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Learn about the two types of data storage unit systems and how the increments work, including kilobyte and kibibyte. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification. 1.7 - Units of Measurement Exam Board: OCR Specification: 2016 - Unit 1 All computer systems communicate , process and store data using binary because this is the format that the processor understands . Binary is a number system consisting entirely of 0s and 1s . A single binary data value (a 0 or a 1 ) is called a bit . 4 bits is called a nibble (e.g. 0101 or 1100). 8 bits is called a byte (e.g. 10101001 or 01011100). There are two main measurement systems : Metric Units of Measurement The gap between units when using metric values (also known as the decimal system ) is always 1,000 . For example, there are 1,000 bytes in 1 kilobyte and 1,000 kilobytes in 1 megabyte . To convert between metric units , divide by 1,000 when moving to a larger unit (e.g. 500 megabytes is 0.5 gigabytes ) and multiply by 1,000 when moving to a smaller unit (e.g. 4.7 terabytes is 4,700 gigabytes ). For example, 8,520 KB is the same as 8.52 MB or 0.00825 GB . Metric values (usually) have a prefix ending in ‘ a ’ such as mega byte or giga byte. Binary Units of Measurement The gap between units when using binary values is always 1,024 . For example, there are 1,024 bytes in 1 kibibyte and 1,024 kibibytes in 1 mebibyte . To convert between binary units , divide by 1,024 when moving to a larger unit (e.g. 4,096 kibibytes is 4 mebibytes ) and multiply by 1,024 when moving to a smaller unit (e.g. 55 pebibytes is 55,296 tebibytes ). For example, 34 KiB is the same as 34,816 MiB or 35,651,584 GiB . Bi nary values have a prefix ending in ‘ bi ’ , such as ki bi byte or me bi byte. Computer scientists often use the binary system of measurement because the storage size is technically more accurate . Q uesto's Q uestions 1.7 - Units of Measurement: 1 a. Create a table or list that clearly shows the relationship between values from bit up to petabyte for the metric (decimal) measurement system . [4 ] 1 b. Create another table to display the binary measurement system from bit to pebibyte . [4 ] 2. Make the following conversions and show your working out . [2 each ] a. 40 megabytes into kilobytes . b. 8500 gigabytes into terabytes . c. 100 mebibytes into kibibytes . d. 854,016 mebibytes into gibibytes . e. How many bytes are there in 3 megabytes ? f. How many bytes are there in 3 mebibytes ? 1.6 - Hardware Troubleshooting 1.8 & 1.9 - Number Systems Topic List

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 tags in the head section of an HTML document including the title and meta tags. 7. Head Tags HTML Guide Watch on YouTube: Remember that all HMTL documents are split into the head and the body. The following tags must be typed inside of your head tags . title Title The title is not the main heading. The title is the page title itself that you can see at the tab at the top of your web browser. Add a title to your web page. metadata Metadata Metadata is information about the web page itself. This commonly includes data about the author, the page's contents and any keywords. Metadata will not appear on the actual web page . Add meta data tags between your head tags for author, keywords and a description. The meta tag is made up of a name and content . Author represents who created the web page. Keywords are commonly used words. Description is used for displaying search engine results (such as a Google search). Next it is time to embed YouTube videos into your web page. 6. Organisation Tags HTML Guide 8. Videos

