A key term generator to display randomised or sequential terms from the OCR A-Level Computer Science (H446) course. Filter terms by topics and 'favourite' tricky terms to focus on later. Perfect for students learning A-Level Computer Science in UK schools. A-Level Key Terms Generator If you see this message, your school may be using a strict network filter which has blocked it. The tool uses basic JavaScript and should work fine on a home network. Use this tool to check your understanding of the OCR A-Level Computer Science H446 specification's key terms . OCR A-Level Homepage

The third part of a quick guide to the basics of Python aimed at Key Stage 3 students. Learn about creating and using inputs. Python - #3 - Inputs 1. Asking Questions Input means to enter data into a program. Use the input command to ask a question. You must save the answer into a suitably named variable using the = symbol. Task 1 - Create a new Python program and save the file as 3-Inputs.py Use the picture to help you ask what someone's name is. Run the program and type your name. When you run the program (F5) you can type your answer on any question line in the Python Shell . 2. Asking more Questions There is no limit to how many questions you can ask in Python. It is the most important way to interact with the user of your program. Task 2 - Ask two more questions on topics of your choice. 3. Using Variables in a Sentence When we have printed the answers so far, they have not been very informative! You can print variables together with sentences so that they mean more. Use a comma ( , ) between variables and sentences . Task 3 - Use the pictures to help you add commas and sentences to your program to be more informative. BONUS: After I took the screenshot of my code I added in print lines in the two blanks spaces that print a line of dashes. Try to do the same to make your program easier to read. 4. Using Integers An integer is a whole number . When you are asking a question that you know will have a number for an answer , you need to add int ( before your input. Don't forget to add double close brackets at the end of the question line ! Task 4 - Underneath your previous questions (don't delete anything) ask 2 questions that will have numbers for answers. You must use int ( - see the image for help. Challenge Programs Use everything that you have learned on this page to help you create these programs... Challenge Task 1 - Funny Food Create a new Python program. Save it as ' 3-FunnyFood.py ' Add a comment at the top with your name and the date. Create a program that asks two questions, one for their favourite colour and one for their favourite food. Print a funny sentence using both of their answers. BONUS : Try to use only one print line. Remember: Break up variables in a print line by using commas. When you run it, it could look something like this: Challenge Task 2 - Trivia Question Create a new Python program. Save is as ' 3-Trivia.py ' Add a comment at the top with your name and the date. Create a program that asks the user a trivia question of your choice. Print the correct answer AND their answer. BONUS : Use only one print line. BONUS : Try to use only two lines in total . Remember: Break up variables in a print line by using commas. When you run it, it could look something like this: Challenge Task 3 - Getting to School Create a new Python program. Save it as ' 3-School.py ' Add a comment at the top with your name and the date. Create a program that asks two questions, one for how they get to school and one for how long it takes. Don't forget - use int( and then double close brackets for a number! Print an appropriate response that uses both of their answers. BONUS : Use two separate input lines. BONUS : Try to use only one print line . Remember: Break up variables in a print line by using commas. When you run it, it could look something like this: <<< #2 Variables #4 Calculations >>>

Learn how to use App Inventor 2 to create simple programs. Try to complete task 3 on this page. Perfect for Key Stage 3 students to experiment with block coding, objects and properties. App Inventor Task 3 - Munchin' Pizza This page will teach you how to make a simple app that changes pictures when a button is pressed . You can make the app more complex by adding sounds or additional buttons. Step 1: Set up App Inventor 2 Open App Inventor 2 (use the button on the right) and create a new project. You will need to log in with a Google account. Download the picture images from the zipped folder on the App Inventor 2 Basics page here . Once you have downloaded the pizza pictures you will need to upload them. Find the Media tab on the right side of App Inventor and click 'Upload File...' You will need to upload each picture individually. In the Palette tab on the left side, drag two buttons into the middle screen so they look like this: In the Components tab on the right, click on Button1 and click the Rename button at the bottom to change it to Pizza . Then Rename Button2 to Munch . This will help us when we code later as it will be less confusing. Click on the second button (Munch) that you just dragged into the centre then look in the