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Learn about troubleshooting tests and information to record when a hardware error occurs. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification. 1.6 - Hardware Troubleshooting Exam Board: OCR Specification: 2016 - Unit 1 What is troubleshooting? Troubleshooting means to analyse and solve a problem with a computer system. Hardware troubleshooting refers to fixing an issue with the physical parts of the computer or any connected devices. Hardware issues might occur as a result of damage (intentional or accidental), power surges or malware . Steps to Take When an Error Occurs Try to identify the problem by looking for the simplest explanation first (e.g. checking the power supply) and ask the user questions about the issue. Create a theory about what the cause of the problem could be and prepare to test the theory using a series of troubleshooting tests . Create a troubleshooting plan and record the steps that are taken before moving on to the next test. Check the system works after each stage of the plan. Create a findings document that explains if and how the problem was fixed, for future reference if the problem occurs again. Documentation Technicians and help desk (see 3.5 ) staff should document , on a fault sheet , the following information regarding the issue: The fault itself (such as 'system not turning on'). The system in question. The user logged in at the time. Exact date & time the problem occurred. Symptoms of the issue (such as 'slow load times' or 'beeping'). Problem history - checking if it has happened to this system before. Back up documentation - Whether the data been backed up recently. Troubleshooting Tools The following tools can be used to identify an error so a technician has a greater understanding of the problem. Event Viewer Event Viewer is a type of utility software that lists detailed information about an error when one occurs. It can be used to work out how to fix the issue and will display both minor and major faults. Power On Self Test (POST) On start-up, a power on self test (POST) checks memory, power, hardware and cooling systems are all working properly. Beep codes signal if an error has been detected; 1 beep will sound for no error but if multiple beeps are heard then an error has been discovered. Ping Test This is a connectivity test between two computers. A message is sent to the destination computer and waits for a return message named the echo reply . This procedure can be repeated with other systems until the source of the problem is identified from a computer that does not reply . Q uesto's Q uestions 1.6 - Hardware Troubleshooting: 1. Summarise the 'Steps to Take when an Error Occurs ' section into your own top three tips for what to do when a hardware error happens . [3 ] 2. List 6 pieces of information that an IT technician should record when a hardware error has occurred . [6 ] 3. Briefly explain the purpose of three troubleshooting tools . [6 ] 1.5 - Communication Hardware 1.7 - Units of Measurement Topic List

Learn about how to write algorithms, including pseudocode and the different flowchart symbols. Based on the 2020 Eduqas (WJEC) GCSE specification. 8.3: Writing Algorithms Exam Board: Eduqas Specification: 2020 Pseudocode Reminder Generally, pseudocode can be written in any way that is readable and clearly shows its purpose. However, the Eduqas exam board advises that pseudocode for the programming exam should follow the conventions below : Annotation { Write your comment in curly brackets} Define data type price is integer firstname is string Declare a variable's value set price = 100 set firstname = "Marcella" Input / output output "Please enter your first name" input firstname Selection (must have indentation) if firstname = "Steven" then output "Hello" + firstname elif firstname = "Steve" then output "Please use full name" else output "Who are you?" end if Iteration (while loop) while firstname ! = "Steven" output "Guess my name." input firstname repeat Iteration (for loop) for i in range 10 input item next i Define a subroutine Declare Sub1 [Subroutine content indented] End Sub1 Call a subroutine call Sub1 Writing Algorithms In an exam you may be asked to write an algorithm using pseudocode . Previous exams have offered up to 10 marks for a single algorithm . While this may seem daunting, it means you can still gain marks for an incomplete program , so don't leave it blank no matter what! You must decompose the problem and break it down into more manageable chunks . Here's an example question : “A teacher is marking tests. Write an algorithm that allows the teacher to input the number of tests to mark and then the mark of each test. Output the average mark, highest mark and lowest mark. The tests are