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 >

Frequently asked questions about CSNewbs including content, the creator and contact. Frequently Asked Questions about Computer Science Newbies Who made CSNewbs? My name is Mr Pulsford . I am from London and I am currently the Head of C omputer Science at a secondary school in South Yorkshire , England . When and why did you make this? I wanted to make a resource that students could access outside of the classroom . I was working on a paid summer project at G o o g l e in London in 2016 when I was inspired to start the site. It went live in 2017 and I've been updating it single-handedly ever since , as much as I can outside of lessons and life. I made CSNewbs to support students in lessons and at home because Computer Science can be a tricky subject and many websites are too technical . Which courses does CSNewbs cover? The ' GCSE ' section follows the OCR J277 specification ( 2020 ) and Eduqas / WJEC specification ( 2020 ). The ' CTech ' section follows the OCR Cambridge Technicals Level 3 IT 2016 specification for Unit 1 (Fundamentals of IT) and Unit 2 (Global Information). The ' CANiC (AAQ) ' section follows the Cambridge Advanced Nationals in Computing specification for H029/H129 . It is in the process of being added. The ' Programming ' section contains material for Python , HTML , Greenfoot and others. The ' KS3 ' section covers basic Computer Science topics aimed at Year 7 - 9 students . Do the exam boards pay you money for this? CSNewbs is not affiliated with any exam board , financially or otherwise . The content on this site has been independently created by closely following the publicly released specifications by Eduqas and OCR. Can I get a level 9 / distinction just from CSNewbs? The content on this website is of high-quality and should be used to guide students towards a better understanding of the course's content. Like all resources however , it should be supported with a range of appropriate material and sound classroom teaching . CSNewbs makes no miraculous claims linking content use and final exam results. How did you make this website? CSNewbs.com was created and is maintained using Wix . What's the deal with copyright? CSNewbs is protected by copyright , and some copy / paste features have been disabled on the site. All images have either been created by myself or used from Wix's copyright-free vector gallery / their stock image library . Embedded videos are linked to content from the CSNewbs YouTube page. If you think any content on this site infringes a copyright-protected work , please email me, and I will make immediate changes . I don't see any adverts, how are you making money? You're right, there are no adverts and I intend to keep it that way. I don't make and never have made any money from this website. Can you add Unit 3 / OCR A-Level / something else? The site continues to expand over time with new content . The eventual aim is to cover every exam board for GCSE Computer Science but that will take a lot of time! How come something on the site isn't working at my school? Your school's IT administrators may have blocked some elements such as JavaScript or embedded YouTube videos . The videos can be watched directly on YouTube (if not blocked on your school network). Who is the robot? The robot is called Questo . It's the site mascot and it appears on most pages to ask you questions about the content (' Questo's Questions '). It used to have a body but since 2020 it's just a head. I can't believe one person made this whole site while teaching and the rest, what are your long-term plans? If you work for an exam board or educational resource organisation , and your organisation has opportunities available , please send me an email. How can I contact the creator of CSNewbs? The contact email is: Privacy Policy There are social media pages for CSNewbs but, aside from YouTube , they are rarely updated .

Homepage for learning about computer science in school. Discover topics across GCSE and Level 3 IT subjects, plus programming languages including Python, HTML and Greenfoot. C omputer S cience P ros Official 2025 CSPros: Walter Thomas Zach Pippa Marcus Ryan Jess Asher Zac Leighton Folu Holly James Jack Harry Aarav Trisha Mario Hiba Rory Clark Lucy Divya Luke Callum James Zoya Timucin Matthew 2024 CSPros: 2023 CSPros: Henry Zain Iman Alex I-C Alex B Tomos Aidan Rahul Hussain Diyar Sam Harry Will Alex H 2022 CSPros: Logan Eleanor Mark Edward Alfie Henry Enzo Sam George Harry Ella Kav

A list of programming topics including HTML, Greenfoot, Python. All Programming Topics Python HTML Greenfoot Assembly Language App Inventor 2

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 about the devices used to host applications, including consoles, desktops, haptics, laptops, servers, smart devices, tablets / hybrid devices and wearables. Resources based on Unit F161 (Developing Application Software) for the OCR Cambridge Advanced Nationals in Computing (H029 / H129) AAQ (Alternative Academic Qualification). Qualification: Cambridge Advanced Nationals in Computing (AAQ) Certificate: Computing: Application Development (H029 / H129) Unit: F161: Developing Application Software 1.2 - Devices Watch on YouTube : Devices You need to know the characteristics of the eight types of devices shown below that application platforms run on . You must also understand the advantages and disadvantages of each device . YouTube video uploading soon What You Need to Know Devices Game consoles are designed specifically for playing video games , usually connected to a TV . Desktops are powerful and customisable personal computers designed for use at a desk . Haptic devices allow users to feel vibrations with touch . Game controllers and smartphones use haptics. Laptops are portable computers with a built-in screen and keyboard , suitable for work on the go . Servers are powerful computers on a network that process requests sent by other systems. Smart devices connect to a network allowing it to communicate with other devices and be controlled remotely . Tablets use a large touchscreen and are more portable than a laptop , ideal for browsing and media . A hybrid device is a laptop with a detachable screen . Wearable devices such as a smartwatch are worn on the body and often monitor the user's condition in real-time . Q uesto's Q uestions 1.2 - Devices: 1. What? [2 ] 2. What? [1 ] 3. What? [1 ] 4. What? [1 ] Check out the Shorts on the CSNewbs YouTube channel if you are interested in how video game consoles have evolved over time . There are separate videos for PlayStation , Xbox and Nintendo consoles. D id Y ou K now? 1.1 - Application Platforms Topic List 1.3 - Storage Locations

