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Cambridge Assessment International Education: Information Technology 9626/11 May/June 2019

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0% found this document useful (0 votes)
83 views10 pages

Cambridge Assessment International Education: Information Technology 9626/11 May/June 2019

Uploaded by

katia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Cambridge Assessment International Education

Cambridge International Advanced Subsidiary and Advanced Level

INFORMATION TECHNOLOGY 9626/11


Paper 1 Theory May/June 2019
MARK SCHEME
Maximum Mark: 90

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

This document consists of 10 printed pages.

© UCLES 2019 [Turn over


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© UCLES 2019 Page 2 of 10


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

1 4
Data becomes easier to interpret

Coding of value judgements is always very accurate

The coding of data saves storage space 3

Codes cannot be used in a relational database

It speeds up data entry 3

All data can be coded

There are fewer mistakes when entering data 3

Codes are not too complicated so there are never any errors on
data entry

Validation is easier to perform on data 3

Coded data makes the computer slower when searching for data

Question Answer Marks

2 4
Laser printers produce very high quality output 3

A dot matrix printer would produce higher quality output than an


inkjet printer

An inkjet printer would be slower at producing output than a dot


matrix printer

Dot matrix printers use continuous stationery 3

Dot matrix printers need the ink cartridge changed more frequently
than inkjet printers

Dot matrix printers are very quiet which is important in a hotel


reception area

A laser printer can operate in harsh conditions unlike a dot matrix


printer

A laser printer toner cartridge is more expensive to buy than an 3


inkjet cartridge

Multi-part stationery is easier to use with laser printers than with dot
matrix printers

Inkjet printers are cheaper to buy than dot matrix printers 3

© UCLES 2019 Page 3 of 10


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

3 Six from: 6

Data on its own has no meaning


Only when it is interpreted does data take on meaning and become
information
Data consists of raw facts and figures
Data has to be processed (into sets) to become information
Data needs to have a context in order to become information
Data can be in the form of numbers, characters, symbols, images as shown
in the example (must have three)
Information is what you get after a piece of data is processed and organised
and is easily interpretable unlike the examples given
Marks are available for explained examples of how data becomes
information

Question Answer Marks

4 Six from: 6

Unauthorised access to personal information


The risk of being subject to grooming by those with whom they make
contact on the internet
The sharing / distribution of personal images without an individual’s consent
or knowledge
Inappropriate communication / contact with others, including strangers
Cyber-bullying by fellow students

Other problems
Access to unsuitable video / internet games
An inability to evaluate the quality, accuracy and relevance of information on
the internet
Plagiarism and copyright infringement
Illegal downloading of music or video files
giving rise to the potential for excessive use which may affect the social
and emotional development and learning of the student
Access to illegal, harmful or inappropriate images or other content

Must have at least two of each to gain full marks

© UCLES 2019 Page 4 of 10


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

5 Six from: 6

Both are used to connect computers together


providing all the advantages of a computer network
Both can be connected using copper cable or fibre optic cable
Both are used to share files

Data transfer rates are faster within a LAN


Data transmission errors are fewer within a LAN
WANs cover a larger geographical area than a LAN
LAN can be more secure as can be confined to one building and not
connected to outside users/hackers
As WANs tend to consist of more complex systems so they are less fault
tolerant
LAN shares the information needed by each branch whereas WAN shares
the information needed by all branches

Must have at least one difference and one similarity to gain full marks

Question Answer Marks

6 Five from: 5

Open source formats are often called free file formats if they are not covered
by any copyrights/patents
Open file formats can be used by both proprietary and open source software
A proprietary file format has been created by a software company using a
particular encoding scheme...
...designed by the company such that the decoding of this stored data is
only easily done with software that the company itself has developed
The specification of the data encoding format is usually kept secret
It can be published but then its use is restricted through licences such that
only the company itself/ users with licences may use it

Open-source file formats are needed:


Because not everyone can afford proprietary software
When transferring data from one area to another as the computers being
used may not have compatible software
Archived proprietary files may be difficult to read by new software

© UCLES 2019 Page 5 of 10


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

7 Four from: 4

Allocates memory to software


Sends data/instructions to printers
Responds to input devices
Opens and closes files on storage devices
In multi-tasking/multi-programming systems allocates equitable processing
time to each task/program
Sends error messages to applications/users
Handles user logins
Handles file permissions/security settings
Provides the interface between the user and the computer

Question Answer Marks

8(a) Three from: 3

Fraudster phones the victim pretending it is a call from the bank


Fraudster claims that there has been some fraudulent activity on the
customer’s account/customer has made certain purchases – could they
confirm?
Often involves getting the customer to phone the bank
Fraudster’s computer redirects phone call to own phone
Gives customer their bank details to get their confidence
Gets customer to log on to bank’s site and enter their details to transfer
money to their new account which has been set up
This account is actually the fraudster’s own bank account

