CAMBRIDGE PRIMARY COMPUTING 5: LEARNER’S BOOK ANSWERS

Learner’s Book answers

1 Computational thinking and programming
1.1 Assigning variables
Getting started 6 Learners should notice that the assignment
to the variable is the same but the values
1 Move forward are different.
Turn right 7 For example MyFavouriteFruit.
Move forward
Unplugged activity 1
Turn left
Child A B C
Move forward
Value for Katy Juan Meena
Turn right
Name
Move forward variable
Turn left Value 9 10 9
Move forward for Age
variable
Turn right
Happy Happy Happy Happy
Move forward birthday Birthday, Birthday, Birthday,
Turn left message Katy Juan Meena
You are 9 You are 10 You are 9
Move forward
Turn right Activity 2
Move forward Learners’ posters should include ideas such as:
Turn left • variables store data/values that can change
2 REPEAT 4 • variable names should be meaningful
Move forward • variables can be used in programs to store
Turn right data which can change as the program runs
Move forward • we can assign values to variables. This is called
variable assignment
Turn left
• the values stored in variables are temporary.
Questions Learners may also provide examples of variables
1 5 that they have learnt about, for example Count or
2 It would decrease by 1, so 4. MyFavouriteVegetable.

3 Learners’ responses will vary but they should Unplugged activity 3

be plausible for each of the headings. Part A
4 You would use a variable as a different person 1 5 (learners may count score as one but there
may use the program to send the card. So the are two).
name of the sender should be stored in a
variable as the value can change. 2 Team1 name, Team2 name, Team1 score,
Team2 score, Time.
5 Set MyFavouriteVegetable to
(followed by any type of vegetable)

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3 The timer, and each team’s score. The names Button3:

of the teams will stay the same during the
game but may change after each game.
4 The values are held in variables because
they change.
Part B
set Team2 to Sprite
set Team1Score to 0
set Team2Score to 0
set Timer to 00:00
Programming task 1
Part A
1.2 Using operators
Learners are not expected to predict exactly what Getting started
will happen, but this is a low-stakes opportunity 1 SweetCornAmount = 3
for them to think about what the code does.
2 CarrotAmount = 7
Part B
3 BeansAmount = 30
The variable Score increases by 1 each time the
1 The operator (the + sign) is the same in
ball is clicked.
each problem. In each problem, the result is
The logical answer is that the score should reset assigned to a variable.
to 0, but no code is shown for this and the ‘Reset
2 The values are different in each problem.
score’ button does not work.
Parts C and D Unplugged activity 1
Basketball1 sprite: 1 10
2 25
3 4
4 26
5 Any meaningful variable names and values
that are numeric. Learners need to add the
variables together, not the values.
Activity 2
Learners use a calculator to calculate a difficult
sum. As they do this, they should use the
vocabulary in the Learner’s Book to explain
Basketball2 sprite: what they are doing. For example: I input the
first number. The calculator assigns this value to
a variable. I then press the Add button, which is
an arithmetic operator. I then input the second
number. The calculator assigns this value to a
second variable. I then press the equals sign to get
the output of the calculation.

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Question Programming task 2

1 Answers may vary as both are very similar. Addition button:
The Scratch code is longer, but steps are
broken down into smaller steps so may be
easier to follow.
2 a True
b False
3 Anything but full.
4 123ABC
5 Possible examples could be the start of lesson
times or answers to questions in lessons. As
it is ‘equal to’ comparison, it is any situation
where a comparison needs to be the same.
Programming task 1
Part A
1 Frank will say: 3 (for 5 seconds). Subtraction button:

2 Frank will say: 11 (for 5 seconds).

3 Frank will say: I have 35 sports balls (for 5
seconds).
4 Frank will say: I have 15 sports balls (for 5
seconds).
Part B
1 Frank should have said: ‘I have 15 sports
balls.’
2 If learners’ predictions were incorrect, they
should try to identify where their calculation
went wrong. The fact that we assign a new
value to SportsBalls may be a challenge
for some.
3 Once the green flag is clicked, the value 5 is
assigned to the variable PingPongBall, the 1.3 Selection
value 15 is assigned to Football and the value
20 is assigned to TennisBall. The variables
Getting started
Football and TennisBall are added together set RedLight to OFF
using the arithmetic operator and assigned to set AmberLight to ON
the variable SportsBalls. Then the value for
set GreenLight to OFF
TennisBall (20) is subtracted from the value
35 now stored inside the variable SportsBalls wait 3
and the new total is assigned to SportsBalls,
replacing the value 35 with 15. Finally, the set RedLight to ON
message ‘I have’ is joined with the value stored
set AmberLight to OFF
inside SportsBalls and the message ‘sports
balls’ and the text ‘I have 15 sports balls’ is set GreenLight to OFF
displayed for 5 seconds on the screen. wait 50