Learn about the different parts of computational thinking including thinking abstractly, ahead, procedurally, logically and concurrently. Based on the OCR H446 Computer Science A-Level specification. Exam Board: OCR A-Level Specification: Computer Science H446 1.1 - Computational Thinking Watch on YouTube : Thinking Abstractly Thinking Ahead Thinking Procedurally Thinking Logically Thinking Concurrently Computational thinking is the process of approaching and solving problems in a logical , systematic way (like a computer would ) using techniques such as abstraction , decomposition , pattern recognition and algorithmic thinking . There are five categories of computational thinking you need to know. Thinking Abstractly Abstraction is the process of removing unnecessary detail so that a problem can be represented more simply . It helps programmers focus on the essential features of a task, reducing complexity and making solutions easier to design , understand and maintain . When programming , abstraction can be applied by simplifying real-world systems into models that contain only the information needed for solving the problem . Because abstractions leave out certain details , they always differ from reality , and it is important to understand which elements have been included , which have been excluded and why . YouTube video uploading soon Thinking Ahead Programs often make use of inputs and outputs to receive data from the user or another system and then return results or feedback. Many programs rely on preconditions - rules or requirements that must be met before a function or procedure runs correctly - to prevent errors and ensure reliable behaviour . Caching is a technique where previously calculated or frequently accessed data is stored temporarily so it can be retrieved more quickly . This improves performance but can use extra memory and risks becoming outdated if the cached data no longer matches the current state . Reusable program components , such as functions , procedures and modules , are important because they reduce duplication , make programs easier to maintain , and allow well-tested code to be used across multiple solutions . YouTube video uploading soon Thinking Procedurally Pseudocode , program code and flowcharts are ways of representing a sequence of steps in an algorithm , showing clearly the order in which instructions should be carried out . Sub-procedures (such as functions and procedures ) are used in programs to break complex tasks into smaller , reusable parts , making the code easier to understand , test , maintain and debug . A structure diagram is a visual representation that shows how a program is broken down into its main components and sub-components , helping programmers plan the overall design and understand how different parts of the program fit together . YouTube video uploading soon Thinking Logically Decisions are needed in computer programs so that the software can choose different actions based on the data it receives or the situation it is in , rather than always following the same sequence of instructions. These decisions are controlled by logical conditions - statements that evaluate to true or false - which determine which path the program will take; for example, if score > 100 might trigger a bonus feature only when the condition is true . Because decisions allow the program to branch , they directly affect the flow of execution , enabling different outcomes , repeated actions or alternative processes depending on the conditions met . YouTube video uploading soon Thinking Concurrently Concurrency means designing a program so that multiple tasks can be processed at the same time , rather than strictly one after another. Programmers need to identify which parts of a program can safely run concurrently - for example, independent calculations or background tasks - and which parts must wait for others to finish because they rely on shared data or sequential results . Concurrent processing can bring benefits such as faster performance , better use of multicore processors and improved responsiveness , but it also introduces drawbacks, including increased complexity and the need for careful coordination to avoid errors when tasks depend on one another . YouTube video uploading soon This page is under active development. Check here for the latest progress update. Q uesto's K ey T erms Computational Thinking: abstraction, thinking abstractly, thinking ahead, precondition, caching, reusable components, thinking procedurally, thinking logically, concurrency, thinking concurrently D id Y ou K now? Building a Lego set is a great example of both abstraction and decompostition . For example, the Eiffel Tower Lego set is an abstracted version of it is real-life counterpart condensed into 10,001 pieces . There are over 75 numbered bags inside the box to follow instructions step-by-step to construct the 4'11" model . A-Level Topics 2.1 - Programming Techniques