Properties tab on the right and scroll down to Text . Change 'Text for Munch' to something like 'Munch Pizza' . Now click on the first button in the centre (Pizza) and in the Properties tab, click on Image and select the first image. It should be the full slice of pizza. When you have set the image, you might notice it goes a bit crazy. Still in the Properties tab, change the Height and Width to 'Fill parent...' for both. This will make the image fit within the boundaries of the screen. Finally, change the Text for the Pizza button to be blank. Otherwise it will appear on top of the pizza and look odd. So far you should have a button disguised as a pizza and another button that tells you to munch that lovely cheesy deliciousness. If your program does not look like this, read the instructions above again carefully. Step 2: Code Click on the Blocks button in the top right to start adding code. In the Blocks tab on the left side click on Munch and drag the when Munch Click block into the centre. This block will execute any code inside of it whenever the munch button is clicked. In the Blocks tab on the left side click on Logic and drag an if then block and snap it inside the block you just dragged over. Click on the blue cog button and drag four else if blocks inside the if block at the bottom. The blocks at the top will automatically update when you drag the blocks under the if block underneath. Because we are using different images, we need to check which image is currently being displayed, so we know which picture to change to. Firstly we want to check if the first image is being displayed. Connect an = block from the Logic section. Then add a Pizza Image block from the Pizza section. Lastly grab a " " block from the Text section and write the name of your first image inside (e.g. pizza1.jpg) Don't forget the extension (.jpg). But what does this code actually mean? It is checking to see what the current pizza image is. And if it is pizza1.jpg then it is going to... ...change the picture to pizza2.jpg, as if someone has munched the pizza! Grab a set Pizza Image to block from Pizza and then snap another " " block from Text and add the pizza2.jpg text inside. Now that we have written the code to check the current picture and move it to the next one when pressed, we just need to copy this for the other four pizza pictures. Rather than select all the blocks again, right-clicking on the blocks and selecting 'Duplicate' will copy them. Copy each block and then change the values so that if pizza2.jpg is the current image, then it sets it to pizza3.jpg and so on. Make sure that pizza5.jpg sets the image to pizza1.jpg so that it goes round in a loop. Program 3 Complete! Step 3: Run The easiest way to run an app that you have created at home using App Inventor 2 is to download the free MIT AI2 Companion App on your smartphone from the Google Play Store . At the top of the App inventor program on your computer , click on Connect and AI Companion . This will generate a six-digit code you can type into your phone. If your school has the emulator installed, you can also use this to test your app. Extra Step: Challenges 1. Create your own images and upload them . You can easily create your own set of pictures and link them together. Why not try: Eating a different type of food (e.g. cookie or doughnut). A simple scene that changes from night to day. A simple character that changes appearance (like Pikachu powering up a thunder strike with each button press). 2. Add a sound effect whenever a button is pressed . In the video at the top of the page, you'll see I have a 'munch' sound whenever the button is pressed. You could record this sound yourself or use a sound effect site. Once you have got your sound file (it should be short and .mp3) you need to upload it, just like you uploaded your images. In the Designer layout click 'Upload file...' in the Media tab on the right. Then look in the Palette tab on the left side, open the Media section and drag a Sound block into the centre. It will appear underneath the phone screen in a section called 'non-visible components' which is fine. Now click on Properties on the right side and choose the sound file you just uploaded in the Source box. Click on the Blocks button in the top right to start adding the code! In the Blocks tab on the left side, click on Sound1 and drag the call Sound1 Play block directly underneath when Munch click . This will play the sound everytime the button is pressed. 3. Add more buttons . You could add a second clickable button which reverses the pattern and a third button that resets the order back to the first image. Adding new buttons is easy - drag them from the Palette tab in the Designer layout. Change the button text in the Properties tab and the name of the button in the Components tab. To add code, click on Blocks in the top right then you can duplicate the code for Munch by right-clicking and choosing Duplicate. Now just change the values to what you want. If you are making a reset button, you don't need an if then statement, just set the image to your first image when the button is clicked. Keep messing around with the program and have fun! KS3 Home Tasks 4, 5 & 6