set RedLight to ON
set AmberLight to ON
set GreenLight to OFF
wait 3

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It is important for learners to set the light Answers will vary as the value assigned to
when it changes; they do not need to repeat the PlayerScore depends on the colour of the learner’s
assignments if the light has not changed. shirt, their shoe size and their favourite game.
Activity 1 Programming task 1
Two model answers are shown on page 46 of Part A
the Learner’s Book. The scenarios may vary but
The activity is based on the predict part of PRIMM.
should contain a condition with two possible
So learners should be encouraged to think about
branches that are clearly labelled true and false.
what might happen, and they should not feel
Unplugged activity 2 pressurised to get it right. Formal answers are
provided in Part B after they have run the program.
Part A
Top left:
1 The condition is checking if the mouse
Start pointer is touching the sprite.
2 If the condition is True, the sprite will spin
anticlockwise.
3 If the condition is False, nothing will happen.
is UpArrow True Top right:
Move
equal to
player up 1 The condition is checking if the space key
pressed?
is pressed.
False 2 If the condition is True, the backdrop will
change to Space City 1.
Do not move
3 If the condition is False, the backdrop will
player change to Space City 2.
Bottom left:
1 The user is asked to enter the name of
the sprite and their answer is assigned to
the variable SpriteName. The condition is
Stop
checking if SpriteName is cat.
2 If the condition is True, the message ‘That’s
right! It is Cat.’ is displayed for 2 seconds.
Part B 3 If the condition is False, the message
‘Good guess. It is the cat sprite.’ is displayed
Possible answers will include different inputs (i.e. for 2 seconds.
a different button) and outputs, but the structure
should be the same as for Part A. Bottom right:
1 The condition is checking if the ‘m’ key
Questions is pressed.
1 ‘Good morning’ 2 If the condition is True, the count variable
2 ‘Good afternoon’ decreases by 1.
3 ‘How are you?’ 3 If the condition is False, the count variable
does not change.
Unplugged activity 3
Part B
Example code for round three:
1 The turn left 15 degrees block.
IF FavouriteGame equal to "football"
2 a
The ‘switch backdrop to Space City 1’
  THEN set PlayerScore to PlayerScore + 2 block.
ELSE b The ‘switch backdrop to Space City 2’
  set PlayerScore to PlayerScore + 1 block.
WRITE DOWN PlayerScore

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3 a The message: ‘That’s right! It is Cat.’ is 1.4 Planning solutions

displayed.
b The message: ‘Good guess. It is the cat Getting started
sprite.’ is displayed. 1 Solution 1 has the most instructions.
4 a 0. Solution 3 has the fewest instructions as they
b The value assigned to count decreases are contained inside loops, reducing the same
by 1. instructions being written multiple times.

c The value assigned to Count decreases 2 Solution 2 has the most loops. A new loop
until you release the ‘m’ key. The value would be needed each time another column is
assigned to count increases by 1. added to the grid.
3 The same instructions for planting trees,
Programming task 2 moving up and down and turning are written
In addition to the code supplied in the source file for each square in solution 1. The instructions
1.5_space_pilot, learners should have created the have been shortened and put into loops in
following: solution 2, one for going up and one for
coming down the grid. Solution 2 still has the
same set of instructions written multiple times.
Solution 3 puts the loops that are written
multiple times in Solution 2 and puts them
inside another loop.
4 Solution 3, as it is the most concise.
It solves the problem with the fewest
lines of instructions.
5 Solution 3 uses nested iteration. The loops on
lines 2 and 11 are inside the loop on line 1.
Questions
1 7
2 a 6
b 7
c 6
d 5
Unplugged activity 1
1 36
2 36
3 30
4 15
5 Solution 2 as it only planted trees where
necessary. Solution 2 also has fewer of the
same instructions as it checks if the robot is
at the top or bottom of the grid in order to
decide which way to turn.
6 We could write an algorithm to only go where
there are no trees, instead of moving up and
down the whole grid.

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Activity 2 Part C
1 Solution 1 uses sequence and iteration to get Statement Input, process,
the ball to the finish. The ball moves right by condition or
repeatedly changing the x position by 10, then output
it moves the ball down by repeatedly changing
the y position by 10. It then repeats these 1 The chatbot asks the Output
steps until the ball reaches the end. Solution user ‘Do you like sport?’
2 uses sequence, selection and iteration. With 2 The user types their Input
selection, the program checks if the ball is answer to the question.
touching the black border. If it is, it changes
3 The user’s reply is Process
the direction of movement from x to y.
assigned to the variable
2 Solution 2 is more efficient as it solves the Sport.
problem in fewer steps. Solution 1 is less efficient
4 The variable Sport is Condition
as many of the same instructions are repeated,
checked to see if it is
but because each section of the route is a
equal to ‘yes’.
different length, we cannot use one repeat loop.
5 The chatbot replies Output
3 Solution 2 is more likely to work as it will keep
‘Great, exercise is
following the black border whereas solution 1
will need another repeat loop with the correct good for your mental
number of repetitions added to it. and physical health!’
or ‘Maybe you have
Activity 3 not found the right
Learners’ cards should contain the keyword, sport yet.’
definition and an example. The examples will vary.
Part D
Input – The user provides or gives data to a
computer, e.g. entering numbers on a keyboard. 1 OUTPUT: say ‘Do you like sport?’
Process – Calculations, assigning variables or 2 INPUT: set answer to USER INPUT
instructions carried out, e.g. set Sum to 5 + 5 3 PROCESS: set Sport to answer
Conditions – Questions that need to be checked to 4 CONDITION: IF Sport equal to ‘yes’
decide what instructions to carry out, e.g is Sum
equal to 10 5 OUTPUT: THEN say ‘Great,
exercise is good for your physical and
Output – Information that you get out of a mental health’
computer system after it has been processed, e.g.
Display Sum. 6 ELSE

Unplugged activity 4 7 OUTPUT: say ‘Maybe you have

not found the right sport yet.’
Part A
1 Output 1.5 Object interaction
2 Input Getting started
3 Process 1 When green flag clicked and when this sprite
4 Condition clicked.
5 Output 2 Speak, Dance and Add.
Part B 3 Both triggers make the dinosaur dance.
1 Output 4 It will increase by 1 (after the dinosaur speaks
2 Input and dances).

