ict specification

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Specification and Sample Assessment Material

Edexcel International GCSE in Information

and Communication Technology (4IT0)

First examination 2011



Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic

and vocational qualifications and testing to schools, colleges, employers and other places of

learning, both in the UK and internationally. Qualifications offered include GCSE, AS and

A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC

Higher National Diplomas. Pearson Education Ltd administers Edexcel GCSE examinations.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in

using technology to modernise educational assessment, and to support teachers and learners.

References to third-party material made in this specification are made in good faith. We

do not endorse, approve or accept responsibility for the content of materials, which may

be subject to change, or any opinions expressed therein. (Material may include textbooks,

journals, magazines and other publications and websites.)

Authorised by Martin Stretton

Prepared by Lucy Stewart

Publications code: UG022525

All the material in this publication is copyright

© Pearson Education Limited 2012



International GCSE

Information and CommunicationTechnology (ICT) (4IT0)

Specification




Introduction

The Edexcel International General Certificate of Secondary Education (International GCSE) in

Information and Communication Technology (ICT) is designed for use in schools and colleges.

It is part of a suite of International GCSE qualifications offered by Edexcel.

The Edexcel International GCSE in ICT is designed as a two-year course. It aims to encourage

the exploration and study of ICT in a variety of contexts: home, community, business, industry,

recreation and education. In any given situation students will have the opportunity to acquire

competence, ability and critical skills through the implementation, use and evaluation of a range

of ICT systems. Students can develop their interests in, enjoyment of and critical reflections on

ICT as an integral part of modern society.

Key subject aims

The Edexcel International GCSE in ICT enables students to:

acquire and apply ICT skills, knowledge and understanding in a range of contexts

develop ICT-based solutions to address challenges and solve problems

develop an understanding of ICT systems

develop an understanding and awareness of current and emerging technologies

develop an awareness of the legal, social, ethical and environmental consequences of the

use of ICT systems for individuals, organisations and society

recognise potential risks when using ICT and develop safe, secure and responsible practice.



About this specification

Key features and benefits of the specification

Modern, relevant content which prepares students for Level 3 qualifications and the worldof work.

100% examination – single assessment route allowing all students to demonstrate their

knowledge, understanding and application of ICT.

Examination both written and practical.

Comprehensive and detailed description of subject content.

Appropriate for students of various ages and from diverse backgrounds in terms of general

education and lifelong learning.



Contents

Specification at a glance 1

Qualification content 3

Detailed subject content 4

Assessment 12

Assessment summary 12

Assessment Objectives and weightings 12

Relationship of Assessment Objectives to Papers for International GCSE 13

Entering your students for assessment 13

Student entry 13

Combinations of entry 13

Access arrangements and special requirements 13

Assessing your students 14

Awarding and reporting 14

Language of assessment 14

Malpractice and plagiarism 14

Student recruitment 14

Progression 15

Grade descriptions 15

Support and training 17

Edexcel support services 17

Training 17

Appendices 19

Appendix 1: Glossary 21

Appendix 2: Example Instructions for the Conduct of the Examination (ICE)

document 23



UG022525 – Specification – Edexcel International GCSE in Information and Communication Technology (ICT) (4IT0)

– Issue 1 – April 2012 © Pearson Education Limited 2012

1

Specification at a glance

The Edexcel International GCSE in Information and Communication Technology (ICT) is

assessed through:

a written examination paper a practical examination paper.

Paper 1: Written paper Paper code: 4IT0/01

Externally assessed

Availability: June series

First assessment: June 2011

50% of the total

International

GCSE marks

Overview of content

ICT Systems

Impact of ICT

Use ICT Systems

Find and Select Information

Develop, Present and Communicate Information

Overview of assessment

Written paper lasting one hour 30 minutes, set and marked by Edexcel

Single tier of entry

The total number of marks available is 100

Paper 2: Practical paper Paper code: 4IT0/02

Externally assessed

Availability: June series (one-week assessment window in May)

First assessment: June 2011

50% of the total

International

GCSE marks

Overview of content

Use ICT Systems


Develop, Present and Communicate Information

Overview of assessment

Practical paper lasting three hours (including printing time), set and marked by Edexcel

One-week examination window in May


The total number of marks available is 100





2





3

Qualification content

Content overview

ICT Systems

Impact of ICT

Use ICT Systems


Develop, Present and Communicate Information.

Assessment overview

Paper 1: Written Paper

This written examination, lasting one hour and 30 minutes, will consist of multiple-choice and

short-answer questions. All questions should be attempted. There will be no choice of questions.

The questions will be graded and arranged in order of increasing difficulty. The examination is

untiered and will be targeted at students across the ability range A* – G.

Paper 2: Practical Paper

This practical computer-based examination, taken under controlled conditions, will consist of

structured activities. It will take three hours (including printing time). The examination is

untiered and will be targeted at students across the ability range A* – G. A one-week window ofassessment will be provided in May.

Conduct of practical assessment

The data files required for the examination will be made available to centres electronically. The

procedures for accessing these files and conducting the practical examination are given in the

Instructions for the Conduct of Examinations (ICE) document found on the Edexcel website. An

example is also included in Appendix 2 of this specification.

Minimum software requirements

Assessment of the practical examination is software independent. Students can use any

hardware, operating system and applications packages in the practical examination. Centres

must ensure that students have the facilities to demonstrate fully all of the skills outlined in the

learning outcomes.



U

G 0 2 2 5 2 5 – S p e c i f i c a t i o n – E d e x c e l I n t e r n a t i o

n a l G C S E i n I n f o r m a t i o n a n d C o m m u n i c a t i o n

T e c h n o l o g y ( I C T ) ( 4 I T 0 )

– I s s u e 1 – A p r i l 2 0 1 2 © P e a r s o n E d u c a t i o n L i m i t e d 2 0 1 2

4 D e t a i l e d

s u b j e c t c o n t e n t

T h e s e l e a

r n i n g o u t c o m e s ( L O ) d e f i n e t h e c o n t e n t o f t h e w h o l e q u a l i f i c a t i o n .

P l e a s e s e e t h e g l o s s a r y p r o v i d e d i n A p p e n d i x 1 o f t h i s s p e c i f i c a t i o n

f o r

e x e m p l i f i c a t i o n o f t e r m s a n d a b b r e v i a t i o n s

u s e d .

I t i s i m p

o r t a n t t o n o t e t h a t t h e l e a r n i n g o u t c o m e s a r e n o t o f e q u a l w e i g h

t i n g a n d t h e a m o u n t o f t i m e t h a

t s h o u l d b e d e d i c a t e d t o e a c h w i l l d e p e n d o n i t s

c o n t e n t .

T h e s t u d e n t s h o u l d b e a b l e t o :

I C T S y s t e m s

C o d e

L e a r n i n g o u t c o m e

C o n t e n t

A s s e s s e d i n

T y p e s o f I C T s y s t e m s : P C s , l a p t o p s a n d o t h e r p o r t a b l e d e v i c e s , m a i n f r a m e a n d s u p e r c o m p u t e r s ,

e m b e d d e d c o m p u t e r s , g a m e s c o n s o l e s

L O 1

K n o w a b o u t d i f f e r e n t t y p e s o f

I C T s y s t e m s a n d b e a b l e t o g i v e

e x a m p l e s o f w h e r e a n d h o w

t h e y a r e u s e d

U s e s : r e t a i l , b a n k i n g , a d m i n i s t r a t i o n , m a n u f a c t u r i n g , e d u c a t i o n , e n

t e r t a i n m e n t , c o m m u n i c a t i o n ,

n u m b e r c r u n c h i n g , s i m u l a t i o n s , m o d e l l i n g , s t o c k c o n t r o l , l o g i s t i c s

P a p e r 1

H a r d w a r e

I n p u t d e v i c e s : f o r e x a m p l e k e y b o a r d , m o u s e , t r a c k e r b a l l , j o y s t i c k