Learn about the purpose of Green IT, the benefits for an organisation following its practice and methods of use. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification for Unit 2 (Global Information). 4.3 - Green IT Exam Board: OCR Specification: 2016 - Unit 2 What is 'Green IT'? ‘Green IT ’ is to use computers and IT resources in an efficient and environmentally responsible way to reduce an organisation’s carbon footprint . To 'reduce carbon footprint ' means to decrease the amount of pollution (such as CO2 ) produced by an organisation and to engage in more eco-friendly practice. Examples of Green IT Practice Global Requirements of Green IT United Nations Climate Change conferences occur every year and are attended by leaders of each country in the United Nations. The conferences establish obligations for countries to work towards reducing their carbon footprints and emissions of greenhouse gases . Whilst Green IT is not specifically mentioned in these talks, IT is a hugely important sector with large annual emissions that need to be reduced to meet the climate change limitations, such as the Paris Agreement. In the UK, the Greening Government ICT Strategy (running between 2011 and 2015) was an annual report that investigated how IT use could become 'greener' within the government . Positive consequences of this strategy included: Using more cloud storage technology , enabling fewer individual storage devices to be purchased, reducing emissions . Using social media more widely to contact voters - saving money by posting fewer letters and leaflets. Increasing the use of teleconferencing and video calls - reducing the need for unnecessary travel to meetings and avoiding the generation of heavy pollution. Q uesto's Q uestions 4.3 - Green IT: 1. What is meant by the term 'Green IT '. [3 ] 2a. Explain four ways that an organisation can follow good green IT practice . [4 ] 2b. Describe two reasons why it is beneficial to a company of following Green IT . [4 ] 3a. Why are the United Nations Climate Change conferences important ? [2 ] 3b. Describe two ways that the UK government have used Green IT . [4 ] Turn off computers , monitors and other connected devices when not in use . Adjust power options to help minimise power consumption. Use cloud storage or virtualisation to reduce the number of physical devices being bought, powered and maintained. Repair older devices rather than throwing them away. Consider if it is necessary to print a document before doing so and print only what is required . Recycle ink cartridges and paper . Donate older equipment to charities or schools for reuse . Why use Green IT? It is in an organisation's best interests to use Green IT practices for the following reasons: To become more sustainable by reducing the company's carbon footprint and positively impacting the environment . Reducing energy costs (e.g. by turning equipment off when not in use) and saving money . Improving the public image of the organisation as people are increasingly environmentally conscious and will prefer to do business with a company that follows environmentally-friendly policies. 4.2 - Global Legislation Topic List 5.1 - Data Types & Sources

Test your ability to create a more complex program in Python based on a given scenario. Perfect for students learning GCSE Computer Science in UK schools. Extended Task 6 'Guess the Word' Game Create a Python program similar to the hit New York Times puzzle game Wordle . Allow the user to make guesses to match the randomly chosen hidden word , stopping when they get it correct. You can download a list of 5-letter words on this page. You will need to read in each line of the list and randomly select one - don’t forget to import the random library . Check if each letter of the user’s inputted word is in the randomly selected word . If you are using an IDE like Replit you can use the colorama library and the Fore command to turn the text: Green if the letter is in the correct position . Red if the letter is not in the selected word . Yellow if the letter is in the selected word but not in the correct position . Add your own flair and additional features to your program as an extension, including limiting the number of guesses and recording how many attempts it took to get the correct answer. Download a file of 534 5-letter words: For this task, you will need to create a document and include the following sections (with screenshots where appropriate): An introduction to explain the Purpose of your program . A List of Requirements for a successful program. Screenshots of your code (with comments in your code to show understanding). Testing – Create a plan to show how you will test your program and then explanations of any errors that you found and how they were fixed . An Evaluation of what worked, what didn’t, and how you met each of your requirements from your original list. Also, discuss further improvements that you could have made to improve your program. Reminders for this task: You will need a while loop to repeatedly allows the user to enter words until they match the correct word. Section 10 will help you to open, write and r ead from files . Download the file of 5-letter words from the link above. You will need to randomly select a word from the file. The choice command will help. Selection will be necessary to check if each letter in the inputted word matches the letter in the same position in the correct word. String handling is needed to select specific letters in a string. You will need to use .rstrip() on the selected line (word) that you have randomly chosen from the file. This removes any hidden characters that may interfere with checking if it is equal to the inputted word. There are multiple ways to approach this program, and your solution might look different from the example. Break the problem down and focus on one part at a time. Example solution: The word the user enters should be checked , letter by letter , against the letters in the same position in the randomly chosen correct word . Remember that the first letter in a word has the position 0 , not 1. Below is an example of some incomplete code you may wish to use in your solution. ⬅ Extended Task 5 (Colour Collection) Extended Task 7 (Number Game) ➡