3 Process 5 It will increase by 1 (after the

dinosaur dances).
4 Condition
5 Output
6 Output

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Activity 1
Here is one example of a poster relating to basketball.

Object: Ball.
Can bounce off or roll on the
floor and move through the
air when thrown.
Object: Basketball hoop.
Makes a swoosh sound
when a ball passes through
without touching the ring.

Object: Player.
Can shoot, dribble and pass
the ball.

Questions REPEAT FOREVER

1 Line 3: Move ball from one player to IF keypress equal to left arrow
another player. (This is the PassBall THEN Move player left
sub-routine, which is called when the p button
is pressed.) d) CALL DribbleBall
2 Answers could include: shooting the ball; IF keypress equal to right arrow
dribbling the ball; throwing the ball in from THEN Move player right
the sidelines.
d) CALL DribbleBall
Unplugged activity 2 IF keypress equal to P
Here is the completed algorithm with the letters
THEN Player pass ball
a–d noted alongside the instructions that belong
to them. CALL PassBall
//Instructions for ball //Instructions for game
DEFINE PassBall WHEN Game starts
Move ball from one player to c) IF player touching ball
another player CALL PlayerMovement
//Instructions for ball
Unplugged activity 3
a) DEFINE DribbleBall
1 The stage, the rocket ship and the asteroids.
b) Move ball in front of player
2 The up arrow and the down arrow.
//Instructions for player Learners could also use W and S.
DEFINE PlayerMovement

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3 Any appropriate message to signal that the Programming task 3

rocket ship has been hit.
For example:
4 The Lives variable should equal 0 for the game
to end.
5 The variable Score should increase for every
asteroid the rocket ship avoids.
6 Answers may vary, but the likely one is that
the ship will be destroyed.
Programming task 1
1 Up arrow or W key would be suitable.
2 Down arrow or S key would be suitable.
Programming task 2
1 For example:

2 For example:

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Programming task 4 Activity 1

Here is one example of a presentation slide.

Unplugged activity 2
Answers and discussion will vary, but encourage
learners to discuss why they answered the way
they did.

1.6 Creating user-friendly

programs
Getting started
1 Both algorithms allow a user to input two
numbers. The numbers are compared and if
they are equal to each other the first number
is added to the second number. Otherwise
the second number is subtracted from the
first number.
2 Algorithm A appears to be shorter, but
they have the same number of executable
instructions. Algorithm B has clearer
comments and variable names.
3 Learners should identify that comments and
meaningful variable names make the code
easier to understand.

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Unplugged activity 3
Stage Tasks Roles
Analysis Carry out research on recycling to understand Analyst
it better.
Interview classmates about how they recycle and End user; analyst
what features they think the app should have.
Create success criteria for the recycling app. Analyst; project manager
Decide who should do what in the project. Project manager
Design Design the menus, buttons, layout, and navigation UX designer
for the app.
Analyse how the end user will be able to use the UX designer, analyst
app easily.
Software developer,
Plan algorithms for how the app will work. project manager
Development Create the program with code using the algorithms. Software developer
Create video tutorials on how to recycle. Content creator
Make designs for the different pages in the app. Graphic designer
Testing Use the app and try all the different features to see if
they work. Tester; end user
Fix any bugs the app might have. Software developer
Evaluation Check the app meets the original success criteria. Project manager, analyst,
end user
Decide if any improvements could be made to Analyst, end user
the app.

Programming task 1
Learners should tick criteria 1, 4, 5, 6, 7, 8, 9, 10 and 12, but cross criteria 3 (the question is displayed until
the user inputs an answer) and 11 (the quiz has only one question). Answers for criterion 2 may vary.
Unplugged activity 4
Answers will vary, possible questions could include:

Structure Q1 Q2 Q3 Q4
Ask question What do you use What is the word What is data that What is
to store values for breaking a you put into a information that
that can change in problem down computer called? you get out of a
a program? into smaller parts? computer called?

IF answer equal to variable decomposition input output

THEN Say Yes! That is Yes! That is Yes! That is Yes! That is
correct. You get correct. You get correct. You get correct. You get
a point. a point. a point. a point.
ELSE Oh no. The Oh no. The Oh no. The Oh no. The
correct answer correct answer is correct answer correct answer
Say is variable. decomposition. is input. is output.