, g r a p h i c s t a b l e t , s c a n n e r , d i g i t a l

c a m e r a , w e b c a m , m i c r o p h o n e , t o u c h s c r e e n , O M R , O C R , b a r c o d e s c a n n e r , b i o m e t r i c s c a n n e r ,

m a g n e t i c s t r i p e r e a d e r , c h i p a n d

p i n , s e n s o r s

P r o c e s s i n g : p r o c e s s o r , m e m o r y ,

R O M , R A M

S t o r a g e : f o r e x a m p l e h a r d d i s k s , o p t i c a l d i s c s , f l a s h m e m o r y , m a g

n e t i c t a p e

O u t p u t d e v i c e s : f o r e x a m p l e m o n i t o r , p r i n t e r , p l o t t e r , d a t a p r o j e c t o r , s p e a k e r s , c o n t r o l d e v i c e s

L O 2

U n d e r s t a n d t h a t a n I C T s y s t e m

i s m a d e u p h a r d w a r e a n d

s o f t w a r e

S o f t w a r e

S y s t e m s s o f t w a r e : f o r e x a m p l e o

p e r a t i n g s y s t e m , s y s t e m s o f t w a r e

t o o l s

A p p l i c a t i o n s s o f t w a r e : f o r e x a m

p l e o f f i c e p r o d u c t i v i t y t o o l s , w e b

a u t h o r i n g , i m a g e a n d s o u n d e d i t i n

g ,

p r e s e n t a t i o n s o f t w a r e , c o n t r o l s o

f t w a r e , p r o j e c t m a n a g e m e n t s o f t w

a r e

P a p e r 1



U G 0 2 2 5 2 5 – S p e c i f i c a t i o n – E d e x c e l I n t e r n a t i o n a l G C S E i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g

y ( I C T ) ( 4 I T 0 )

– I s s u e 1 – A

p r i l 2 0 1 2 © P e a r s o n E d u c a t i o n L i m i t e d 2 0 1 2

5

I C T S y s t e m s ( c o n t i n u e d )

C o d e


C o n t e n t

A s s e s s e d i n

L O 3

U n d e r s t a n d d a t a s t o r a g e

c a p a c i t y t e r m i n o l o g y

S t o r a g e c a p a c i t y t e r m s : b i t , b y t e

a n d m u l t i p l e s o f t h e s e ( k b y t e s , m

b y t e s , g b y t e s , t b y t e s )

P a p e r 1

U s e r n e e d s : f o r e x a m p l e b u s i n e s

s , e n t e r t a i n m e n t , e d u c a t i o n , c o m m

u n i c a t i o n

H a r d w a r e : t y p e / s p e e d o f p r o c e s s o r , a m o u n t o f m e m o r y , c a p a c i t y o f h a r d d r i v e , e x t e r n a l s t o r a g e

d e v i c e s , t y p e o f m o n i t o r , t y p e o f

p r i n t e r , a d d i t i o n a l r e q u i r e m e n t s , f o r e x a m p l e g r a p h i c s c a r d , s o u n d

c a r d

S o f t w a r e : o p e r a t i n g s y s t e m , a p p l i c a t i o n s s o f t w a r e

S e t t i n g s : w i n d o w s i z e , m o u s e s e

t t i n g s , i c o n s i z e , s c r e e n r e s o l u t i o n

, d e s k t o p c o n t r a s t , s o u n d v o l u m e

L O 4

B e a b l e t o s e l e c t a p p r o p r i a t e

I C T s y s t e m s t o m e e t s p e c i f i e d

n e e d s

O t h e r c o n s i d e r a t i o n s : r a n g e o f f

a c i l i t i e s , v e r s a t i l i t y , s p e e d o f t r a n s m i s s i o n , c o m p a t i b i l i t y ,

p e r f o r m a n c e

P a p e r 1

N e t w o r k s : w i r e d , w i r e l e s s ; L A N

, W A N

L O 5

U n d e r s t a n d t h a t I C T d e v i c e s

c a n b e l i n k e d t o g e t h e r t o f o r m

n e t w o r k s

N e t w o r k c o m p o n e n t s : c a b l e , r o u

t e r , b o o s t e r , w i r e l e s s e n a b l e d d e v i c e s ( f o r e x a m p l e w i - f i , B l u e t o o t h

) ,

m e d i a s t r e a m i n g d e v i c e s

I P a d d r e s s

P a p e r 1

L O 6

U n d e r s t a n d t h e b e n e f i t s o f

e s t a b l i s h i n g a n e t w o r k

B e n e f i t s : s h a r e d p e r i p h e r a l s , s h a

r e d d a t a , f l e x i b l e a c c e s s , m e d i a s t r e a m i n g , c o m m u n i c a t i o n , c o n t r o l

o f

u s e r a c c e s s r i g h t s , c e n t r a l i s e d a d

m i n i s t r a t i o n , s i m u l t a n e o u s a c c e s s

t o t h e i n t e r n e t

P a p e r 1

L O 7

U n d e r s t a n d h o w d a t a c a n b e

s e c u r e d o n a n e t w o r k

N e t w o r k s e c u r i t y : l o g - i n s a n d p a

s s w o r d s , f i r e w a l l , W E P / W P A , e n

c r y p t i o n , f i l e a c c e s s r i g h t s ,

t r a n s a c t i o n l o g s , b a c k u p s

P a p e r 1



U





6 I C T S y s t e m s ( c o n t i n u e d )

C o d e


C o n t e n t

A s s e s s e d i n

H a r d w a r e : m o d e m , r o u t e r , g a t e w

a y , c o m m u n i c a t i o n l i n k

S o f t w a r e : w e b b r o w s e r , c o m m u n i c a t i o n s o f t w a r e

L O 8

U n d e r s t a n d r e q u i r e m e n t s f o r

c o n n e c t i n g t o t h e i n t e r n e t

T y p e o f c o n n e c t i o n : b r o a d b a n d ,

d i a l - u p , w i - f i , V P N

P a p e r 1

S o u r c e s o f s e r v i c e s : i n t e r n e t s e r v i c e p r o v i d e r ( I S P )

S e r v i c e s : w o r l d w i d e w e b , e m a i l , n e w s g r o u p s , f o r u m s , c h a t r o o m s , i n s t a n t m e s s a g i n g , s e a r c h e n g i n e s ,

f i l t e r s o f t w a r e

L O 9

U n d e r s t a n d f e a t u r e s o f c o m m o n

i n t e r n e t s e r v i c e s a n d b e a b l e t o

g i v e e x a m p l e s o f t h e i r u s e

U s e s : e - c o m m e r c e , a d v e r t i s i n g , n e w s , e d u c a t i o n , e n t e r t a i n m e n t , c o

m m u n i c a t i o n , s o c i a l i s i n g , c u s t o m

e r

s u p p o r t , s o f t w a r e d i s t r i b u t i o n

P a p e r 1

L O 1 0

U n d e r s t a n d t h e f a c i l i t i e s a n d

s e r v i c e s a v a i l a b l e o n a n i n t r a n e t

I n t r a n e t : n e t w o r k o f c o m p u t e r s w i t h i n a s i n g l e o r g a n i s a t i o n

F a c i l i t i e s a n d s e r v i c e s : c o m p a n y w i d e , n o t i c e b o a r d s , c e n t r a l r e p o s i t o r y f o r i n f o r m a t i o n s u c h a s s t a f f

d i r e c t o r y , f o r m s

P a p e r 1




y ( I C T ) ( 4 I T 0 )