marked out of 100.” This specific algorithm can be broken down into pre-code and three main parts : Part 0: Declare and assign variables. Part 1: Input the number of tests to mark. Part 2: Input the mark of each test. Part 3: Output the average, lowest and highest marks. Part 0: Variables Read the question carefully and work out the variables you will need in your algorithm. I have highlighted them in blue below: “A teacher is marking tests. Write an algorithm that allows the teacher to input the number of tests to mark and then the mark of each test . Output the average mark , highest mark and lowest mark . The tests are marked out of 100.” There is an additional variable to track as the average mark can only be worked out if we also know the total marks . number_of_tests is integer test_mark is integer average_mark is real highest_mark is integer lowest_mark is integer total is integer number_of_tests = 0 test_mark = 0 average_mark = 0 highest_mark = -1 lowest_mark = 101 total = 0 Before you write the actual program, you must declare the variables you will need and assign values to them. Firstly, declare the data type of each variable . A whole number is an integer and a decimal number is a real . The average must be a real data type because it is the result of division (total ÷ number_of_tests) and could be a decimal number . When assigning values, most numerical variables will be 0 . Most string values would be " " . However this question is a bit more complicated - the highest mark must start as a really low value and the lowest mark must start as a really high value . This is ensure the first mark entered becomes the highest and lowest mark - this will make sense later. Part 1: Input Number of Tests output “Enter the number of tests to mark: ” input number_of_tests After declaring and assigning your variables the next parts will depend on the algorithm you need to write. This example requires the user to input the number of tests . Part 2: Input Each Mark (Loop) for i = 1 to number_of_tests output “Enter the test mark: ” input test_ mark For part 2 we need the teacher to enter each test’s mark . This is best done as a loop as we do not know how many tests the teacher has to mark until they have typed it in (part 1). All code within the loop must be indented . if test_mark > highest_mark then highest_mark = test_mark endif if test_mark < lowest_mark then lowest_mark = test_mark endif We also need to work out what the highest and lowest marks are. This must be done within the loop as the test marks are entered. The test mark is compared to the current highest and lowest marks . If it is higher than the current highest mark it becomes the new highest mark . If it is lower than the current lowest mark it becomes the new lowest mark . This is why we set the highest_mark and lowest_mark to extreme values at the start - so the first mark entered becomes the new highest and lowest . total = total + test_mark next i The final steps of part 2 are to update the total marks and to close the loop . The total is increased by the test mark that has been entered. The ‘next i ’ command states that the current iteration has ended . The indentation has now stopped. Part 3: Outputs average_mark = total / number_of_tests output “The average mark is:” , average_mark output “The highest mark is:” , highest_mark output “The lowest mark is:” , lowest_mark Before the average can be output, it must be calculated by dividing the total by the number of tests . Then the average , highest and lowest marks can be output . Full Answer number_of_tests is integer test_mark is integer average_mark is real highest_mark is integer lowest_mark is integer total is integer number_of_tests = 0 test_mark = 0 average_mark = 0 highest_mark = -1 lowest_mark = 101 total = 0 output “Enter the number of tests to mark: ” input number_of_tests for i = 1 to number_of_tests output “Enter the test mark: ” input test_ mark if test_mark > highest_mark then highest_mark = test_mark endif if test_mark < lowest_mark then lowest_mark = test_mark endif total = total + test_mark next i average_mark = total / number_of_tests output “The average mark is:” , average_mark output “The highest mark is:” , highest_mark output “The lowest mark is:” , lowest_mark This example is slightly more complicated than some of the recent previous exam questions for writing algorithms. Remember to decompose the problem by identifying the variables you need first. Q uesto's Q uestions 8.3 - Writing Algorithms: 1. A violin player performs a piece of music 8 times . They record a score out of 5 how well they think they performed after each attempt. Write an algorithm using pseudocode that allows the violinist to enter the 8 scores and displays the highest score , lowest score and average score . An example score is 3.7. [10 ] 2. A cyclist wants a program to be made that allows them to enter how many laps of a circuit they have made and the time in seconds for each lap . For example they may enter 3 laps, with times of 20.3 , 23.4 and 19.8 seconds . The program should output the quickest lap time , slowest lap time , total amount of time spent cycling and the average lap time . Create an algorithm using pseudocode for this scenario. [10 ] 8.2 - Understanding Algorithms Theory Topics 8.4 - Sorting & Searching