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Programming task 2 Part B

Learners add their new questions to their Learners should make the program and check
quiz program. their predictions.
The text of questions will vary but should match Programming task 2
learners’ content from Unplugged activity 4. For
Part A
each question, ensure that learners:
• duplicate the ask and IF ELSE block
• insert text into the blocks for:
• the question
• the answer
• if the answer is correct
• if the answer is incorrect.

1.7 Using selection with a

physical device
Getting started
When button B is pressed, the LEDs will show a
right arrow that appears and disappears four times.
Questions
1 Not a condition as you cannot answer yes
or no.
2 Condition as it can be answered yes or no. Part B
3 Not a condition as you cannot answer yes
or no.
4 Condition as it can be answered yes or no.
5 Button A, button B, button A and B,
accelerometer (shake, tilt, drop).
6 The value 2. Any other value will result in the
condition being False.
7 The condition is False, meaning the micro:bit
is not being shaken.
Activity 1
Learners should create a short screencast or video
(3–5 minutes approximately) that explains which
MakeCode scripts can be used for variables,
conditions and selection. All three elements should
be covered within their video.
Programming task 1
Part A
1 Button A
2 Count
3 The variable value increases by 1 each time
button A is pressed.
4 The number 3 is displayed on the screen.

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Programming task 3 Check your progress

Part A 1 A and B
On button A pressed 2 FirstNumber, SecondNumber,
Set PlayerOne to PlayerOne + 1 ArithmeticOperator, Result and answer
On button B pressed 3 The condition is checking if the variable
ArithmeticOperator contains the value add.
Set PlayerTwo to PlayerTwo + 1
4 E
On shake
5 C
IF PlayerOne equal to PlayerTwo
THEN 6 The character, the stones, the lava.
7 If character is touching lava
DISPLAY smiley icon
say ‘Ouch! That is hot’
ELSE
DISPLAY sad icon
Clear screen Managing data
Set PlayerOne to 0
2.1 Collecting and storing data
Set PlayerTwo to 0
Getting started
Part B
Answers will differ, but learners should be able
to identify that they will need to ask other
learners what pets they have, using a form or
voting mechanism. They should also identify
that they can record the data in a database
(paper or digital).
Unplugged activity 1
Conduct a survey of all the learners to find out
what they would like the school kitchen to cook
and what their favourite foods are. Also ask them
to rate a variety of possible meals that the kitchen
could cook.
Unplugged activity 2
Possible answers could include:
• number of cars of a certain colour that drive
past during a particular time frame
• temperature fluctuation over the course of
a day
• comparing pulse before and after exercise or
different activities
• comparing pulse with a pet or friend
• how many people/animals pass your house/
window in an hour.

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Questions • Question: How long does it take you to get

to school?
1 Cat
• Answers could be free text, or they
2 Answers will vary depending on how many could allow learners to choose from
pets the learner has. responses like: ‘less than 10 minutes’,
Unplugged activity 3 ‘10–20 minutes’, etc.
Unplugged activity 5
Kind of data Data Spread Form
logger sheet Data could be organised via transport method
to show which method is the most popular for
1 How the amount 3 3
travelling to school. A digital database would
of light in a
be best as the form has been completed online.
garden changes
A digital database would also allow learners to
over 24 hours easily see results for the most popular method of
2 How many 3 3 travel. Possible categories could include: car, bus,
children in a bicycle, walk, tram, most votes and least votes.
school can swim
Practical task 1
3 How popular 3 3
different free Learners should create a digital version of their
time activities form from Unplugged activity 4. For example:
are among
6–10-year-olds
in the local area
4 How much rain 3 3
falls in a week
in April
5 How tall the 3 3*
children in
each class in a
school are
*Learners may tick this box but it would not be wrong
if they did not – it is possible to measure the heights
and record them in a spreadsheet or in a form.

Unplugged activity 4
Learners’ forms should include:
• Question: How do you travel to school?
• Answer options could include (depending Practical task 2
on where you live): walking, car, bus, 1 A data validation error message appears when
car share, bicycle, taxi, ferry, multiple you type ‘ouzzle’ into cell B3. This is because
(with free-text option), other (with the data entered does not match the criteria
free-text option). for this column.
• Alternatively learners could opt for a free- 2 Learners’ answers will vary.
text answer.
3 A data validation error message appears when
Learners should also recognise that not you type ‘one’ or ‘two’ into cell D2. This is
everyone travels to school in the same way because the data entered does not match the
every day. They could ask: ‘Do you travel to criteria for this column.
school the same way every day? If not, write
down how you travel on each day.’ They could 4 When you type ‘2’ into cell D2, the value is
leave space for written answers. Or learners accepted. This is because the data type entered
could change the first question so that there is matches the restrictions for this column. This
space to input more than one option. column will only accept numbers as a data
type and not text.

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2.2 Representing data

Getting started
Learners should recognise that they have created a bar chart.
Questions
1 According to the chart, puzzle is the most popular and multiplayer and roleplay are the least popular.
The chart shows the raw number of votes that each game type got rather than the proportion of the
total number of votes that each game type got.
2 Very easily. It is quick and easy to see which bar is the tallest and which is the shortest.
Unplugged activity 1
Learners should list categorical or discrete data only. For example:
• number of people with a certain hair colour
• number of hours spent on a particular hobby per week
• favourite pet, food, book genre.
Questions
3 Bar charts are useful for comparing values to each other or to the total sum of all the values. Diabetic
people do not need to know how many of each value has been recorded, they just need to know
whether their readings are changing, and if so by how much and when.
4 Data on favourite meals will not change over a period of time, so there would be no data points to plot
on a line graph. A bar chart is more useful for comparing values.
Practical task 1
Learners’ should produce a bar chart like this and
give their chart a sensible name.