– I s s u e 1 – A


7

I m p a c t o

f I C T

C o d e


C o n t e n t

A s s e s s e d i n

I m p a c t o n i n d i v i d u a l s

P o s i t i v e e f f e c t s : f l e x i b l e / m o b i l e

w o r k i n g , b e t t e r a c c e s s t o i n f o r m a t i o n a n d s e r v i c e s , n e w j o b

o p p o r t u n i t i e s , n e w s k i l l s r e q u i r e m e n t s , n e w w a y s o f l e a r n i n g , w i d e r r a n g e o f e n t e r t a i n m e n t a n d l e i s u

r e

o p p o r t u n i t i e s

N e g a t i v e e f f e c t s : p o t e n t i a l j o b l o

s s e s , l e s s s o c i a l i n t e r a c t i o n , r e d u c

e d p h y s i c a l a c t i v i t y

I m p a c t o n o r g a n i s a t i o n s : i m p r o v e d c o m m u n i c a t i o n , a c c e s s t o g l o b a l m a r k e t s , c h a n g e s i n t h e w a y

i n f o r m a t i o n i s m a n a g e d a n d u s e d , s e c u r i t y i s s u e s

L O 1 1

U n d e r s t a n d t h e i m p a c t o f I C T

o n i n d i v i d u a l s , o r g a n i s a t i o n s

a n d s o c i e t y

I m p a c t o n s o c i e t y : s o c i a l a n d m o r a l e f f e c t s o f u n r e s t r i c t e d i n t e r n e t a c c e s s , w i d e n i n g g a p b e t w e e n

i n f o r m a t i o n r i c h a n d i n f o r m a t i o n

p o o r

P a p e r 1

L O 1 2

U n d e r s t a n d l e g a l i s s u e s r e l a t i n g

t o u s e / m i s u s e o f I C T a n d t h e

c o n s t r a i n t s p l a c e d o n

i n d i v i d u a l s

L e g a l i s s u e s : d a t a p r o t e c t i o n , c o m p u t e r c r i m e , f r a u d , c o p y r i g h t

P a p e r 1

L O 1 3

K n o w a b o u t l e g a l c o n s t r a i n t s o n

t h e u s e o f i n f o r m a t i o n

C o n s t r a i n t s : u s e o f p e r s o n a l d a t a , m u s i c d o w n l o a d s , a c k n o w l e d g e

m e n t o f s o u r c e s , a v o i d i n g

p l a g i a r i s m , g e t t i n g p e r m i s s i o n

P a p e r 1



U





8 U s e I C T

S y s t e m s

C o d e


C o n t e n t

A s s e s s e d i n

I n t e r f a c e f e a t u r e s : d e s k t o p , w i n d o w s , d i a l o g u e b o x , m e n u , s u b - m e n u , t o o l b a r , s c r o l l b a r , d r a g a n d

d r o p , z o o m , m i n i m i s e , m a x i m i s e

L O 1 4

B e a b l e t o s e l e c t a n d u s e

i n t e r f a c e f e a t u r e s a n d s y s t e m

f a c i l i t i e s e f f e c t i v e l y t o m e e t

n e e d s

S y s t e m f a c i l i t i e s : t e m p l a t e , w i z a r d

P a p e r 2

F i l e s : c r e a t e , o p e n , s a v e , s a v e a s

, p r i n t , c l o s e , d e l e t e , v i e w , m o v e / c o p y , n a m e a p p r o p r i a t e l y

L O 1 5

B e a b l e t o m a n a g e f i l e s a n d

f o l d e r s t r u c t u r e s t o e n a b l e

e f f i c i e n t i n f o r m a t i o n r e t r i e v a l

F o l d e r s : c r e a t e f o l d e r s a n d s u b - f o l d e r s , n a m e a p p r o p r i a t e l y

P a p e r s 1 a n d

2

H e a l t h i s s u e s : e r g o n o m i c f u r n i t u r e , a d j u s t a b l e s e a t i n g , a p p r o p r i a t e l i g h t i n g , t a k i n g b r e a k s , w r i s t r e s t s

a n d o t h e r d e v i c e s

L O 1 6

U n d e r s t a n d t h e n e e d t o c r e a t e a

s a f e w o r k i n g e n v i r o n m e n t

S a f e t y i s s u e s : a r r a n g e m e n t o f h a

r d w a r e a n d c a b l e s , a v o i d h a z a r d s

P a p e r 1

L O 1 7

U n d e r s t a n d p o t e n t i a l r i s k s t o

d a t a a n d p e r s o n a l i n f o r m a t i o n

R i s k s : a c c i d e n t a l d e l e t i o n , d e l i b e r a t e d a m a g e , f o r e x a m p l e v i r u s e s , u n a u t h o r i s e d a c c e s s

P a p e r 1

D a t a s e c u r i t y : c r e a t e b a c k u p s , k e e p c o p i e s s a f e , k e e p p a s s w o r d / P I

N s e c r e t , r e g u l a r l y c h a n g e p a s s w o

r d

V i r u s p r o t e c t i o n : u s e v i r u s - c h e c k i n g s o f t w a r e , t r e a t f i l e s f r o m u n k

n o w n s o u r c e s w i t h c a u t i o n

L O 1 8

U n d e r s t a n d m e t h o d s a v a i l a b l e

t o s e c u r e d a t a a n d p e r s o n a l

i n f o r m a t i o n

P r e v e n t i o n o f u n a u t h o r i s e d a c c e s s : f o r e x a m p l e f i r e w a l l s , e n c r y p t i o n , a d w a r e , s p y w a r e

P a p e r 1

L O 1 9

U n d e r s t a n d t h e n e e d t o s t a y

s a f e a n d r e s p e c t o t h e r s w h e n

u s i n g I C T - b a s e d

c o m m u n i c a t i o n

S t a y i n g s a f e : a v o i d i n a p p r o p r i a t e d i s c l o s u r e o f p e r s o n a l i n f o r m a t i o n / d i s c l o s u r e t o u n a u t h e n t i c a t e d

s o u r c e s , a v o i d m i s u s e o f i m a g e s , u s e a p p r o p r i a t e l a n g u a g e , r e s p e c t c o n f i d e n t i a l i t y , u s e c o p y l i s t s w i t h

d i s c r i m i n a t i o n , u s e s o c i a l n e t w o r k i n g s i t e s w i t h c a u t i o n

P a p e r 1




y ( I C T ) ( 4 I T 0 )

– I s s u e 1 – A


9

F i n d a n d

S e l e c t I n f o r m a t i o n

C o d e


C o n t e n t

A s s e s s e d i n

I C T - b a s e d : C D s , D V D s , t e x t m e

s s a g e s , p o d c a s t s , w e b l o g s , w e b - b

a s e d r e f e r e n c e s i t e s

L O 2 0


a p p r o p r i a t e s o u r c e s o f I C T -

b a s e d a n d o t h e r f o r m s o f

i n f o r m a t i o n w h i c h m a t c h

r e q u i r e m e n t s

O t h e r s : n e w s p a p e r s , b o o k s , i m a g e s , m a p s , c o n v e r s a t i o n s

P a p e r s 1 a n d

2

L O 2 1

B e a b l e t o s e l e c t i n f o r m a t i o n

t h a t m a t c h e s r e q u i r e m e n t s f r o m

a v a r i e t y o f s o u r c e s a n d

e v a l u a t e f i t n e s s f o r p u r p o s e

F i t n e s s f o r p u r p o s e : r e c o g n i s e i n t e n t i o n a n d a u t h o r i t y o f p r o v i d e r , c u r r e n c y o f t h e i n f o r m a t i o n ,

r e l e v a n c e , b i a s

P a p e r s 1 a n d

2

L O 2 2

B e a b l e t o u s e a p p r o p r i a t e

s e a r c h t e c h n i q u e s a n d q u e r i e s t o

l o c a t e a n d s e l e c t r e l e v a n t


T e c h n i q u e s : m u l t i p l e s e a r c h c r i t e r i a , q u o t a t i o n m a r k s , s e a r c h w i t h

i n r e s u l t s , r e l a t i o n a l o p e r a t o r s ,

l o g i c a l o p e r a t o r s , ‘ f i n d ’ o r s e a r c h t o o l i n c l u d i n g w i l d c a r d s