Test your understanding of data types, calculations and modulo. Try practice tasks and learn through text and images. Perfect for students learning GCSE Computer Science in UK schools. top Python - Section 3 Practice Tasks Task One: Square Number Create a program that asks the user to input a number and then prints the square of that number - to do this, multiply the number by itself . Remember: Break up variables and parts of a sentence in a print line by using commas. Example solutions: Enter a number: 12 The square of 12 is 144 Enter a number: 7 The square of 7 is 49 Task Two: Multiplying Numbers X Example solutions: Create a program that asks the user to input two numbers (num1 and num2 ). Multiply the two numbers together and print the total . Remember: Break up integer variables in a print line by using commas between each part of the sentence. Enter number one: 7 Enter number two: 9 7 x 9 = 63 Enter number one: 8 Enter number two: 12 8 x 12 = 96 Task Three: Turning 65 Example solutions: Create a program to input how old the user will turn this year and then print the year they will turn 65 . You could do this in just two lines but before trying that work out on paper the steps to calculating your own age you will turn 65. What steps did you take? Try to recreate those steps in Python. You might need to create another variable to make it easier. How old will you turn this year? 15 You will turn 65 in 2073 How old will you turn this year? 42 You will turn 65 in 2046 Task Four: Multiplication Table Let the user enter a number then print the first five multiplications in its times table. This can be done more simply when you learn about for loops but for now you will need to multiply the number by 1 , then multiply it by 2 etc. Try to make this program better by displaying the number and the value it is multiplied by in your print statements. Simple example solution: Enter a number: 8 8 16 24 32 40 Better example solution: Enter a number: 7 7 x 1 = 7 7 x 2 = 14 7 x 3 = 21 7 x 4 = 28 7 x 5 = 35 ⬅ 3b - Simple Calculations 4a - If Statements ➡

Learn about the risks of storing and processing data, including accidental deletion and hacking. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification for Unit 2 (Global Information). 6.2 - Risks Exam Board: OCR Specification: 2016 - Unit 2 Unauthorised Access to Data As part of the security principle of confidentiality , data should only be viewed by individuals with the authorisation to do so. There are two main reasons why data may be viewed by someone who shouldn't - espionage and poor information management . Espionage is the act of collecting data so that it can be used against an organisation - such as a competitor acquiring information about their rival's product before it is launched publicly. If a company has poor information management strategies in place and data is insecurely stored or too many people have access to sensitive information then it is more likely to be viewed by unauthorised persons. Not only would competitors benefit from unauthorised access, but the Data Protection Act (2018 ) would also be broken if personal data was accessed . Accidental Loss of Data Data loss refers to information being irretrievably lost - not just a copy of the file but the original version too so it cannot be accessed in any format . One reason for accidental data loss is equipment failure or a technical error that leads to data corruption , such as a database crash or hard drive failure. Human error is another reason for accidental data loss as an employee might accidentally delete a file or discard an important paper document without realising. If data is accidentally lost then it could mean that hours of data entry and collection will have been for nothing and might delay dependent processes such as analysis and trend recognition. Also, if it was personal data that was lost then the security principle of availability has been broken and the Data Protection Act ( 2018 ) has been breached . Intentional Destruction of Data This is the act of purposely damaging an organisation by deleting or denying access to data . Examples include viruses that corrupt data so that it can no longer be used and targeted malicious attacks such as DDOS (distributed denial of