Learn about the advantages and disadvantages to individuals and organisations when using the internet. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification for Unit 2 (Global Information). 1.7 & 1.8 - Internet Pros & Cons Exam Board: OCR Specification: 2016 - Unit 2 The internet has become easier and cheaper to access since the mid 1990s and today it is almost taken for granted. The rise of the internet, and the services it provides, has lead to advantages and disadvantages for both individuals and organisations . Advantages for Individuals Increased speed of personal communication Allows for instant messaging, emails and video chats across the world. Easy access to information The internet has free resources such as CSNewbs and Wikipedia, plus academic journals for research & study. 24/7 access to services Shopping, browsing and banking can be completed when convenient for the user. Social interaction with others Social media, discussion forums and online games provide entertainment and social interaction. Disadvantages for Individuals Potential for identity theft Uploading personal data and storing sensitive information risks hackers obtaining and utilising it. Cost of connection & services Internet service providers (ISPs) charge a monthly fee and equipment like a router needs installation. Cyberbullying & trolling The abuse of others on social media is possible. Anonymisation makes it harder to catch offenders. Spreading misinformation 'Fake news' or biased information can be easily spread on social media and lead to incorrect assumptions. Source of distraction Staff and students may neglect their work and study for entertainment or social media. Advantages for Organisations Share data quickly globally Files and information can be sent instantly to locations across the world. Cloud storage can store data. Online services always available E-commerce businesses can operate 24/7 globally, permit users to browse and accept payments. Easy internal communication Staff can use emails, video calls or instant messages to communicate. Open up the workplace Staff can work from home, on the commute to/from work and outside of the office. Disadvantages for Organisations Malicious attacks & threats Websites can be hacked / taken offline with DDoS attacks. Data can be stolen or corrupted. Cost of maintaining services Most companies require an IT department to oversee device installation and maintenance. Reputation and controversies Companies that leak data will damage their reputations. Social media posts could backfire. Q uesto's Q uestions 1.7 - Internet Pros & Cons: 1. List 5 points for the following categories (you may need to include researched / your own points for some): a. Advantages of the internet for individuals [5 ] b. Disadvantages of the internet for individuals [5 ] c. Advantages of the internet for organisations [5 ] d. Disadvantages of the internet for organisations [5 ] 1.6 - Information Formats Topic List 2.1 - Information Styles

Learn about the motherboard and the components that are connected to this important piece of computer hardware. The Motherboard What is a motherboard? The motherboard is the main circuit board of a computer that links all other components together. Components can communicate by sending signals and data across pathways called buses . Some components, like the CPU and RAM , are directly installed in special sockets on the motherboard . There are expansion slots for further components like a graphics card . What is connected to the motherboard? Central Processing Unit Random Access Memory Graphics Processing Unit Read Only Memory Cache Memory Sound Card Hard Disk Drive Power Supply Unit What is a motherboard's form factor? Form factor relates to the motherboard's size , shape and how many components it can fit . The three most common form factors are compared below: ATX Micro ATX Mini ITX Standard Small Very Small 32 GB 64 GB 128 GB 7 4 1 Size Max RAM Expansion Card Slots GB stands for gigabytes What ports does a motherboard have? The motherboard contains several ports on the back panel , allowing cables to be connected to input or output data . Below are some of the common ports : USB (Type-A) Connects input devices like keyboards and mice or storage devices like a USB memory stick. USB (Type-C) A newer type of USB that is faster and commonly used to charge devices or transfer data. Ethernet Allows a device to connect to a wired network, most commonly to a router, for internet access. HDMI Connects to a monitor or TV to show the computer's audio and visual output. KS3 Home