P a p e r s 1 a n d

2



U





1 0 D e v e l o p , P r e s e n t a n d C o m m u n i c a t e I n f o

r m a t i o n

C o d e


C o n t e n t

A s s e s s e d i n

L O 2 3


s o f t w a r e a p p l i c a t i o n s t o m e e t

n e e d s a n d s o l v e p r o b l e m s

S o f t w a r e a p p l i c a t i o n s : w o r d p r o

c e s s i n g , s p r e a d s h e e t , d a t a b a s e , g r a p h i c s , w e b a u t h o r i n g , p r e s e n t a t i o

n ,

a u d i o a n d v i d e o e d i t i n g s o f t w a r e

P a p e r s 1 a n d

2

L O 2 4

B e a b l e t o e n t e r , o r g a n i s e ,

d e v e l o p , r e f i n e a n d f o r m a t

i n f o r m a t i o n , a p p l y i n g e d i t i n g

t e c h n i q u e s t o m e e t n e e d s

O r g a n i s e : s t r u c t u r e o f i n f o r m a t i o n , d o c u m e n t l a y o u t , h e a d i n g s , s u b - h e a d i n g s , l i s t s , t a b l e s , u s e o f

t e m p l a t e s

E d i t : h i g h l i g h t , d r a g a n d d r o p , f i n d , r e p l a c e , u n d o , r e d o , t e m p l a t e s

P a p e r 2

L O 2 5

B e a b l e t o u s e a p p r o p r i a t e p a g e

l a y o u t

L a y o u t : c o l u m n s , m a r g i n s , h e a d e r , f o o t e r , p o r t r a i t , l a n d s c a p e , p a g e b r e a k s , p a g e n u m b e r i n g

P a p e r 2

F o r m a t t e x t : b u l l e t s , n u m b e r i n g , s u b - n u m b e r i n g , a l i g n m e n t , t a b s ,

l i n e s p a c i n g , c o l o u r , f o n t , s t y l e ,

s i z e , t a b l e s

L O 2 6

B e a b l e t o e n t e r a n d f o r m a t t e x t

a n d t a b l e s t o m a x i m i s e c l a r i t y

a n d e n h a n c e p r e s e n t a t i o n

F o r m a t t a b l e s : h o r i z o n t a l a n d v e r t i c a l t e x t a l i g n m e n t , m e r g e a n d s

p l i t c e l l s , g r i d l i n e s , b o r d e r s ,

s h a d i n g

P a p e r 2

L O 2 7

B e a b l e t o o b t a i n , i n s e r t , s i z e ,

c r o p , a l t e r a n d p o s i t i o n i m a g e s

I m a g e s : c l i p a r t , p h o t o g r a p h s , s c a n n e d i m a g e s , b o r d e r s

P a p e r 2

D a t a t y p e s : t e x t , n u m b e r

F o r m a t : c u r r e n c y , % , n u m b e r o f d e c i m a l p l a c e s , d a t e , t i m e , t e x t w

r a p , r o w h e i g h t , c o l u m n w i d t h ,

g r i d l i n e s , m e r g e d c e l l s , c e l l b o r d

e r s

F o r m u l a e : s i n g l e o p e r a t o r , f o r m

u l a e w i t h m u l t i p l e o p e r a t o r s , a b s o

l u t e a n d r e l a t i v e c e l l r e f e r e n c i n g

F u n c t i o n s : S U M , A V G , I F T H E

N

A d d i t i o n a l f e a t u r e s : l i n k e d t a b l e

s , m a c r o s

L O 2 8

B e a b l e t o e n t e r , f o r m a t ,

d e v e l o p a n d a n a l y s e n u m e r i c a l


G r a p h s a n d c h a r t s : p i e c h a r t , b a

r c h a r t , s i n g l e l i n e g r a p h , s c a t t e r g r a m , a p p r o p r i a t e f o r m a t , t i t l e s , a x i s

l a b e l s , l e g e n d s

P a p e r 2




y ( I C T ) ( 4 I T 0 )

– I s s u e 1 – A


1 1

D e v e l o p , P r e s e n t a n d C o m m u n i c a t e I n f o

r m a t i o n ( c o n t i n u e d )

C o d e


C o n t e n t

A s s e s s e d i n

D a t a t y p e s : l o g i c a l / B o o l e a n , a l p

h a n u m e r i c / t e x t , n u m e r i c ( r e a l a n d

i n t e g e r ) , d a t e

S t r u c t u r e : r e c o r d , f i e l d , t a b l e , p r i m a r y k e y / k e y f i e l d , r e l a t e d t a b l e

s

V a l i d a t i o n : r a n g e c h e c k , p r e s e n c e c h e c k , t y p e c h e c k , l e n g t h c h e c k

S o r t : s i n g l e f i e l d , m u l t i p l e f i e l d s , a s c e n d i n g / d e s c e n d i n g o r d e r

I n p u t : t a b l e s , f o r m s

S e a r c h : s i n g l e c r i t e r i o n , m u l t i p l e c r i t e r i a , s e a r c h w i t h i n r e s u l t s , r e

l a t i o n a l o p e r a t o r s , l o g i c a l o p e r a t o r s

L O 2 9

B e a b l e t o e n t e r , o r g a n i s e a n d

s o r t s t r u c t u r e d i n f o r m a t i o n

O u t p u t : r e p o r t , m a i l m e r g e d o c u

m e n t s

P a p e r 2

T y p e s o f i n f o r m a t i o n : i m a g e , c h a r t , t e x t a l i g n m e n t , c a p t i o n s

O r g a n i s e : t e x t w r a p , u s e o f t e x t

b o x e s , b e h i n d , i n f r o n t , g r o u p i n g , a n i m a t i o n , s l i d e t r a n s i t i o n

L O 3 0

B e a b l e t o b r i n g t o g e t h e r a n d

o r g a n i s e d i f f e r e n t t y p e s o f

i n f o r m a t i o n t o a c h i e v e a p u r p o s e

P u r p o s e : p o s t e r , n e w s l e t t e r , w e b p a g e , l e a f l e t , m u l t i - m e d i a p r e s e n

t a t i o n

P a p e r 2

L O 3 1

B e a b l e t o w o r k a c c u r a t e l y a n d

p r o o f r e a d , u s i n g s o f t w a r e

f a c i l i t i e s w h e r e a p p r o p r i a t e f o r

t h e t a s k

S o f t w a r e f a c i l i t i e s : s p e l l c h e c k , g r a m m a r c h e c k , p r i n t p r e v i e w

P a p e r 2

L O 3 2

B e a b l e t o p r o d u c e i n f o r m a t i o n

t h a t i s f i t f o r p u r p o s e a n d

a u d i e n c e u s i n g a c c e p t e d l a y o u t s

a n d c o n v e n t i o n s a s a p p r o p r i a t e

L a y o u t s : l e t t e r , m e m o , r e p o r t , n e w s l e t t e r , l e a f l e t , p o s t e r , w e b p a g e , i n f o r m a t i o n s h e e t , m u l t i m e d i a

p r e s e n t a t i o n

C o n v e n t i o n s : s a l u t a t i o n , c o m p l i m e n t a r y c l o s e o n l e t t e r s , p a g e n u m

b e r s , h e a d e r s a n d f o o t e r s o n

r e p o r t s , c o l u m n s , d a t e , i s s u e n u m b e r o n n e w s l e t t e r s

P a p e r 2

L O 3 3

K n o w h o w t o c r e a t e , a c c e s s ,

r e a d a n d r e s p o n d t o e m a i l a n d

o t h e r I C T - b a s e d c o m m u n i c a t i o n

E m a i l : o p e n , r e a d , r e p l y , f o r w a r d , t o , c c , b c c , a d d a n d o p e n a t t a c h

m e n t s

P a p e r 2

L O 3 4

B e a b l e t o e v a l u a t e t h e

e f f e c t i v e n e s s o f s o l u t i o n s

E f f e c t i v e n e s s : a s s e s s i n g f i t n e s s

f o r p u r p o s e , s u g g e s t i n g i m p r o v e m

e n t s

P a p e r s 1 a n d

2





12

Assessment

Assessment summary

Paper 1 is externally assessed through a written one-hour and 30-minute examination paper.