service) attacks or ransomware . Ransomware encrypts files so that they can only be accessed again when certain criteria have been met, usually the affected group having to pay an extortionate fee . When data is intentionally deleted the organisation in question can respond by replacing the data and any infected computer systems / devices or by ignoring the loss and not making the breach public - but having to re-collect / re-analyse the data. Data destruction will usually lead to a loss of reputation as customers won't want to have their information stored in a system they see as unreliable and insufficiently protected . This loss of reputation could lead to customer loss and a decrease in profits . If the loss is ignored and unreported then it could result in a huge loss of trust when it is eventually revealed - like Yahoo who only confirmed a massive data breach that happened in 2013, two years later in 2016. This breach affected all 3,000,000,000 Yahoo accounts and is the largest data breach in the history of the internet. Intentional Tampering with Data This is when data is changed and no longer accurate . This could occur through fraudulent activity such as hacking to change information displayed on a webpage. An example is if a student or a teacher changed exam answers for a better grade. A business example is if a company tampered with financial data to display larger profits and smaller losses than real figures, to boost investment or please stakeholders. If data tampering is found out then it can result in a loss of reputation as that organisation cannot be trusted to report data accurately . If personal data has been altered then the security principle of integrity will have been broken as the data is no longer accurate . Data security methods and protection systems will also need to be reviewed if data has been tampered with, especially if it was an external individual that accessed and changed the data. Employees that tamper with data will be fired and may face legal action . Q uesto's Q uestions 6.2 - Risks: 1. Describe two effects on an organisation for each of the four identified risks . [8 ] 2. Research at least one real-life example for each risk above and describe the consequences of that example, such as the Yahoo data breach. [12 ] 6.1 - Security Principles Topic List 6.3 - Impacts

Learn how pseudocode and flowcharts are written as part of algorithms. This content is based on the 2016 Eduqas / WJEC GCSE Computer Science specification. Algorithms Pseudocode Pseudocode Pseudocode is not a specific programming language but a more general method of describing instructions . It should be unambiguous, and it should not resemble any particular kind of programming language (e.g. Python or Java), so it can theoretically be turned into real code in any language. Generally, pseudocode can be written in any way that is readable and clearly shows its purpose. However, the Eduqas exam board advises that pseudocode for the programming exam should follow the conventions below : Annotation { Write your comment in curly brackets} Define data type price is integer firstname is string Declare a variable's value set price = 100 set firstname = "Marcella" Input / output output "Please enter your first name" input firstname Selection (must have indentation) if firstname = "Steven" then output "Hello" + firstname elif firstname = "Steve" then output "Please use full name" else output "Who are you?" end if Iteration (while loop) while firstname ! = "Steven" output "Guess my name." input firstname repeat Iteration (for loop) for i in range 10 input item next i Define a subroutine Declare Sub1 [Subroutine content indented] End Sub1 Call a subroutine call Sub1 Flowcharts flowchart A flowchart can be used to visually represent an algorithm. The flowchart symbols are: Algorithm Example example Pseudocode {This is a program to see how many items you can buy in a supermarket before you spend over £100} total is integer, itemsentered is integer, itemprice is integer set total = 0 set itemsentered = 0 while total < 100 output "enter the price of the next item" input itemprice total = total + itemprice itemsentered = itemsentered + 1 repeat if itemsentered >= 20 then output "You are on your way to saving money." elif itemsentered => 30 then output "You're a real money saver." else output "Look for better deals next time." end if Stop Flowchart