8(b) Three from: 3

Fraudster sends a cell phone text message to persuade customer to divulge


their personal Information
inviting the receiver to go to the fraudster’s website
They include a telephone number in the message that connects to an
automated voice response system
They include in the message something that demands the target's
immediate attention such as
"We confirm that you have signed up to our service. You will be charged
$2 a day unless you cancel your order on this URL”
The user then goes on to a seemingly legitimate website that asks them to
"confirm/enter your personal financial information”

© UCLES 2019 Page 6 of 10


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

9(a) =LOCATE(“,”,A3)

=LOCATE(,A3) 1 mark 1

“,” 1 mark 1

9(b) =LEFT(A3,C3-1)

=LEFT() 1

A3, as first item 1

C3-1 as second item 1

9(c) =RIGHT(A3,LEN(A3)-C3-1)

=RIGHT(A3, ) 1

LEN(A3) 1

-C3-1) 1

9(d) Three from: 3


Highlight J3:J12
Click on format then format cells
Click on currency then select $ symbol
Select 0 decimal places

9(e)(i) Select A3:M12 1

Sort in ascending order of column J 1

Add a level and sort in descending order of column I 1

9(e)(ii) Select A3:M12 1

Sort in descending order of column J 1

Add a level and sort in ascending order of column I 1

© UCLES 2019 Page 7 of 10


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

10 Four from: 4

Induction loop / pressure sensor


sends signal/data to microprocessor
Analogue to digital converter changes the analogue input to digital for the
microprocessor to process
Microprocessor compares reading with pre-set value
If pressure is greater than/if inductance is different to preset value
Microprocessor sends a signal to an actuator
which raises the barrier
Light sensor detects the break in the beam of light
When the beam of light resumes the microprocessor sends a signal to an
actuator
which lowers the barrier

Question Answer Marks

11(a)
Teacher record table Subject record table

ᴕ Teacher_ID 1 ᴕ Subject_code

Family_name Subject_name

First_name Subject_level

Subject_ID Number_of_lessons

Number_of_classes

All Teacher records and Subject records with correctly titled tables 1

Primary key fields identified 1

Relationship line between correct two fields 1

One to many indicated 1

11(b) Four from: 4

Teacher_ID is identified/selected as the primary key in Teacher Table and


Subject_code is identified/selected as primary key in Subjects Table
Click on relationships in (database) tools
Click on add tables and select Teacher Table and Subjects Table
Select Subject_code in Subject records table and connect it to Subject_ID in
the Teacher records table
Enforce referential integrity/Click on save changes

© UCLES 2019 Page 8 of 10


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

12 Length check to no more or no less than/exactly 7 characters are entered 1

Any suitable example of less than/greater than 7 characters 1

Format check to ensure that all licence plates are two letters followed by 1
three digits followed by two letters

Any suitable example not consisting of two letters followed by three digits 1
followed by two letters

Question Answer Marks

13 Eight from: 8

Users with physical handicaps may not be able to use a keyboard or mouse
For reasons of hygiene a doctor may not be allowed to touch a display or
device so need to use gesture based interface
Appropriate gestures is a more hygienic way to control the device
Gestures may be a quicker way of initiating a response from a device
Certain gestures may not be socially acceptable which is not a problem with
the other interfaces
Some gestures may be unintentional but still initiate a reaction from the
device
GUIs tend to be more accurate than relying on gestures
CLI requires user to have to learn many commands unlike the others
CLI commands are more difficult to edit
CLI is more difficult to view different items on one screen when multitasking
CLI processing speed tends to be faster than the others
CLI uses less memory than the others
CLI is less likely to change over time whereas GUIs tend to change regularly
meaning less need to learn how to use a new system

One mark is available for an appropriate opinion

© UCLES 2019 Page 9 of 10


9626/11 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

14 This question to be marked as levels of response: 8

Level 3 (7–8 marks)


Candidates will discuss the benefits and drawbacks of using the internet
The information will be relevant, clear, organised and presented in a
structured and coherent format
There may be a reasoned conclusion/opinion
Specialist terms will be used correctly and appropriately

Level 2 (4–6 marks)


Candidates will discuss the benefits and drawbacks of using the internet
although development of some of the points will be limited to one side of the
argument
For the most part, the information will be relevant and presented in a
structured and coherent format
Specialist terms will be used appropriately and for the most part correctly

Level 1 (1–3 marks)


Candidates will present benefits or drawbacks of using the internet
There will be little or no use of specialist terms
Answers may be simplistic with little or no relevance

Level 0 (0 marks)
Response with no valid content.

Candidates may refer to e.g.

Benefits
Internet tends to be up to date
Internet has vast amounts of information/ wide range of information/ wide
variety of sources
Use of search engines makes it quicker to find information than looking in
books
Multimedia sources are available on the internet unlike text books
Interactive sites can be found on the internet unlike text books

Drawbacks
Danger of accessing inappropriate websites.
Can take long time to find required information
Can access biased/inaccurate websites
Lack of expertise leads to inefficient searching
Easy to plagiarise information
The internet is not regulated
Internet provides a variety of answers so it is difficult to decide which answer
is correct

© UCLES 2019 Page 10 of 10

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