start Adding Score & Time Making Enemies Adding More Levels Extensions Use the links to move between sections easily! 1. Creating the First Level The very first thing to do is to create the level in which our character will move around in! We are going to draw a background from scratch which our hero will run around in to get to the end. Important parts of the pictures are highlighted in yellow ! 1. Select the blank Stage button in the button left to edit the background. Drawing the Background Challenge Task Anchor 1 2. Press on the Backdrops tab. This will show Scratch’s own paint editor on the right. 3. Use the line tool to create straight maze lines on the background. Use the slider at the bottom to increase the width of the line. Remember this is only the first level so don’t make it too difficult. 4. Create a start zone and an end zone with the rectangle tool and then fill them in with the fill bucket tool . You can also change the main background colour using the fill bucket tool. Remember to choose an appropriate level name in the text box at the top. Level Name Rectangle Tool Fill Bucket Tool Make your game more exciting by creating themed levels , like this park background. Other ideas might include a classroom, library or car park. Try switching up the start and end zones by using the circle tool or the line tool and the fill bucket . Come back to this challenge when you are ready to make more levels! 2. Choosing the Main Character Now that you have your first level designed we can make our hero character who is going to navigate the maze and try to get to the end. Picking the main character Anchor 2 1. A character is called a sprite . We will choose a sprite from Scratch’s sprite library . Click on the fairy icon to open the sprite menu. 2. I have selected the Animals category on the left menu. I have chosen the Penguin sprite but choose whichever character you want. 3. Press the Costumes tab and check that your chosen sprite has at least two costumes . We will use these to create animation in the next section to make it look like the sprite is moving. 4. Now that we don’t need the cat anymore we can delete him by right-clicking on his icon and selecting delete . Shrink the Main Character down to size Shrink Tool 5. The sprite is too big for the level background and you will need to shrink them down . Click on the shrink button at the top of the program and then click on the sprite in the paint area to shrink them down. Remember how many times you clicked the sprite to shrink it. You will need to shrink both costumes the same number of times . Here I have shrunk my penguin by 17 clicks when I selected the shrink tool. You can compare the size of your costumes by looking at the image size beneath the icon (e.g. 40 x 53). Picture Size 6. You need to make sure that your sprite is in the centre of the grid otherwise it might cause trouble later when you try to move them. Click on the costume centre button in the top right (it looks like a crosshair ) and drag your sprite into the middle if it is not. Make sure that both costumes are in the centre . Also, give your costumes appropriate names , I have named mine Mr. Penguin 1 and Mr. Penguin 2. Costume Name Costume Centre 3. Animate & Move the Main Character Adding Animation Anchor 3 1. Click on your sprite icon in the bottom left and then on the Scripts tab in the top centre. We will begin using the script blocks and we need to start in the Events category with: ...so drag it over to the script area. This script will run all the blocks that we place beneath it, when the flag is pressed to start the game. 1. 2. You can only add animation if the sprite you chose has at least two different costumes! 2. The second block we need is: ...in the Control category. Every block that we put inside the forever loop block will repeat again and again . We want our character to switch between their costumes infinitely to make it look like they are always walking, which is why we use the forever loop. 3. Click on the Looks category and drag two... ...inside of your forever loop . Use the drop down list (small black triangle on the costume block ) to make one block switch to your first costume and the other block switch to your second costume. 4. In the Control category, drag over two blocks and place one after each of your ‘switch costume to ‘ blocks. 1 second is too long to wait so click on the 1 and change both to 0.5 instead (this is half a second). If you’ve got the code correct so far, when you press the green flag your character should be animated! Moving the Main Character 1. In the Events category drag a into the script area. Change the button from space to ‘up arrow ’ (or any key you like) It is also popular for computer games to use the w key to move up. 2. Click on the Motion category and move over two blocks: and Change the angle of direction from 90 (which is a right turn) to 0 (which is an upwards turn). Now you have just created code to make your character move upwards by ten steps when you press the up arrow! Once you have dragged the blocks when the up arrow is pressed, you can work out how to make your character move down, left and right ALL BY YOURSELF. Add this code in now, before you move on . Rotate the Main Character If you press the green arrow and move your character around you might notice that it doesn't rotate when it moves. Click on the i in the top left of your sprite icon in the bottom left. There are three types of rotation to choose from. Select your preferred style by clicking on one of the three symbols. Full Rotation will turn your sprite up, down, left and right. Horizontal Rotation will only turn your sprite left and right. No Rotation will not turn your sprite at all. it will always appear in the same direction. Anchor 4 4. Back to the Start Starting in the right place We always want the main sprite to start in the green zone when the green flag is pressed to start the game. First drag your sprite to the green zone . Then go to the Motion category and drag over: ...and connect it directly underneath the block you dragged over earlier. Once you’ve added that line of code, click the green flag to make sure that the sprite starts where you want it to . If it doesn’t, then you can change the x (horizontal) and y (vertical) co-ordinates by clicking on the white boxes and changing the values. Back to the start if touching the walls 1. Drag over and connect together the two blocks below: 2. Drag over the two blocks below, put the blue one inside the other and then put them both inside the forever loop : 3. Change the co-ordinates in the blue block you just added so that it matches the same co-ordinates as the block to make the sprite start at the green zone . 