Learn how to use if statements in Python. Try practice tasks and learn through text and images. Perfect for students learning GCSE Computer Science in UK schools. top Python 4a - If Statements If Statements Selection is one of three constructs of programming , along with Sequence (logical order) and Iteration (loops). An if statement is a conditional statement that performs a specific action based on conditional values. Essentially, if thing A is true , then thing B will happen . If the user answers yes to the window question, then an appropriate statement is printed. Double equals stands for ‘is equal to ‘. The colon stands for THEN and the line after an if statement must be indented (press tab key once). answer = input ( "Is the window open? " ) if answer == "yes" : print ( "It's chilly in here!" ) Is the window open? yes It's chilly in here! But what if the window is not open? At the moment nothing will happen if you type no: Is the window open? no The elif command stands for else if . Essentially: If thing A is true then do thing B, else if thing C is true then do thing D: But what about any other answer than yes or no? The else command will submit a response if the value is anything else. The if and elif commands have a colon at the end, but else has it at the start. Also, else does not need to be on a new line. answer = input ( "Is the window open? " ) if answer == "yes" : print ( "It's chilly in here!" ) elif answer == "no" : print ( "It's quite hot in here!" ) answer = input ( "Is the window open? " ) if answer == "yes" : print ( "It's chilly in here!" ) elif answer == "no" : print ( "It's quite hot in here!" ) else : print ( "I'm not sure what you mean." ) Is the window open? no It's quite hot in here! Is the window open? banana I'm not sure what you mean. If Statements Task 1 ( Left or Right?) Use an input line to ask the user whether they want to turn left or right . Print a sentence of your choice if they chose left and a different sentence if they chose right . Include an else statement in case the user doesn't input left or right. Example solutions: There is a path ahead. Do you turn left or right? left The path turns and twists until it reaches a cliff. Dead end! There is a path ahead. Do you turn left or right? right A snake slithers across the path and bites your leg. Oh no! There is a path ahead. Do you turn left or right? backwards That's not an option! Nested If Statements Complex programs may require you to have if statements within if statements - when programming, one thing inside another is known as nesting . You must make sure that the related if , elif and else statements line up with each other . Use the tab key to indent a line. outer if inner if weather = input ( "What is the weather like today? " ) if weather == "sunny" : sunny = input ( "How hot is it? " ) if sunny == "very hot" : print ( "Take some sunglasses with you!" ) elif sunny == "cool" : print ( "Maybe take a jacket just in case?" ) else : print ( "Enjoy the sunshine!" ) elif weather == "rainy" : print ( "Take an umbrella!" ) else : print ( "Have a good day!" ) = What is the weather like today? rainy Take an umbrella! = What is the weather like today? sunny How hot is it? cool Maybe take a jacket just in case? = What is the weather like today? snowy Have a good day! = What is the weather like today? sunny How hot is it? very hot Take some sunglasses with you! If Statements Task 2 ( Nested Ifs) Use the weather program above as an example to help you write your own program with a nested if for at least one option. Be careful to have your nested if's if, elif and else statements in line with each other. Your program doesn't have to be about juice. Example solutions: Would you like orange, apple or tomato juice? orange Would you like your orange juice smooth or with bits? smooth One smooth orange juice coming up! Would you like orange, apple or tomato juice? orange Would you like your orange juice smooth or with bits? bits A pulpy orange juice is on its way! Would you like orange, apple or tomato juice? tomato Yuck, you can't be serious? Using Selection with Numbers Comparison operators such as > (greater than ) > = (greater than or equal to ) < (less than ) and < = (less than or equal to ) can be used with if statements. Logical operators such as and and or can also be used - more about them in section 4c . When comparing a variable's value to a specific number, such as 50, don't forget to use double equals ( == ) . Python Comparison Operators score = int ( input ( "Enter the maths test score: " )) if score == 50: print ( "You scored top marks!" ) elif score >= 40 and score < 50: print ( "You scored a great grade!" ) elif score >= 20 and score < 40: print ( "You did okay in the test." ) else : print ( "You have to try harder next time!" ) = Enter the maths test score: 50 You scored top marks! = Enter the maths test score: 43 You scored a great grade! = Enter the maths test score: 20 You did okay in the test. = Enter the maths test score: 13 You have to try harder next time! If Statements Task 3 ( Fastest lap) A racing video game has a challenging track that players try to get a quick lap on. The current fastest lap time is 37 