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Questions
5 Battle and racing
6 Highest: puzzle; lowest: multiplayer and roleplay.
7 Highest: roleplay; lowest: adventure.
8 Not really – it just compares votes up to votes down. You could work it out from the chart,
but it is not easy to see at a glance which game is most/least popular.

Practical task 2
Learners’ should produce a bar chart like this and give their chart a sensible name.

Questions
9 Their scores are negative numbers because they got more votes down than up.
10 These games had the same number of up votes and down votes so their popularity score is 0.
11 Puzzle
12 Roleplay

Activity 2
Learners should create a bar chart for the first part of the task. They should recognise that pizza is
the most popular food item.

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For the second task, learners should create a line graph. They should label the axes
Age and Height in cm. It could look like this.

Unplugged activity 3
1 It is continuous data. There are a lot of bars and some overlap each other, so it
looks messy and it is not easy to see what is going on. Another problem is that the
chart does not have a legend, so there is no way to know what the colours represent.
2 A line chart.

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Practical task 3

Unplugged activity 4
Situation A Possible answers Situation B Possible answers
The person reading the This is deliberately The person reading Learners should be
chart is hard of hearing. misleading – no the chart is colour- aware that the chart
changes would be blind and cannot colours should not
needed if the person is tell the difference include red or green.
hard of hearing. between red and
green.
The person reading the Learners should The person reading Learners should
chart is only interested recognise that they the chart wants to be suggest that all
in the temperature can remove the data able to see all of the days, hours and
in July. for other months from data points with lots temperature
the chart. of detail. recordings should
be visible.
It will be viewed on a The chart should It will be viewed on a The chart can have
small screen. have less detail as it big screen. lots of detail.
could be missed on a
small screen.

Practical task 4
Learners’ answers will vary, but they should have changed the chart size, line thickness,
titles and labels, and colours.

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Questions
13 =B20-C20
14 =B24-C24
Practical task 5

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Practical task 6

Practical task 7

The average scores have decimal places because they divide the test results by the number of students.
The average score for Test 2 is higher than the other tests.

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Activity 5 Unplugged activity 2

The average height of the people in Marcus’s 1 Zara and Zebedee
dance class is 130.43 cm. 2 Jade and Wayne
2.3 Using data 3 Otis
4 Shamim
Getting started
Practical task 2
• Zara could buy the dress OR the magazine
and cinema ticket. 4 5C
• Using a spreadsheet she could keep a record 5 Three: Zara, Uri and Wesley
of how much money comes in and goes out, 6 a Hope and Lauren
and when, and she could use formulae to see
what is left. b Wayne, Aisha, Ralph and Christopher
c Seven (Chen, Noor, Fern, Nathan, Kara,
Questions Megan and Adele)
1 The average spend per customer on Monday
d Two: Song and Harrison
(cell D2).
2 The values in column D are calculated using a Check your progress
formula that uses the values in column B.
1 Data logger
3 The amount of money taken was correct
because the till system recorded it 2 It is easier/quicker to send to respondents and
automatically. It was not calculated with a gather data; results are stored automatically;
formula so it did not need changing. charts of the data are generated automatically;
the spreadsheet is generated automatically so
Unplugged activity 1 there is less chance of errors when entering
Learners should recognise that the current peaks data into a spreadsheet; data is less likely to
in the graph will flatten and the gradient will get lost or damaged.
increase, because there are larger numbers added 3 It is easier to analyse and organise the data; it
to the data set. The y axis will need to be longer, is easier to perform calculations on the data;
going up to 30 seconds, and the x axis will need to it is easier to make charts from the data; data
be longer to make room for the five extra days. is less likely to get lost or damaged; validation
rules can be applied so errors are less likely.
Questions
4 Validation
4 Learners’ responses will vary.
5 C Bar chart
5 Because Sofia can hold her breath for longer,
the numbers that were highest before are no 6 Answers will vary, but learners could say:
longer at the top of the range. There are • text could be larger
also more numbers overall. so the spikes
have flattened. • use brighter colours
• add labels.
Practical task 1
7 a G6
After changing cell B2, learners should notice that
the bar for Activities is now the same height as the b C8
bar for Food. c F3
After changing cell B7, learners should notice that
the bar for Stationery becomes taller.
To add the cost of the T-shirt, learners should type
=25.99+8 in cell B6.