Paper 2 is externally assessed through a three-hour practical examination paper (including

printing time).

Summary of table of assessment

Paper 1: Written paper Paper code: 4IT0/01

Written paper lasting one hour 30 minutes, set and marked by Edexcel


The total number of marks available is 100.

Paper 2: Practical paper Paper code: 4IT0/02

Practical paper lasting three hours (including printing time), set and marked by Edexcel


One-week examination window in May

The total number of marks available is 100.

Assessment Objectives and weightings% in

International

GCSE

AO1: Knowledge and understanding

students should be able to demonstrate knowledge and understanding of

the specification content

20–40%

AO2: Application

students should be able to apply their knowledge, skills and understanding

of ICT to a range of situations to solve problems

40–60%

AO3: Evaluation

students should be able to:

reflect critically on the way they and others use, create or develop ICT

systems

discuss and review the impact of ICT applications in the wider world.

20–30%

TOTAL 100%





13

Relationship of Assessment Objectives to Papers for

International GCSE

Assessment Objective

Paper number AO1 AO2 AO3Total for AO1,AO2 and AO3

Paper 1 20–30% 10–20% 10–15% 50%

Paper 2 0–10% 30–40% 5–15% 50%

Total for

International

GCSE

20–40% 40–60% 20–30% 100%

Entering your students for assessment

Student entry

Details of how to enter students for this qualification can be found in Edexcel’s International

Information Manual , copies of which are sent to all active Edexcel centres. The information can

also be found on Edexcel’s international website.

Combinations of entry

There are no forbidden combinations.

Access arrangements and special requirements

Edexcel's policy on access arrangements and special considerations for GCE, GCSE,

International GCSE, and Entry Level qualifications aims to enhance access to the qualifications

for students with disabilities and other difficulties without compromising the assessment of

skills, knowledge, understanding or competence.

Please see the Edexcel website (www.edexcel.com/sfc) for:

the Joint Council for Qualifications (JCQ) policy Access Arrangements and Special

Considerations, Regulations and Guidance Relating to Students who are Eligible for

Adjustments in Examinations

the forms to submit for requests for access arrangements and special considerations

dates for submission of the forms.

Requests for access arrangements and special considerations must be addressed to:

Special Requirements

Edexcel

One90 High Holborn

London WC1V 7BH





14

Assessing your students

The first assessment opportunity for Paper 1 and Paper 2 of this qualification will take place in

the June 2011 series and in each following June series for the lifetime of the specification.

Your student assessment opportunities

Paper June 2011 June 2012 June 2013 June 2014

Paper 1: Written paper

Paper 2: Practical paper

Awarding and reporting

The grading, awarding and certification of this qualification will follow the processes outlined

in the current GCSE/GCE Code of Practice for courses starting in September 2009, which is

published by the Qualifications and Curriculum Authority (QCA). The International GCSEqualification will be graded and certificated on an eight-grade scale from A* to G.

Students whose level of achievement is below the minimum standard for Grade G will receive

an unclassified U. Where unclassified is received it will not be recorded on the certificate.

The first certification opportunity for the Edexcel International GCSE in ICT will be 2011.

Students whose level of achievement is below the minimum judged by Edexcel to be of

sufficient standard to be recorded on a certificate will receive an unclassified U result.

Language of assessment

Assessment of this specification will be available in English only. Assessment materials will be published in English only and all work submitted for examination and moderation must be

produced in English.

Malpractice and plagiarism

For up-to-date advice on malpractice and plagiarism, please refer to the JCQ’s Suspected

Malpractice in Examinations: Policies and Procedures document on the JCQ website

www.jcq.org.uk .

Student recruitmentEdexcel’s access policy concerning recruitment to our qualifications is that:

they must be available to anyone who is capable of reaching the required standard

they must be free from barriers that restrict access and progression

equal opportunities exist for all students.

http://www.jcq.org.uk/

http://www.jcq.org.uk/





15

Progression

This qualification supports progression to:

Edexcel AS GCE and Advanced GCE in Applied ICT

Edexcel Level 3 BTEC Nationals for IT Practitioners.

Grade descriptions

The following grade descriptions indicate the level of attainment characteristic of the given

grade at International GCSE. They give a general indication of the required learning outcomes

at each specified grade. The descriptions should be interpreted in relation to the content outlined

in the specification; they are not designed to define that content. The grade awarded will depend

in practice upon the extent to which the candidate has met the Assessment Objectives overall.

Shortcomings in some aspects of the examination may be balanced by better performance in

others.

Grade A

Candidates can:

show good knowledge and understanding of the range and scope of information processing

and communication applications, and of the techniques and systems, including software and

hardware sub-systems, needed to support them

use ICT terms and definitions appropriately and are able to contrast and compare related

ideas

apply general principles of information processing to given situations and abstract general

principles from given examples

identify a range of needs and opportunities, carry out systematic analysis, and design and

evaluate effective ways of using information and communication systems

evaluate information sources, software packages and computer models, analysing the

situations for which they were developed and assessing their efficiency, appropriateness and

ease of use

use complex lines of enquiry to find and select information, employing a wide range of

sources

explore, develop and interpret information to carry out a range of tasks and produce

effective working solutions to a range of problems

use ICT to share, exchange and present work, demonstrating a clear sense of audience and purpose

reflect critically on their use of ICT and show understanding of the effects of its use in the

wider world.





16

Grade C

Candidates can:

show some knowledge and understanding of the range and scope of information processing

and communication applications, and the techniques and systems, including software and

hardware sub-systems, needed to support them

show a good understanding of basic ICT terms and definitions and are able to contrast and

compare related ideas

identify needs and opportunities and analyse, design and evaluate appropriate ways of

addressing these using information and communication systems

use complex lines of enquiry to find and select information from a wide range of sources

explore, develop and interpret information to carry out a range of tasks and produce

appropriate solutions to problems

show awareness of efficiency and economy in developing, testing and refining sets of

instructions to automate processes and make things happen, including responding to

external events

use ICT to share, exchange and present work, demonstrating a consideration of audience

and purpose

show awareness of the need to detect the loss or corruption of information and to prevent

the abuse of personal information

reflect critically on their use of ICT and consider the effects of its use in the wider world.

Grade F

Candidates can: show basic knowledge of familiar, simple information processing and communication

applications, and of the techniques and systems needed to support them

show knowledge of some basic ICT terms and definitions

respond to needs and opportunities and evaluate ways of addressing these using information

and communication systems

understand the need for precision in framing questions when finding, selecting and

collecting information

use ICT to explore, develop and interpret information

use ICT to share, exchange and present work and demonstrate how it contributes to thedevelopment of their ideas

reflect on their use of ICT and show some knowledge of its use in the wider world.





17

Support and training

Edexcel support services

Edexcel has a wide range of support services to help you implement this qualificationsuccessfully.

ResultsPlus — ResultsPlus is an application launched by Edexcel to help subject teachers,

senior management teams, and students by providing detailed analysis of examination

performance. Reports that compare performance between subjects, classes, your centre and

similar centres can be generated in ‘one-click’. Skills maps that show performance according to

the specification topic being tested are available for some subjects. For further information

about which subjects will be analysed through ResultsPlus, and for information on how to

access and use the service, please visit www.edexcel.com/resultsplus.

Ask the Expert — Ask the Expert is a new service, launched in 2007, that provides direct email

access to senior subject specialists who will be able to answer any questions you might have

about this or any other specification. All of our specialists are senior examiners, moderators or

verifiers and they will answer your email personally. You can read a biography for all of them

and learn more about this unique service on our website at www.edexcel.com/asktheexpert.

Ask Edexcel — Ask Edexcel is Edexcel’s online question and answer service. You can access

it at www.edexcel.com/ask or by going to the main website and selecting the Ask Edexcel menu

item on the left.

The service allows you to search through a database of thousands of questions and answers on

everything Edexcel offers. If you don’t find an answer to your question, you can choose to

submit it straight to us. One of our customer services team will log your query, find an answer

and send it to you. They’ll also consider adding it to the database if appropriate. This way the

volume of helpful information that can be accessed via the service is growing all the time.