seconds . Ask the player to enter their lap time and print a response based on their input . You need individual responses for the following inputs: Faster than 37 seconds. Between 37 seconds and 59 seconds. Between 60 seconds and 90 seconds. Slower than 90 seconds. Example solutions: Enter your lap time: 35 You have set a new record!!! Enter your lap time: 59 You did well this time! Enter your lap time: 83 A little bit slow this time! Enter your lap time: 110 Were you even trying!?! Hurry up! Not Equal To The opposite of equal to ( == ) is not equal to ( != ). != is often used with while loops to repeat code while an input is not what is expected , for example repeatedly asking for a password while the input is not equal to "fluffythecat123". The code below uses != for an incorrect answer (although it could easily be re-written to use == for a correct answer). answer = input ( "What is the capital of Eritrea? " ) if answer != "Asmara" : print ( "That is incorrect! It is Asmara." ) else : print ( "You got it right!" ) = What is the capital of Eritrea? Asmara You got it right! = What is the capital of Eritrea? Windhoek That is incorrect! It is Asmara. If Statements Task 4 ( True or False? ) Come up with your own true or false question that the user has to respond to. Depending on their answer , print whether they got it right or wrong . You may want to use an if statement with == for a correct answer or != for an incorrect answer , there's multiple ways to write this program. Example solutions: There are 140 million miles between Earth and Mars. TRUE or FALSE? TRUE That is correct! It is really that far! There are 140 million miles between Earth and Mars. TRUE or FALSE? FALSE You got it wrong, there really are 140 million miles between us! ⬅ Section 3 Practice Tasks 4b - Mathematical Operators ➡

Learn about two methods of representing negative numbers in binary - sign and magnitude and two's complement. Based on the 2020 Eduqas (WJEC) GCSE specification. 4.2: Signed Binary Exam Board: Eduqas Specification: 2020 What are Sign and Magnitude and Two's Complement? Sign and Magnitude and Two's Complement are both methods of writing positive and negative binary values . Sign and Magnitude is simpler but will cause incorrect answers if used in binary calculations . Two's Complement is more complex but will generate correct answers when used in binary calculations . Sign & Magnitude The most significant bit (MSB ) is the largest bit of a binary number - the one furthest to the left . The MSB is the sign - it represents whether the binary value is positive or negative . If the sign is 0 then the binary number is positive . If the sign is 1 then the binary number is negative . The other bits represent the magnitude - the value of the binary number. For an 8-bit binary number , the range is -127 to 127 , because only 7 bits are used to define the magnitude. Sign & Magnitude: Problems Sign and magnitude is not commonly used by computers for two main reasons: Performing binary addition and subtraction (see section 4.3 ) will often cause a wrong result . In the example below, -7 + 3 should equal -4 but the result given is 2. + Sign and magnitude creates two different values for 0 - positive 0 and negative 0 which is incorrect. Two's Complement Two's complement is a method of representing positive and negative binary values. It is used often by computers because binary calculations will work correctly and there is only one value for zero. Two's Complement: Denary to Binary To represent a negative value using two's complement follow these steps: Write out the positive value in binary . Start on the right-hand side and move along, copy all 0s until you get to the first 1 . The first 1 is copied too. After the first 1 invert each value (change to its opposite ). So 0 becomes 1 and 1 becomes 0 . 1. 2. 3. Two's Complement: Binary to Denary To convert a binary number to denary using two's complement you must remember that the MSB is a negative value . Just add the numbers with 1 together to work out the denary value . Q uesto's Q uestions 4.2 - Signed Binary: Sign & Magnitude 1. Using sign and magnitude , convert the following values to denary : a. 00011101 b. 11100011 c. 10110110 d. 01001111 [1 each ] 2. Using sign and magnitude , convert the following values to binary : a. 83 b. -13 c. -102 d. -24 [1 each ] 3. Describe two problems when using sign and magnitude . [ 4 ] 4. Using sign and magnitude , the range of numbers that can be represented in 6 bits is from - 31 to + 31 . State the range of numbers that can be represented using sign and magnitude in the following bits: a. 8 bits b. 4 bits [1 each ] Two's Complement 1. Using two's complement , convert the following values to binary : a. -20 b. -49 c. -87 d. -113 [2 each ] 2. Using two's complement , convert the following values to denary : a. 10110010 b. 11101110 c. 01101011 d. 10011111 [2 each ] Watch the video to learn how sign and magnitude is used to represent negative numbers in binary . Watch the video to learn how two's complement is used to represent negative numbers in binary . Watch on YouTube Watch on YouTube 4.1 - Number Systems Theory Topics 4.3 - Binary Calculations