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3.2 How data travels through

3 Networks and digital networks
communication Getting started
3.1 Network hardware Learners may write ideas such as:
• the full name of the person the card is being
Getting started sent to
The answers to these questions will depend on the • the address
set-up in individual schools.
• the postcode or ZIP code
Questions
• the fact it may need a postage stamp/proof
1 The switch can connect up to 24 devices. This of payment
is because there are 24 sockets available for
• a return address in case the letter gets lost.
ethernet cables to plug into.
2 The wi-fi access point has fewer Activity 1
connection sockets on it as most things will Learners create a digital presentation about
connect wirelessly. different connections. Their presentation should
include the following.
Activity 1
• The three types of connection:
Learners’ drawings should include:
• wired/ethernet
• Two separate networks: a school network and
a home network. • wireless
• Appropriate devices for each network. • cellular.
The school network is likely to have more • A discussion about the advantages and
computers and laptops on it. The school disadvantages of each type of connection.
network should have servers on it. The home
network may have more portable devices, such • Links to real-world examples.
as mobile phones and tablets. • Pictures of suitable devices that use each
• A switch for each network that connects the connection (e.g. mobile phones for a
devices in the network to a server (for the cellular network).
school network) or directly to the router Unplugged activity 2
(for the home network). A school network is
likely to have many switches. A home network Learners may discuss the following ideas:
may only have one as the network will be a lot • an IP address is a unique address to send
smaller. Devices in a home network may all be data to
connected wirelessly.
• an IP address is used by a computer to direct
• A router that connects each network to the data to the correct device on the internet
internet, and connects the networks to each
other. It is important that all of the access • the parts are similar to an address we use on a
points (wireless and wired) are connected to letter or card.
the router, and that it is only the router that A sentence could be: ‘An IP address allows
connects to the internet. computers to send data across the internet to a
A wi-fi access point may be used across both specific device.’
networks. (Home networks are likely to use wi-fi a
lot more than school networks.)
Unplugged activity 3
This is a game. If packets arrive at the wrong
Wi-fi access points should connect straight to the
destination discuss what happened and why.
router or to another switch.
Reflect on how this could happen in the real
The size of the school network should be larger world and what the consequences may be.
than the home network.

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Questions A local failure could be caused by a large amount

of interference with the wi-fi connection (from
1 If packets get lost then only some packets other electrical devices such as TVs, microwaves,
need to be re-sent; smaller bits of data may kettles, etc.). Another cause of a local failure could
be affected less by delay/bandwidth; smaller be that Zara’s phone has run out of battery.
bits of data can travel down more routes to
get to the destination so they are less likely to Questions
be delayed.
2 Possible answers may include:
2 A packet needs additional data such as the
• people might be angry that they cannot
address of the sender and receiver device,
withdraw their money
which take up space to store. Therefore it
takes more memory/size to use packets. • they may not be able to buy food or petrol
You need all of the packets to make the for their car
original message/data. • they could get stranded somewhere, e.g.
3 The computer that receives some of the packets not able to buy a train ticket to get home
but not all of them sends a message to the • they may worry that they have lost all of
computer that sent the packets. The message their money
asks for the missing packets to be sent again.
• they may worry that their account has
3.3 Network failure been hacked.
3 Possible answers may include:
Getting started
• frustrated that you lost your work and
Learners’ answers will vary but may include: have to do it all again
1 Watching videos; listening to songs; talking • angry about the wasted time and effort.
to friends.
Activity 2
2 Using it for school work/homework; keeping
in touch with friends; searching for things to Learners should research and create a presentation
do at the weekend. about a famous internet failure, e.g. the
PlayStation network or WhatsApp.
3 Discuss the fact that websites may not load
properly, video streaming may break up, calls
to friends may be interrupted.
Check your progress
Question 1 A router
2 A wi-fi access point
1 You may miss the chance to book the tickets.
You may have to start your order all over 3 Computers only understand numbers.
again. You might end up paying for the tickets To give unique addresses to devices so that
twice if the internet connection fails when you data can be sent via the internet.
are paying. 4 Lots of devices can connect wirelessly
Unplugged activity 1 to them; they cover a large geographical area.
An example answer: 5 Packets

Zara’s video stream has stopped. This could be 6 Any from: IP address to send to; IP address
due to the connection breaking, or it could be sent from; the data; information about the
interference for other nearby signals if she is using order of the data in the packet.
a wireless connection. The broken connection 7 Any from: more data is needed overall; when
could be local (in the house) or it could be that a there are lots of small bits of data it is more
cable somewhere along the internet connection has likely that some may get lost; it takes time to
been damaged or broken. split the data into packets; it takes time to put
If Zara’s video stops playing, the server that all of the packets back together again.
the video is on may have lost power. Or maybe 8 Any from: smaller chunks of data can travel
the server has stopped working altogether more quickly over the internet; if only small
(hardware failure). bits of data get lost, these are easier to request
again.