Examzone — The Examzone site is aimed at students sitting external examinations and gives

information on revision, advice from examiners and guidance on results, including re-marking,

re-sitting and progression opportunities. Further services for students — many of which will

also be of interest to parents — will be available in the near future. Links to this site can be

found on the main homepage at www.examzone.co.uk .

Training

A programme of professional development and training courses, covering various aspects of the

specification and examination, will be arranged by Edexcel. Full details can be obtained from

our website: www.edexcel.com.

http://www.edexcel.org.uk/asktheexpert

http://www.edexcel.org.uk/ask

http://www.examzone.co.uk/

http://www.edexcel.org.uk/

http://www.edexcel.org.uk/

http://www.examzone.co.uk/

http://www.edexcel.org.uk/ask

http://www.edexcel.org.uk/asktheexpert





18





19

Appendices

Appendix 1: Glossary 21

Appendix 2: Example Instructions for the Conduct of the Examination (ICE)document 23





20





21

Appendix 1: Glossary

Below is a list of terms and abbreviations used in the subject content.

CD Compact Disc

DVD Digital Versatile Disc

IP address Internet Protocol address

ISP Internet Service Provider

LAN Local Area Network

OCR Optical Character Recognition

OMR Optical Mark Recognition

PC Personal Computer

PIN Personal Identification Number

RAM Random Access Memory

ROM Read-Only Memory

VPN Virtual Private Network

WAN Wide Area Network

WEP Wired Equivalent Privacy

WPA Wi-Fi Protected Access

WWW Worldwide web





22





23

Appendix 2: Example Instructions for the Conduct of the

Examination (ICE) document

Edexcel International GCSE

Information and Communication Technology (ICT) (4IT0)

Instructions for the Conduct of the Examination (ICE)

This document covers the requirements for the following paper for the forthcoming

examination series:

4IT0/02

EXAMINATION SECURITY

Due to the nature of this examination, it is necessary to release confidential material to

centre staff prior to the examination window. It is therefore essential that centre staff read

the instructions for the conduct of the examination before releasing ANY material to

candidates, to ensure that the integrity of the examination is not inadvertently breached.





24

CONTENTS

1. Key dates

2. General instructions for 4IT0/02

Time allowed

3. The form of the paper

4. General administration of the examination

Before the examination

During the examination

Instructions for labelling

Printing

After the examination

Candidates with special requirements

5. Contingency planning

6. Misconduct

7. Coversheet

8. Secure data files





25

1 KEY DATES

2 GENERAL INSTRUCTIONS for 4IT0/02

2.1 This examination is offered within a window. Centres may stagger these examinations

during this window.

2.2 There are no specified start times for these examinations. It is permissible to timetable a

number of different groups of candidates back-to-back on the same day.

2.3 Centres should use the window to ensure that all groups are of a manageable size bearingin mind the facilities available. It is recommended that the ratio of candidates to printers

is no more than 10:1.

2.4 Centres MUST produce a schedule showing the date and time of the examination session

to be held within the window. Examinations can only be taken within this window. This

schedule must be submitted in writing to Compliance and Quality Services at Edexcel,

One90 High Holborn, London, England, WC1V 7BH at least three weeks before the

window begins. Any alteration to this agreed schedule must be confirmed in writing to

the Compliance and Quality Services Team.

2.5 There will be one attendance register for the entire cohort. This must be completed once

the last examination session has been held. Where more than one examination session isheld, centres must keep an accurate record of candidates present at each session.

2.6 Candidates may sit the examination only once in any examination series.

2.7 No information relating to the content of this examination should be published, unless

authorised by Edexcel. Candidates or centres discussing the contents of the secure data

files during the examination period may risk disqualification.

Time allowed

2.8 The examination is three hours inclusive of printing and collating.

2.9 No extra time can be allowed for slow machines or networks which run slowly. It is theresponsibility of the centre to ensure that appropriate hardware and software are available

to candidates.

2.10 If unforeseen technical difficulties occur, the centre may use its discretion on extending

the time limit for candidates.

Secure data files Released to centres in last week

in April

These must only be issued to

candidates at the start of the

examination

Examination window See examination timetable for relevant series





26

3 THE FORM OF THE PAPER

3.1 The examination is computer-based.

3.2 The examination paper consists of a number of activities, with NO choice of questions.

3.3 Candidates must work though the activities in the sequence set, and continue working oneach activity until they cannot progress any further. At that point, they should check that

they cannot do later tasks within the activity and then move on to the next activity.

3.4 Candidates’ work will take the form of printouts. These will constitute the candidates’

answers. Each printout must bear the candidate’s name and number and the centre

number. This information MUST be entered BEFORE PRINTING. Handwritten details

are NOT acceptable. See the separate section on labelling. Any printout not clearly

identified as instructed will not be marked.

3.5 All printouts must be collected together in the correct order (task order within activity

order). Printouts must be punched in the top left corner, printed side up, starting with the

first task of the first activity. A coversheet will be supplied by Edexcel. This will be anA3 sheet folded once. Printouts should be secured, face up, to the inside left page of the

coversheet (page number 2) using a treasury tag. Hole punches and treasury tags must be

available for candidates’ use.

3.6 There is no limit to the number of times candidates can print, although only final versions

of candidates’ printouts should be submitted.

3.7 Printouts must NOT be submitted in plastic wallets.

3.8 Other forms of output for example computer files must NOT be submitted.





27

4 GENERAL ADMINISTRATION OF THE EXAMINATION

4.1 The normal procedures relating to practical examinations will apply and every effort must

be made to ensure the confidentiality of the paper (see JCQ Instructions for Conducting

Examinations).

Before the examination

4.2 A desktop computer must be made available to each candidate on a 1:1 basis. The

computer must be capable of running the appropriate software related to the unit ie:

○ art/imaging and graphics software

○ spreadsheet software

○ word processing software

○ database software

○ multi-media/presentation software.

4.3 Centres should ensure that the software available to candidates will allow them to meetthe requirements of the examination.

4.4 Centres must set up a separate user area (on computers or servers used by candidates) for

each candidate sitting the examination. These user areas must not be accessible to

candidates at any time other than during the examination time/session itself.

4.5 The secure data files required for the unit will be made available on the Edexcel website

(www.edexcel-international.org/home).

4.6 Centres must ensure that data files are in a format accessible to each candidate. The files

should be downloaded, tested for compatibility with the software to be used by candidates

and then copied into candidates’ secure examination user areas. If necessary the securedata files may be converted.

4.7 If secure data files have to be converted, one copy of each of these files MUST BE

PRINTED FOR SUBMISSION to the examiner with the scripts.

4.8 It is not acceptable to store secure data files in a shared area or in a central location where

anyone can access them.

4.9 Candidates must not be given access to data files prior to, or at any time outside, the

official time allocated to the examination.

4.10 Each user area must be allocated sufficient storage space to allow candidates to save their

work.

4.11 Candidates must not be able to save files produced during the examination in a central

location where anyone can access them.

4.12 Candidates must have sufficient workspace to allow them unrestricted access to the

computer and to carry out non-computer activities such as checking, annotating and

collating their printouts.

4.13 The workstations should be arranged to prevent candidates viewing each others’ work.

4.14 Candidates may bring a dictionary, pencil and ruler with them into the examination.

Candidates must not take copies of any other materials into the room.





28

4.15 Candidates’ desktops should be ‘locked down’ to ensure that they can not access email,

internet or intranet.

4.16 Candidates may not access any saved work they may have created prior to the

examination.

During the examination

4.17 There must be one invigilator to every 15 candidates (see JCQ Instructions for the

Conduct of Examinations, paragraph 6.1)

4.18 At least one invigilator should be conversant with the software and system to be used by

candidates in order to deal with technical difficulties that may arise. This may be the ICT

teacher. However, they should not be the sole invigilator (see JCQ Instructions for

Conducting Examinations, paragraph 6.1 – bullet points 4 and 5). Alternatively, the ICT

teacher may be on call should they be needed in the room.