The fifth part of a quick guide to the basics of Python aimed at Key Stage 3 students. Learn about how selection works and how to use if statements. Python - #5 - Selection 1. Using if Statements Using if enables your program to make a choice . There are a few things you need to remember : if is lowercase - it should turn orange. You must use double equals == You need a colon : at the end of your if line. The line below your if line must be indented . Task 1 - Create a new Python program and save the file as 5-Selection.py Use the picture to help you ask what your favourite food is . Run the program and test it works. To indent a line press the tab key on your keyboard. Indentation is important as it tells Python what is within the if statement and what isn't. 2. Using elif elif stands for 'else if '. It is used to respond in a different way depending on the input. elif works exactly the same as an if line so if you make a mistake look up at task 1 to help you. Task 2 - Write an elif line that responds differently to your favourite food question from task 1. e.g. "Yum!" if someone enters "pasta". 3. Using else It is impractical to have hundreds of elif lines to respond to different inputs. else is used to respond to anything else that has been entered in a general way. The else line works a bit differently, so look carefully at the picture . Task 3 - Write an else line that responds to anything else the user enters for your favourite food question. 4. Multiple elifs Despite what you did in task 3, programs can be expanded with more than one elif line. Underneath your first elif line but before your else line, add at least two more elif sections that respond differently depending on what is entered. Use the elif line from the task 2 picture to help you. Task 4 - Read the description above and use task 2 to help you. Challenge Programs Use everything that you have learned on this page to help you create these programs... Challenge Task 1 - Spanish Translation Create a new Python program. Save it as ' 5-Translator.py ' Add a comment at the top with your name and the date. Create a program that asks for a number between 1 and 4. Use if and elif statements to see what the user has entered and print a statement that displays the chosen number in Spanish - use the image to help you understand. BONUS : Add an else line for any numbers higher than 4. When you run it, it could look something like this: Challenge Task 2 - Able to Vote Create a new Python program. Save it as ' 5-Vote.py ' Add a comment at the top with your name and the date. Create a program that asks for their age. Use an if statement to see if the age is more than 17 (use > instead of ==). If the age is over 17, then print "You are old enough to vote!" Use an else statement to print a different message for everyone else. When you run it, it could look something like this: Challenge Task 3 - Totals Create a new Python program. Save it as ' 5-Totals.py ' Add a comment at the top with your name and the date. Use an int input line to ask the user for number 1. Use an int input line to a sk the user for number 2. Multiply the two numbers together and save it into a variable called total. If the total is over 9000, then print "It's over 9,000!!!" Use an else statement to print the total if it is less than 9000. When you run it, it could look something like this: <<< #4 Calculations #6 Turtle >>>

Learn about defensive design considerations including validation checks, verification, anticipating misuse, maintainable code, authentication and input sanitisation. Based on the J277 OCR GCSE Computer Science specification (first taught from 2020 onwards). 3.1: Defensive Design Exam Board: OCR Specification: J277 Watch on YouTube : Defensive Design Validation Checks Maintainability Defensive Design Considerations There are several things to consider when creating a program that is secure and robust , including: Anticipating Misuse Planning ahead to take steps against potential misuse (e.g the app X prevents the same tweet sent twice in a row as it might be spam ). Input Sanitisation Checking and cleaning up data that has been input , (e.g. removing special characters to prevent a SQL injection ). Validation Checking whether input data follows specific criteria and should be accepted (e.g. a length check on a password). Verification Checking whether data that has been entered is