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9 Answers will vary but may include: things Questions

seem to run more slowly (e.g. video
streaming); you may lose your data; you 1 Remote input devices:
may not be able to access websites or • allow us to check things a long way away
online accounts.
• save us having to travel to check the device
10 Learners’ explanations should cover the each time
following points.
• allow us to check many different input
a The email is split up into lots of packets. devices at once from the same place.
b Each packet will have the IP address of 2 Examples of situations in which remote input
the computer it came from, and the IP devices are used are:
address of the computer it is going to.
• in an oven
c If the sender’s computer has an internet
• in weather stations
connection, the packets travel across the
internet along lots of different routes. • on aeroplanes.
d When the packets reach their destination Activity 1
they are put back together.
Learners research remote input devices and create
e The person can then read the email on a poster to display the information. For each
their computer. example, learners should include:
• the name of the input device
4 Computer systems • what data (input) is collected
• where the device is used
4.1 Input and output devices • why the device is used for this task
Getting started • a picture to show the input device being used.
Learners’ answers will vary, but possible answers Activity 2
may be:
Learners research, plan and record a discussion
1 Input devices to control the submarine about input and output devices used in the
may include: buttons (for example to turn real world.
lights on and off); touch pads (with control
menus or options); joysticks (for moving the Their discussion should include:
submarine); video camera (on the submarine) • what input and output devices are
to see where to go.
• what an actuator is
2 Input devices that the submarine has may
include: a depth sensor to see how far under • the input and output devices researched
the sea it is; a temperature sensor; a sensor to • why they think that these input and output
detect if there are objects in front of it that it devices are used (e.g. whether they save time
may bump into; a video camera to see where it or make a job safer)
is going.
• whether any actuators are used.
3 Output devices that the scientists have may
include: a small video screen (to see the Unplugged activity 3
footage captured by the submarine); a display Example: remote control for television.
screen (to see the settings and options to
choose from for the robot); lights/LEDs • The device is used to control the television.
(to show what is on/off on the ‘display’). Buttons are pressed on the control unit to
change the channels on the television and
4 Output devices that the submarine has may adjust the volume.
include: lights; a robotic arm (to collect things
from the wreck); a motorised propeller (to • It solves the problem of having to get up from
move through the water); fins (to change your seat to change channels when you are
direction); flashing lights (to help it be seen). watching the television.

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Key words which may be used:

• input
• input devices
• sensor
• remote.
Example story (keywords in bold)
My parents use a remote control to change the channel on the TV. The remote
control has buttons with numbers on to change the channel. It also has buttons to
adjust the volume and buttons to turn the TV on and off.
The remote control is an input device. When the buttons are pressed (the inputs),
the remote control sends a signal to the television. A sensor in the television
detects this signal and carries out a process to work out what my parents want to
do. The output is the signal sent to the television. The signal is sent from the remote
control and detected by the sensors on the television.
The device allows my parents to control the TV remotely so they do not have to
keep walking to the television to change channels or turn it on and off. This saves
time and effort.

4.2 How data is stored

Getting started
The order of files from smallest to largest is likely to be:
1 A text document of a 100-word story with no pictures.
2 A three-minute sound file of a pop song.
3 A high-resolution photo.
4 A movie on a DVD.
There may be some disagreement about the order of the high-resolution photo and
the three-minute sound file. This is acceptable, as long as learners can justify their
order. In some cases a high-resolution photo can be smaller than a sound file. For
example, the high-resolution photo could be very small in size.

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Activity 1
Device Research
Magnetic hard Cost Usually inexpensive when compared to other storage
drive Memory size Can be very large – millions of megabytes, which is
often measured in TB (or terabytes)
Internal/external/both Can be both internal and external, but often internal
Use Inside desktop computers and laptops
Solid state Cost Usually more expensive than magnetic drives
drive (SSD) Memory size Similar to magnetic hard drives
Internal/external/both Often external (memory sticks and SD cards) or found
inside mobile devices
Use Used to transfer files or data between devices
USB drive Cost Usually inexpensive
Memory size Stores less than magnetic and solid state drives due to
physical size
Internal/external/both External
Use USB drives are very small versions of solid state drives
SD card Cost More expensive than USB drives, less expensive than
SSD or magnetic drives
Memory size Usually similar storage size to USB drives
Internal/external/both External
Use An alternative to using USB drives
Tape drive Cost Inexpensive compared to other high-capacity
storage devices
Memory size Millions of megabytes
Internal/external/both Most likely internal devices on large servers
Use Normally used to save lots of data in case of
emergencies (backups of large systems)
CD/DVD drive Cost Quite inexpensive compared to other devices
Memory size Limited storage space – only up to a film or movie,
or a thousand songs
Internal/external/both Both
Use Often used for storing films or songs to sell in shops

Unplugged activity 2
1 A laptop: Mobile devices:
• HDD or SSD; CD/DVD drive (on older • SSD drive as these are very small.
laptops). Both of these will be internal.
• Mobile devices often have an SSD card
• It may have an option for a USB drive slot or connection.
and SD card.
• They would not usually have any other
• Laptops are likely to have external external options.
storage devices as there is limited space in
A desktop computer:
the laptop.
• HDD and SSD; CD/DVD drive (on older
computers). Both of these will be internal.