Learn about operating systems, memory management (segmentation and paging), scheduling, interrupts, the BIOS, device drivers and virtual machines Based on the OCR H446 Computer Science A-Level specification. Exam Board: OCR A-Level 2.1 - Systems Software Specification: Computer Science H446 Watch on YouTube : Operating systems functions Paging & segmentation Interrupts Scheduling algorithms Types of operating system BIOS Device drivers Virtual machines This topic looks at how the operating system manages the resources of a computer system . It also includes programs related to the operating system , such as the BIOS , device drivers and virtual machines . Operating Systems The operating system performs essential functions to keep a computer running efficiently . It provides a user interface , such as a command line or graphical user interface ( GUI ), and ensures system security by managing access rights and protecting files . The OS manages hardware , coordinating devices like the CPU , printers and hard drives and provides built-in utilities for tasks such as file management and disk defragmentation . It acts as a platform for software , allowing applications to be installed and run . The OS also schedules jobs , handles interrupts from devices, and manages memory , ensuring each process has the resources it needs without conflicts. Paging & Segmentation Paging is a memory management method that splits memory into equal-sized blocks called pages . This makes memory use more efficient as programs don’t need to be stored in one continuous block but unused space may be wasted inside a page . Segmentation divides memory into segments of different sizes based on program structure . This makes it easier to organise parts of a program , but because segments are different sizes , it can leave small unused gaps in memory that can’t be easily filled by other data. Interrupts An interrupt is a signal that tells the CPU to pause its current task and respond to something more urgent . Interrupts can come from hardware , such as a keyboard press , or from software , such as an error . When an interrupt occurs , the CPU saves its current state by placing current register values into a stack . The CPU runs an interrupt service routine ( ISR ) to handle the interrupt event . After the ISR finishes , the CPU restores its state by popping values from the stack and continues the original program . Scheduling Scheduling algorithms are used by the CPU to decide the order in which processes are executed . They aim to manage CPU time efficiently and ensure all programs get a fair share of resources . Common scheduling algorithms include: First-Come First-Served : Processes are executed in the order they arrive to the CPU . Round Robin : Each process gets a fixed time slice in turn , cycling through all processes. Shortest Job First / Shortest Time Remaining : These methods identify the process with the shortest estimated runtime to be executed first . Multi-Level Feedback Queue : Uses multiple queues with different priority levels . Processes can be moved between queues to avoid starvation . Types of OS Different types of operating systems exist depending on the computer system and purpose : Multitasking OS : Allows a single computer to run multiple programs at the same time by quickly switching between them. Multi-user OS : Lets multiple users access the computer and its resources simultaneously , often via a network . Distributed OS : Manages a group of networked computers as a single system , sharing resources and tasks . Embedded OS : Designed for devices with specific functions , like microwaves or smart TVs , often with limited resources . Real-time OS : Provides immediate processing and responses for time-critical tasks , used in systems like medical devices or industrial robots . The BIOS The BIOS (Basic Input/Output System ) is firmware stored in ROM that helps the computer start up and manage initial communication between hardware and the operating system . During the start-up sequence , the BIOS first checks that essential hardware (e.g. the CPU and RAM ) is present and working correctly by running a Power-On Self Test (POST ). Signals are transmitted to all connected components . The BIOS then runs the bootstrap program to locate and load the operating system from a connected storage device into RAM . Once the OS is loaded , control is handed over to it, allowing the computer to become fully operational . Device Drivers A device driver is software that allows the operating system to communicate with hardware devices such as printers , graphics cards or keyboards . Hardware and the OS speak different ' languages ', so the driver translates OS instructions into commands the device can understand and vice versa. They are needed because, without drivers , the OS wouldn’t know how to control the hardware or use its features properly. Drivers also allow devices to work with different versions of an operating system and enable updates that improve performance or fix bugs . Virtual Machines A virtual machine is a software-based computer that runs an operating system and applications like a real computer , using part of the host computer’s hardware . It is isolated from the main system , so it can operate safely without affecting the host . Virtual machines are commonly used for testing software , running multiple operating systems and safely handling untrusted files . They provide flexibility , efficient hardware use and a secure environment for experimentation . Q uesto's K ey T erms Operating Systems: user interface, file management, user management Memory Management: paging, segmentation, virtual memory Interrupts: interrupt, interrupt service routine, stack Scheduling Algorithms: first come first serve, round robin, shortest job first, shortest time remaining, multilevel feedback queue Types of Operating System: multitasking, multi-user, distributed, embedded, real-time BIOS: ROM - power-on self-test (POST) Device Drivers: device driver Virtual Machines: virtual machine, thin clients, servers D id Y ou K now? New versions of the Android operating system used to be named alphabetically after sweet treats , from Cupcake , Donut and Eclair to Nougat , Oreo and Pie - the final named update in 2019 . 1.3 - Input, Output & Storage A-Level Topics 2.2 - Applications Generation