correct (e.g. double entry ). Authentication Ensuring only authorised users can gain access to a system (e.g. usernames and strong passwords ) . Maintainable code Allowing other programmers to easily read and quickly understand code that has been written (e.g. using comments , indentation and appropriate variable names ). Input Validation Validation is a process to check that data is reasonable or sensible before it is accepted . Range Check Checks data is within a certain range . Age: 34 203 Type Check Checks data is a certain data type . Height (in cm): 182 Two metres Format Check Checks data is entered in a certain way . Date of Birth (DD/MM/YYYY) 25/03/2011 25th March 11 Presence Check Checks that data has actually been entered and not left blank . Password: fluffythecat123 Lookup Table A table of acceptable entries , also known as a list . Length Check Checks the length of the input is within a certain amount. Telephone Number 08323877319 07383 Maintainability Programs should be written in a way that makes maintaining and understanding them as straightforward as possible. Examples of making a program maintainable include: Using subprograms to reuse code and make them easier to test . This is called modularisation . Appropriate variable names , using a naming convention , ensure the purpose of a variable is immediately understood. Using indentation to improve readability and clearly show each ‘block’ of code. Comments enable a programmer to understand the purpose of each line of code. Crucial when working in a team . Using constants is another method of improving maintainability. This keeps the program code consistent , which makes it easier to read and debug a program. Q uesto's Q uestions 3.1 - Defensive Design: 1. Describe the different considerations a programmer should make for a defensive design . [ 6 ] 2. Describe the each validation check and give a suitable example . [ 12 ] 3. Explain the different ways a program can be maintained . [ 5 ] 2.3 Additional Programming Theory Topics 3.2 - Testing

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*

Learn about software development methodologies such as the waterfall lifecycle, agile methodologies, extreme programming, the spiral model and rapid application development (RAD). Based on the OCR H446 Computer Science A-Level specification. Exam Board: OCR A-Level 2.3 - Software Development Specification: Computer Science H446 Watch on YouTube : Waterfall Lifecycle Extreme Programming Spiral Model Rapid Application Development Software development models are step-by-step methods for creating and maintaining software . They are used to keep projects organised , reduce mistakes and make sure the finished program meets the user’s needs . Different models suit different types of projects . Waterfall Lifecycle The waterfall model is a linear and structured approach where each phase is completed one at a time in order . It needs all requirements to be clearly defined at the start , with little to no changes allowed once a phase is finished . This model is best suited for projects with fixed requirements and minimal risk of change . Extreme Programming Extreme Programming ( XP ) is a type of agile methodology that uses an iterative and flexible approach, progressing in small , usable chunks called iterations (or sprints ). It relies on frequent collaboration with stakeholders and user feedback to adapt to changing requirements . This model is ideal for dynamic projects where quick delivery and frequent updates are important. Spiral Model The spiral model combines iterative development and risk management , progressing through repeated cycles of planning , risk assessment , engineering ( development and testing ) and evaluation . Each loop focuses on identifying and addressing risks early in the project. It is ideal for complex and high-risk projects where requirements may change over time . Rapid Application Development The rapid application development ( RAD ) model focuses on quickly building software through iterative development and frequent user feedback . It uses reusable components , time-boxing and constant feedback to speed up the delivery of an effective final product . RAD is best suited for projects that need to be completed quickly and where requirements can evolve during development . Q uesto's K ey T erms Software Development: waterfall lifecycle, agile methodology, extreme programming (XP), spiral model, rapid application development (RAD) D id Y ou K now? Agile development is named after the ' Agile Manifesto ' - a set of principles for software development agreed by a group of developers at a ski resort in Utah , USA in 2001 . 2.2 - Applications Generation A-Level Topics 2.4 - Programming Languages

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