4.19 Candidates may not bring portable storage media (for example memory sticks, CDs) in to

the examination.

4.20 Candidates must not have access to pre-prepared templates or other files during the

examination. However, they may use software-specific wizards.

4.21 Candidates may use dictionaries (English or bilingual only) during the examination.

4.22 Candidates are not allowed to refer to textbooks or centre-prepared manuals during the

examination, but may use software-specific help facilities or manufacturer’s computer

manuals (providing these do not require internet access). Software manuals are defined as

the books provided by the software manufacturer talking through the functionality of the

software only.

4.23 Display material (for example maps, diagrams, wall charts) must be removed inaccordance with paragraph 5.4 of the Instructions for Conducting Examinations issued

by the JCQ.

4.24 Candidates must not take copies of any materials into the examination except those

stipulated in 3.14 above.

4.25 A seating plan for each session must be kept.

4.26 Candidates may move from their workstation to collect their printouts from the printer.

4.27 Communication between candidates is not allowed at any time during the examination.

Instructions for labelling

4.28 Candidates MUST enter their details on all tasks before printing as specified in the

examination paper. Handwritten details are not acceptable.

Please note: It is not acceptable to pre-print each page with candidate details and then

overprint the appropriate task.

Printing

4.29 Printers should be in the same room as the candidates. If this is not the case another

responsible person must be assigned to deliver printouts to candidates. Candidates may

not collect printouts from another room, nor must the invigilator become involved in the

collection of printouts from another room.





29

4.30 It is the responsibility of the centre to ensure correct ownership of each printout.

4.31 There is no requirement to print in colour. No extra credit is given to work printed in

colour. However, adequate differentiation is needed on monochrome printouts (for

example sectors of a pie chart are distinguishable).

4.32 If printouts are on continuous stationery, the pages must be separated and sprocket holesremoved.

4.33 In the event of a printer breakdown, the centre may use its discretion on extending the

time allowed.

4.34 It is the invigilator’s responsibility to ensure that these regulations are adhered to.

After the examination

4.35 Centres must ensure that all candidates’ work is saved and secure from unauthorised

access. Centres should safeguard this work in case it needs to be reprinted. After the

examination candidates’ work should be copied to a storage medium and kept secure by

the examination officer.

4.36 Final printouts should be collated, parcelled up and stored securely until the final

examination session has been held and then sent to the designated examiner.

4.37 All other examination material, including draft copies of candidates’ work, additional

printouts and question papers, must be collected by the invigilator at the end of each

session and stored in a secure place.

4.38 Any common user areas accessible to candidates must be cleared of all work saved during

the examination immediately after each session.

4.39 Candidates’ user areas should be removed at the end of the examination window or aftereach session if feasible. Centres must ensure that the user areas of those candidates who

have already sat the examination cannot be accessed by candidates who are sitting the

examination in a later session. Different passwords must be set up for each session.

Candidates with special requirements

4.40 In some circumstances, candidates with particular requirements may be given additional

time (up to a maximum of 40 minutes) to complete the examination. In this case, the

examination should be split into two parts so that candidates have a supervised rest break.

4.41 Centres must write to Special Requirements Department, Edexcel, One90 High Holborn,

London, WC1V 7BH requesting special arrangements. Please refer to the JCQ

Regulations and Guidance Relating to Candidates who are Eligible for Adjustments in

Examinations for further information.

5 CONTINGENCY PLANNING

It is strongly recommended that:

5.1 Examination sessions are scheduled in such a way as to allow time at the end of the

examination window to re-schedule any sessions which have had to be postponed as a

result of hardware failures, or other problems encountered earlier in the week.

5.2 Technical help is available during the examination to deal with ‘computer crashes’,

printer problems and other possible complications.





30

5.3 A number of ‘spare’ computers are available during the examination so as to allow

candidates to move to another machine if necessary.

5.4 Alternative printing facilities are available if necessary.

5.5 Up-to-date virus prevention measures are in place.

6 MISCONDUCT

6.1 This type of examination relies heavily on the integrity of candidates. Some centres have

experienced difficulties with practical examination of this nature. There have been

instances of candidates submitting work which was not their own, and of candidates

submitting identical work. In those cases where misconduct occurs, or is thought to have

occurred, this will be investigated and candidates may have their result withheld.

7 COVERSHEET

7.1 At the end of each examination, candidates are required to collate their printouts in

activity number order and put them inside the coversheet provided. When more than one

printout is required for a particular activity they should be placed in the order in which

they are requested in the examination paper.

7.2 The printouts and the coversheet will need to be hole punched to allow the treasury tag to

be inserted.

7.3 Page 2 of the cover sheet will have instructions to guide candidates through this process.

An example is provided below.

Example of coversheet





31

8 SECURE DATA FILES

8.1 The secure examination data files will be released in the last week of April. They will be

available from the International GCSE ICT area of the Edexcel website

(www.edexcel-international.org/home). You will need to ensure that you have your

Edexcel Online password to access these files.

8.2 The secure data files will only be accessible on the Edexcel website to registered Edexcel

Online users at authorised centres. If you are not registered for Edexcel Online, details

can be found on the main Edexcel website.

8.3 The secure data files must only be made available to candidates at the beginning of the

scheduled examination.

8.4 The secure data files will be supplied in either Office 2000 or Office 2003 format. Should

a centre wish to use alternative software a list of instructions on how to create the data

files is available on request to the Edexcel Call Centre (+44 (0) 1204770696). This

request must be made at least three weeks prior to the secure data files release date. It is

the centre’s responsibility to ensure that the software used contains similar facilities toOffice 2000.

8.5 Secure data files will generally be supplied in comma delimited text files (.txt). Other

data may be included in the form of word processed documents, these will be supplied in

both Microsoft Word and PDF format.

8.6 Secure data files are released to centres before the examination window to enable centres

to load them onto the secure workspace and for no other purpose.

8.7 There is no pre-release scenario for this examination paper. A brief scenario setting the

scene for the tasks is given in the examination paper itself.

db230412G:\WordProc\LT\PD\International GCSEs\UG022525 International GCSE in ICT (4IT0) Spec SAMs\UG022525 International GCSE in ICT (4IT0).doc1-35/0



International GCSE

Information and CommunicationTechnology (ICT) (4IT0)

Sample Assessment Material




Centre Number Candidate Number

Write your name here

Surname Other names

Total Marks

Paper Reference

Turn over

Edexcel

International GCSE

*S38676A0120*

Information andCommunication TechnologyPaper 1: Written paper

Sample Assessment Material

Time: 1 hour 30 minutes

You do not need any other materials.

4IT0/01

Instructions

• Use black ink or ball-point pen.

• Fill in the boxes at the top of this page with your name,

centre number and candidate number.

•

Answer all questions.• Answer the questions in the spaces provided

– there may be more space than you need .

Information

• The total mark for this paper is 100.

• The marks for each question are shown in brackets

– use this as a guide as to how much time to spend on each question.

Advice

• Read each question carefully before you start to answer it.

• Keep an eye on the time.

• Try to answer every question.

• Check your answers if you have time at the end.

S38676A©2010 Edexcel Limited.

6/1



2

*s38676A0220*

SECTION A

Answer ALL questions.

For each question, choose an answer A, B, C or D and put a cross in the box .Mark only one answer for each question. If you change your mind about an answer,

put a line through the box and then mark your new answer with a cross .

1 Which one of these is an input device?

A A data projector.

B A monitor.

C A graphics tablet.

D A speaker.

(Total for Question 1 = 1 mark)

2 Which device would be used to produce a hard copy of an email?

A A sensor.

B A printer.

C A webcam.

D A scanner.


3 Computer files can be stored in a:

A table

B record

C folder

D field.


4 The type of software used to produce and run a slide show is:

A desktop publishing

B presentation

C graphics

D framing.