Learn how to handle errors in Python. Try practice tasks and learn through text and images. Perfect for students learning GCSE Computer Science in UK schools. Python 12 - Error Handling Errors When an error occurs in Python, you may see a chunk of red text like this. This is very useful when creating programs as it tells us the exact line of the error (10), and its type (NameError). However, a completed program should have code in place for when an unexpected error occurs – we call this exception handling . General Exception In this example, Python will attempt to run the code indented beneath try . If there are no errors then the code will stop just before except . If an error does occur then the Exception code will be run . If we enter a correct value then the program will execute normally: But if an error occurs (such as writing a string when an integer is expected) then the Exception code will run : You can add the else command to your code that will execute only if there are no errors : If a valid number is entered then the else code will be printed: If a code generating an error is entered then the except code will be printed: Practice Task 1 Create a program that asks the user to input their age. Don't forget to use the int command. Use try and except to print a message if a number is not inputted. Example solution: Specific Exceptions The Exception command used in the section above is for any general error that occurs. You can also use specific except commands for a variety of errors. Below is a program with two different specific exception commands for one try statement: If a Value Error occurs, such as when the wrong data type is entered , then related code will be printed: Or if the user tries to divide by zero then a Zero Division Error will be triggered which prints a relevant response: Other types of exception can be found here . Practice Task 2 Create a program that asks the user to input a number and then divides this value by 999. Create a Value Error and Zero Division Error exception and include an appropriate message in both. Example solution for Zero Division: ⬅ 11 - Graphical User Interfac e Extended Task 1 (Pork Pies) ➡

Learn how to add a counter to Greenfoot to keep track of the score. Learn how to add and subtract points to the counter. Part 6 of the Greenfoot Tutorial for the Eduqas / WJEC GCSE 2016 specification. 6. The Counter Greenfoot Tutorial 1. Import the Counter The counter class can be imported into your Greenfoot world. Select Edit in the main Greenfoot window then ' Import Class... ' and choose Counter . Watch on YouTube: The Counter class will appear in the Actor classes list . Right-click on the Counter, choose the ' new Counter() ' option and drag it into the world. Now right-click on the background and select 'Save the World' once you have dragged the counter into the world. 2. Increase the Counter by 1 Two lines of code are required to increase the counter . Add this code when your main character is removing the collectible object . This code allows your main character to access the 'add' method from the Counter class . The method 'add ' just increases the value of the counter by the number in the brackets . To decrease the counter , type a negative value in the brackets, such as -1 . < Part 5 - Play Sounds 3. Compile and Run Click the Compile button at the top of the code editor . Then you can go back to the main Greenfoot window and click Run to test if your counter increases . Click on me if you've got an error that you're stuck with. Part 7 - Extension Ideas >

A tutorial to understand how to create a game in Greenfoot. A simple step-by-step guide and walkthrough featuring all code needed for the Eduqas GCSE 2016 specification. Installing Greenfoot Greenfoot Home According to the WJEC 2017 specification , students will use version 2.4.2 of Greenfoot in the Component 2 exam . WJEC GCSE students should practice using version 2.4.2 - despite the most up-to-date version currently being 3.9.0 . If you are not learning Greenfoot for the WJEC GCSE then you may wish to download and use the most current version . WJEC 2017 Specification Students Other Students The version used in the Component 2 exam is 'Greenfoot version 2.4.2 '. Scroll down to 2.4.2 on the old download page and select the correct version for your computer. Windows systems should use the 'For Windows ' option. If you are not following the WJEC 2017 specification then you should download the most up-to-date version of Greenfoot. Select the correct version for your computer at the top of the download page .