4. Now to add the wall detection code! In the Sensing section, drag this block over... ...and put it inside the top of the ‘if then‘ block . Make sure that you put it between the 'if' and 'then' and not underneath. 5. Click once on the box in the ‘touching colour ‘ block and then click the wall or obstacle you want the player to avoid, Now is a good idea to play your game and make sure you can get to the end without being teleported back to the start. If your game is impossible you will need to edit the background – click on the stage icon in the bottom left then the Backdrops tab and edit the walls. Anchor 5 5. Adding Time & Score Recording the Time 1. Click on the Stage icon in the bottom left, we will create new code in the Scripts tab of the stage. DO NOT click the character sprite! Click on the Data category and choose Make a Variable . A variable is something that can change . Call your new variable Time . Adding a Score - The Number of Restarts 2. From the Events category drag: ...then look in the Data category and connect this underneath: ...but it should say Time instead of 'variable'. This code makes the time start at 0 when the game begins. 3. Now we need a loop that increases our variable called Time by 1 every second. First drag over a forever loop : Then place inside of it two blocks: Make sure it says Time instead of variable. Now press the green flag to see the timer go up. 1. In the Data section click on Make a Variable and give it an appropriate name like Restarts . This variable will count how many times we have touched a wall and had to start again. 2. Firstly, go back to the Scripts area for your character – click on the sprite of your main character in the bottom left then the Scripts tab. You need to add two blocks from the Data category: Change variable to Restarts and place it directly underneath the flag. Change variable to Restarts again and place this code directly after the 'go to ' block inside the loop. Now whenever you touch the wall you restart and it records it in the variable called Restarts. 6. Making Enemies Anchor 6 1. Select the fairy icon in the New sprite section to open the Scratch sprite library. 2. From the sprite library choose your enemy . I have selected the polar bear because it fits with my penguin. 3. Select the shrink tool at the top of the program and click on the enemy . Then drag them to where you want them to start . 4. Click on the sprite icon of your enemy then select the Scripts tab. Drag and connect two blocks: 5. From the Control category grab a: ...and place it after the ‘go to ‘ block. Now we will make our enemy glide from his start position to somewhere on our level again and again. Move the enemy to where you want it to go to then add: ...inside the forever loop. Drag another ‘glide ‘ block and place it underneath but change those co-ordinates to the same as the one underneath the the ‘when green flag clicked‘ block. This code makes the enemy move backwards and forwards forever. 6. Make your main character return to the start if they touch the enemy. Click on your main character sprite in the bottom left and then the Scripts tab. You need to copy the exact same code you made earlier to see if the main character is touching the wall , but this time you need to use: ...instead of the touching colour block. Click on the box in the block and select your Main Character . 7. New Levels Anchor 7 Coming Soon To be added soon. This concludes the walkthrough for a Scratch maze game! Try a combination of the suggestions below to add complexity to your game: Using ‘say ‘ or ‘think ‘ blocks in the Looks category to make your sprites say things at certain points (like at the start of a new level). Making your game harder by speeding up enemies in later levels (you could change the number of seconds it takes to glide ) Adding more enemies that only appear in harder levels. Setting a time limit – instead of having your time begin at 0 and increasing by 1 every second, have it start at 30 and decrease by 1 every second. Extensions Anchor 8

About CSNewbs Plus (CSN+) CSN+ is a premium collection of resources made for teachers that follows the Computer Science specifications covered on the website . Currently, these resources are in development , with the Eduqas GCSE resource pack arriving first, based on the Eduqas GCSE Computer Science 2020 specification . < Free zip folder download of all resources for Eduqas GCSE topic 1.1 (The CPU) *Updated Jan 2021* Resources included for each topic: Lesson Slides Starter activity (to print) Task resources (e.g. diagrams or worksheets to print) Task answers What is included in the CSNewbs+ GCSE collection? 39 presentation slides 39 starters 39 task answer documents 19 revision activity pages 7 topic tests & answers See below for more details: + Complete presentation slides for each of the 39 theory topics in the Eduqas GCSE 2020 specification . PowerPoint and Google Slides compatible. Activity resources to print . Including diagrams , tables and worksheets for lesson tasks . All answers included for teachers to use. Starter questions that recap the previous topic. For teachers to print before the lesson. All answers included in the lesson slides. 39 starters . Comprehensive answers for all lesson tasks . 39 task answer documents containing answers for over 100 lesson tasks for teachers to use . Revision templates for students to complete, to print on A3 paper . 19 pages and 7 revision lesson slides . Exercise book headings and the driving question (lesson focus) 7 end-of-topic tests with brand new questions . All answers included for teachers. What is included on the presentation slides? The following breakdown shows the presentation slides for 1.1 (The CPU): A title slide The content covered from the Eduqas GCSE specification Exercise book headings and the driving question (lesson focus) Answers to the starter activity questions Lesson objectives An explanation of the topic Clear explanations of the content First task. Students use slides or CSNewbs to complete. All answers on separate teacher document. Task 2. Table provided in teacher resource pack to print. Further explanations of the content Further explanations of the content with diagrams. Further explanations of the content with diagrams. Task 3. Answers in the teacher document. Plenary to check the students' understanding of the lesson topics. < Free zip folder download of all resources for Eduqas GCSE topic 1.1 (The CPU) *Updated Jan 2021*