3

*S38676A0320* Turn over

5 Writing an email when not connected to the internet is known as:

A working on-line

B forwarding

C working off-line

D copying.


6 Which of these would hold the largest amount of data?

A One terabyte.

B One megabyte.

C One maxibyte.

D One kilobyte.


7 Devices connecting to a network must have a:

A USB cable

B IP address

C sound card

D backup device.


8 Some membership cards can be read electronically.

Where on the card is the electronic data stored?

A Magnetic stripe.

B Name printed on the card.

C Number printed on the card.

D Signature strip.




4

*s38676A0420*

9 Which one of these is not a method used to improve data security?

A Backup.

B Spellchecking.

C Encryption.

D Password protection.


10 Traffic light systems are used to help traffic flow freely.

What type of software is used in a traffic light system?

A Management software.

B System software.

C Control software.

D Communication software.


11 Operating systems that allow users to run more than one program at a time areknown as:

A multi-tasking

B multi-user C networking

D utility programs.


12 Finger tip scanners are used to identify individuals.

The term used to describe this type of scanner is:

A ergonomic

B optical

C digital

D biometric.




5


13 Many people buy goods over the internet.

Which one of these statements is accurate?

A All goods bought over the internet are cheaper than those sold in shops.

B The sale of goods over the internet is well regulated.

C It is possible to compare prices before buying goods over the internet.

D Images of goods displayed on the internet are always accurate.


14 Many people have concerns about the security of on-line banking services.

Which one of these is the most appropriate advice to follow when using these services?

A Install a firewall and choose a simple password.

B Install a virus checker and change your password regularly.

C Install a virus checker and choose a simple password.

D Install a firewall and change your password regularly.


15 A computer is advertised with a ‘3GHz Pentium 4 processor’.

What is the processor speed in pulses per second?

A 4 000 000 000 000

B 4 000 000 000

C 3 000 000 000 000

D 3 000 000 000


16 Music can be downloaded from the internet.

Which of these statements is true?

A It is always necessary to have the owner’s permission before downloadingmusic.

B Downloaded music can always be legally copied and passed to other people.

C Individual tracks, rather than whole CDs, can always be legally downloaded.

D All music files take the same time to download.


TOTAL FOR SECTION A = 16 MARKS



6

*s38676A0620*

SECTION B

Answer ALL questions.

Some questions must be answered with a cross in a box . If you change your mind aboutan answer, put a line through the box and then mark your new answer with a cross .

17 A large supermarket has a network of Electronic Point of Sale (EPOS) terminals.

(a) The table contains a list of components of an EPOS terminal.

For each component put a cross in the correct box to show whether it is used forinput, output or both.

(4)

Component Input only Output only Input and Output

Concept keyboard

Touch screen

Printer

Chip and pin reader

(b) Each item for sale in a supermarket has a barcode.

(i) Identify the item of data that must be stored in the barcode.(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Barcode scanning is an automated method of entering data.

Give two advantages of using barcode scanning rather than entering the datamanually.

(2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



7


(c) The data collected by the barcode scanner is used to update the database of stockitems.

(i) Identify where this database will be stored. (1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Describe three ways in which the data collected can be used by thesupermarket.

(3)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 17 = 11 marks)



8

*s38676A0820*

18 George Smith runs a small company that rents rooms to tenants. A stand-alonecomputer is used for general office work.

(a) Identify one input device and one output device that will be needed.(2)

Input device

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Output device

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) George needs to complete the tasks given in the table.

Complete the table by identifying the most appropriate type of application softwareto use for each task.

(4)

Task Type of Application Software

Keeping records of tenants

Writing letters to tenants

Calculating rents for tenants

Producing advertising flyers

(c) Identify one other type of software George will need in addition to applicationsoftware.

(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



9


(d) George often works on his computer all day.

Identify two possible health issues that this may cause.

For each issue give an action that George should take to reduce the risk.

Do not repeat answers.(4)

Health Issue 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Action

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Health Issue 2

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Action

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(e) George can personalise the computer’s settings to meet his needs.One setting he could change is the speed of the mouse movement.

Identify three other computer settings he could change.(3)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



10

*s38676A01020*

(f ) George’s computer has 2Gb RAM (Random Access Memory).

(i) State what Gb stands for.(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Describe the characteristics of RAM.(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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19 ‘Charles Books’ is a company that sells books either by mail order (using post) or on-line.

(a) In the table put a cross in the boxes next to the four items that can be used toconnect to the internet.

(4)

Printer

Scanner

Internet service provider

Broadband connection

Chip and pin reader

Modem

Web browser

Word processor

(b) When an on-line order is received an automatic confirmation message is sentto the customer.

Name the method of communication used to send the confirmation.(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



11


(c) (i) One advantage to the customer of ordering books on-line, rather than usingthe mail order system, is that they receive an automatic confirmation message.

Identify three other advantages to the customers of ordering on-line.(3)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Identify three advantages to the company of being able to receive orderson-line rather than via the mail order system.

(3)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(d) Jim Wales wants to find the website address of ‘Charles Books’.

Explain how Jim could use the internet to help him find the website address.(3)

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12

*s38676A01220*

(e) Some customers are concerned about using credit cards to pay on-line.

Identify two concerns the customers may have.

For each give one action that can be taken to reduce their concerns.

Do not repeat answers.(4)

Concern 1

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Action

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Concern 2

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Action

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13


20 ’JOY Build’ is a small manufacturing company.

It has a Local Area Network (LAN).

(a) Identify one hardware component that a workstation must have to allow accessto the LAN.

(1)

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(b) One benefit of using a LAN is that steps can be taken to ensure data security.

(i) Identify three other benefits.(3)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(ii) Identify three ways in which data on the network can be made more secure.

(3)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



14

*s38676A01420*

(c) ’JOY Build’ has set up an intranet as part of the LAN.

(i) Describe the features of an intranet.(2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Identify two facilities that ’JOY Build’ could provide as part of the intranet. (2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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21 Blackwood Centre has 50 networked computers with access to the internet.

The computers are used by local people for a variety of different reasons.

(a) Jemal uses a computer at the Centre to send e-mails with photographs to hisbrother who lives in another country.

(i) Jemal has some printed photographs.

Describe how he could get them into a format that can be attached to an email.(2)

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15


(ii) Jemal has been advised to keep backup copies of his photograph files. Give two reasons for the advice. (2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(iii) Name an appropriate storage device for keeping backup copies of thephotographs.

(1)

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(iv) Give one physical method Jemal could use to keep his backup copies safe.(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) Jemal has a school project to complete on the effects of global warming. He uses asearch engine to help him.

(i) When Jemal enters the words global warming into the search engine a largenumber of links are given.

Give two things Jemal can do to reduce the number of links. (2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Identify two other ICT based sources Jemal could use to help with his research.(2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



16

*s38676A01620*

(iii) Identify two non-ICT based sources Jemal could use to help with his research. (2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(c) When using the internet for research Jemal must ensure that the informationprovided is as accurate as possible.

Explain how Jemal can do this. (2)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(d) Jemal must produce a written report of his findings.

Describe one legal constraint that Jemal must consider when producing this

report.(3)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




17


22 The widespread use of ICT has had a huge impact on the way that individuals andorganisations work.

(a) One impact is that some employees are able to work from home.

(i) Identify one advantage and one disadvantage to an employee of working

from home. (2)

Advantage

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Disadvantage

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Identify one advantage and one disadvantage to a company of employeesworking from home.

(2)

Advantage

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Disadvantage

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(b) Describe other changes in the way that individuals and organisations work thathave resulted from the widespread use of ICT.

(6)

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TOTAL FOR SECTION B = 84 MARKS

TOTAL FOR PAPER = 100 MARKS



19

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20

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Further copies of this publication are available from:

Edexcel Publications

AdamswayMansfield

Nottingham

NG18 4FN

Tel: 01623 467467

Fax: 01623 450481

Email: [email protected]

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For more information on Edexcel and BTEC qualifications

ict specification

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