Navigate between all Unit 2 (Global Information) topics in the OCR Cambridge Technicals Level 3 IT 2016 specification. OCR Cambridge Technicals IT Level 3 Unit 2: Global Information These pages are based on content from the OCR Cambridge Technicals 2016 Level 3 IT specification . This website is in no way affiliated with OCR . This qualification stopped in July 2025. The pages on the site will remain for at least two years. LO1 (Devices & The Internet ) 1.1 - Holders of Information 1.2 - Storage Media 1.3 - Access & Storage Devices 1.4 - Internet Connections 1.5 - WWW Technologies 1.6 - Information Formats 1.7 & 1.8 - Internet Pros & Cons LO2 (Information Styles & Quality ) 2.1 - Information Styles 2.2 - Information Classification 2.3 - Quality of Information 2.4 - Information Management LO3 (Categories & Analysis ) 3.1 - Data vs. Information 3.2 & 3.3 - Information Categories 3.4 - Stages of Data Analysis 3.5 - Data Analysis Tools 3.6 - Information Systems LO4 (Legislation ) 4.1 - UK Legislation 4.2 - Global Legislation 4.3 - Green IT LO5 (Flow of Information ) 5.1 - Data Types & Sources 5.2 - Data Flow Diagrams LO6 (Security & Protection ) 6.1 - Security Principles 6.2 - Risks 6.3 - Impacts 6.4 - Protection Measures 6.5 - Physical Protection 6.6 - Logical Protection

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 methods of digital protection including antimalware, firewalls and obfuscation. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification for Unit 2 (Global Information). 6.6 - Logical Protection Exam Board: OCR Specification: 2016 - Unit 2 Logical protection refers to using digital methods of security to protect computer systems and data. Usernames & Passwords ****** Anti-Malware 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 . Anti-virus software scans a system and removes viruses . If left to infect a system a virus could delete data or permit access to unauthorised users . Anti-spyware software removes spyware on an infected system so hackers cannot view personal data or monitor users. Organisations should install and regularly update anti-virus and anti-spyware programs. Firewall Encryption Firewalls prevent unauthorised access to or from a network . Firewalls filter data packets and block anything that is identified as harmful to the computer system or network. Firewalls can also be used to block access to specific websites and programs. A firewall can be in the form of a physical device which is connected to the network, or software installed on a computer system. Encryption is the conversion of data ( plaintext ) into an unreadable format ( ciphertext ) so it cannot be understood if intercepted . Encrypted data can only be understood by an authorised system with a decryption key . There are two types of encryption . Encryption at rest is when data is encrypted while it is being stored on a system or storage drive. Encryption in transit is to secure the data as it being transferred between systems on a network. Tiered Levels of Access Obfuscation ?????? The purpose of tiered levels of access is to grant different types of permission to certain users. Managing levels of file access ensures that only authorised people can access and change certain files . There are different levels of file access : No access Read-only - Allows a user to view but not edit. Read/write - Allows a user to view and edit. Obfuscation is when data is deliberately changed to be unreadable to humans but still understandable by computers . Program code might be obfuscated to stop rival programmers from viewing and stealing it if they were able to access it. Specialist software can be used to obfuscate data and convert it back into a human-readable format. Q uesto's Q uestions 6.6 - Logical Protection: 1a. Describe why usernames and strong passwords are necessary. [2 ] 1b. State 3 rules for choosing a strong password . [3 ] 2. Describe the purpose of anti-virus and anti-spyware software. [4 ] 3. Describe the roles of a firewall . [4 ] 4. Explain what encryption is. What are the two types? [4 ] 5. Why would an organisation use tiered levels of access ? What are the 3 levels of file access ? [5 ] 6. What is obfuscation ? State a scenario in which it would be used. [3 ] 6.5 - Physical Protection Topic List