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• It may have an option for a USB drive Questions

and SD card.
Hint: 1 KB is actually 1024 B. Learners shouldn’t
• Most storage on a desktop will be internal be penalised for this in their answers, but rounding
(as the case has a lot of space for storage). to the nearest 1000 makes it easy to convert
2 A laptop: between units and will give more or less the
correct result.
• The HDD and/or SSD will be used to
store programs that the computer needs 1 8
from day to day. It will also store the files 2 1000
that the person using the laptop needs
from day to day 3 32
• An external hard drive may be used for 4 3000
transferring large amounts of data 5 8000
• The USB drive or SD card may be
used to move files from the laptop to 4.3 Processing data
another computer.
Getting started
Mobile devices:
• Traffic lights: inputs = motion sensors or
• The SSD card slot or connection is for buttons; outputs = coloured lights.
external storage.
• Automatic doors: inputs = motion sensors and
A desktop computer: buttons; outputs = motor/actuator to open
• The USB drive or SD card may be and close the doors, lights to show the door
used to move files from the laptop to has been opened.
another computer.
Unplugged activity 1
Activity 3 • Sight: Input – you look at the pavement
1 Answers will depend on what files are in the while you are walking. Process – your brain
folder provided by the teacher. recognises that there is a step and sends
instructions to your body to make sure you do
2 This depends on what files the teacher not trip. Output – you lift your legs higher to
provides; however, sound and pictures will go up the step.
usually be the largest files.
• Hearing: Input – you hear the sounds of your
3 This depends on what files the teacher friends talking to you. Process – your brain
provides; however, text documents will usually works out what your friend is saying to you.
be the smallest files. Output – you reply to your friend by saying
4 This depends on the folder that the teacher something.
sets up. • Taste: Input – you put some food in your
5 Learners will usually delete the largest files mouth. Process – your brain works out what it
first. This is likely to be pictures and sound tastes like. Output – you chew the food as you
files. However, there are other considerations, like the taste.
e.g. what is needed least/most. • Smell: Input – your nose detects smells all
6 Ideas for choosing what to delete: around you. Process – your brain works out
what the smells are. Output – you notice that
• delete the largest as this is fairly easy and
the roses smell nice today.
creates more space
• Touch: Input – you put your hand on a door
• go through and delete what you do
handle. Process – your brain processes the
not need first and see if that provides
feelings from your fingers and works out that
enough space
the door handle is hot. Output – you move
• find a file that is the same size as the file your hand off the door handle.
you want to save – and delete that first.

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Questions 3 Computers may learn the wrong things and

so not act sensibly. Humans may not trust
1 The process may produce an unexpected result computers to do the right thing. Computers
and give the wrong output. are programmed by humans – and there may
2 We can use extra input devices to check the be errors in the learning programs which lead
same thing. If one input device breaks, or to bad results.
gives a wrong reading, the other input devices
can be used instead.
Questions
1 There are no right or wrong answers here,
Activity 2 but it is important for learners to justify their
Learners’ posters will vary. Each pet will have answers with reasoning. A robot or a human
many things that need monitoring. could do all of these tasks, depending on
learners’ level of comfort and trust.
For example: a pet will need food, water and
somewhere warm to sleep. It will need exercise and 2 Answers for each scenario may include the
things to play with. following ideas:
Robot: a robot is faster; a robot is accurate;
• Food: input – scales to check the weight of the the task is boring and I don’t want to do
food; process – weight is greater or less than it myself.
the food needed; output: actuator adds more A human: I trust a human more than a robot;
food to the dish. robots may not make the right choice; I am
• Water: input – water sensor to see how much not in control if I use a robot.
water is left in a bowl; process – calculate if
the water is low; output – an actuator opens a Unplugged activity 2
tap to refill the bowl. Learners may change their views based on the
• Sleeping: input – a digital thermometer checks three statements given to them. The aim of this
the temperature; process input – ensures that activity is to get them to reflect on what points
the sleeping place is not too warm or too cold; would make them change their mind, and that
output – the heater is turned on or off. each person may have different points that they
think are important.
4.4 Artificial intelligence Activity 3
Getting started Learners’ answers will vary, but their report
should include:
There are no right or wrong answers to this
activity. The most important thing is that learners • the task they have chosen
justify their choices with reasoning. For example: • how artificial intelligence will help
1 I let my friend get on as I want them to be on • the disadvantages if the artificial intelligence
time. does not make the correct decisions.
2 I would get on the bus first as my favourite
lesson is the first one of the day and I do not Check your progress
want to miss it.
1 To be able to detect things happening in the
Unplugged activity 1 world around them.
Learners’ responses will vary but may include 2 For example: we can use them to detect things
the following. a long way away, without having to be there.
1 Computers can start to do more difficult 3 Examples:
tasks without the need for humans. They can • In dangerous places
make better and faster decisions than humans.
They can adapt to new tasks without needing • In our homes
new programs. • In our cars.
2 Working out the fastest travel routes, planning Accept any other suitable answers.
holidays for you, analysing medical needs
and treatments. 4 It receives data from a computer. It allows the
computer to move an object, such as a motor
or piston. Accept any other suitable answers.

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5 Internal/external or magnetic/solid 12 Think or act like a human.

state/optical 13 Any two of the following:
6 An optical storage device. • it could be programmed wrongly and
7 Bits of data are recorded. Data is stored make mistakes
in binary. • it may be biased
8 C bit, byte, kilobyte, megabyte • it may learn the wrong things by accident.
9 Computers work in binary because they run Accept any other sensible answers.
on electricity and are made up of millions of
tiny switches called transistors. Switches can 14 There are many different answers to this
only have a state of 1 or 0, or on or off. question such as:
10 The computer makes choices based on • to help them organise their day
the input. • to predict activities that may take place
11 Use a second input device. Check that both • to suggest ideas or complete tasks,
input devices provide the same data. e.g. ordering shopping.

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