CAMBRIDGE PRIMARY COMPUTING 4: LEARNER‘S BOOK ANSWERS

Learner’s Book answers

1 Computational thinking
and programming
1.1 Repeating algorithms Unplugged activity 3
Getting started Written algorithm:

Learners discuss the activity and identify 1 REPEAT FOREVER.

improvements to their instructions. 2 New passengers take their seats.
Questions 3 The safety harness is locked in
place.
1 A linear algorithm provides instructions that are
followed one after the other. When you reach 4 The ride starts.
the end of the instructions, the algorithm stops. 5 The ride stops.
2 If the instructions are not in the correct order, 6 The safety harness is released.
the algorithm will not work correctly.
7 Passengers leave their seats.
3 Some algorithms are easier to follow when
Diagram:
presented as a diagram.
4 No, the sun rises and sets every day so the
algorithm would not stop after one loop. Start

5 The whole algorithm is being repeated: the sun

rises, the sun sets; the sun rises, the sun sets;
and so on.
New
passengers
6 Never. It would carry on forever. take their
seats
Unplugged activity 1 Passengers
The safety
harness is
leave their
Learners follow an algorithm with an indefinite loop. seats
locked in
place

Unplugged activity 2
There is unnecessary repetition in the loop as each REPEAT FOREVER
instruction is shown twice.
A more concise algorithm diagram is:
The safety
The ride
harness is
starts
released
Start

The ride
stops

Clap
your
hands

Step to Step to
REPEAT FOREVER
the right the left

Jump up
and
down

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1.2 Indefinite loops Unplugged activity 3

The answer will be 14 each time, no matter what
Getting started starting number is chosen.
For example:
Unplugged activity 4
There is no definitive answer to this activity, but
Start
learners should write a list of numbers with each
one doubling from the previous number.
Programming task 1
1 A forever block has been added to the second
Change
colour block of code.
2 The code inside the forever block will
be repeated forever.
If on
edge, REPEAT FOREVER
Move 10 3 In the first program, the sprite will change
steps
bounce
colour once, move a short distance (10 steps)
and then stop. In the second program, the
sprite will keep changing colour, moving
backwards and forwards across the screen,
bouncing off the edges of the stage until the
Unplugged activity 1 program is stopped.
1 REPEAT FOREVER. Programming task 2
2 The butterfly lays eggs. Learners create the second program with the
3 A caterpillar hatches from an egg. forever block and run it to check their predictions.

4 The caterpillar eats leaves. Programming task 3

5 The caterpillar makes a chrysalis. There are many ways of creating this program.
The order of the code blocks inside the forever
6 The chrysalis changes into a pupa.
block does not matter as long as they are all
7 The butterfly comes out of the pupa. inside the forever block. Here is one example of a
possible answer.
Unplugged activity 2
Learners should create an algorithm that is easy
to understand. If it is a written algorithm, learners
need to include the words REPEAT FOREVER
at the top and number the locations. If it is a
diagram, they should have a circle with Start
at the top, which leads to the first destination.
They should put each destination in a circle.
They must use arrows to join the destinations
and the diagram must form a complete loop that
includes all the stops and has the words REPEAT
FOREVER in the centre of the loop.
Questions
1–3 There are no right or wrong answers to these
questions. Learners should make their own
predictions for each question and then the
predictions can be tested as a class to see
who predicted correctly.

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Programming task 4 2 To make their programs and algorithms

more efficient.
To make the program run faster or slower,
change the number in the ‘wait 0.5 seconds’ Unplugged activity 2
block. A smaller number will make the program
Line 3 should say ‘3 Turn right.’ and not ‘3 Turn left.’
run faster, as it is pausing for a shorter time in
each loop. A larger number will make the program Unplugged activity 3
run slower, as it is pausing for longer in each loop
Learners learn a dance routine by following an
The ‘change color effect by 25’ is outside the loop, algorithm with a nested loop.
so the sprite will only change colour once at the
beginning of the program and will not change Questions
colour again. 3 Three times
Programming task 5 4 12 (3 × 4)
5 Once
6 It would be easier to change the first
algorithm, which uses loops, as you only need
to change it once. In the linear algorithm, you
would need to change the algorithm in several
places, which would take longer (and increase
the chance of mistakes).
Unplugged activity 4
Line 4 should say ‘Turn right’ instead of ‘Turn left’.
Questions
7 B is the shortest. Although B and D look the
same, the robot is facing down, which is the
correct direction for B. Using algorithm D,
the robot would need to turn first, which
would need another instruction.
8 There is no definitive answer for this, but
1.3 Count-controlled loops learners should make sure their algorithm
works by testing it on a partner.
Getting started 9 An efficient algorithm will produce the desired
1 Forward 3. outcome, use the least amount of code and
take the shortest amount of time to run.
2 Turn right.
3 Forward 3. Unplugged activity 5
4 Turn right. Learners should create two different algorithms.
One of them should include a count-controlled
5 Forward 3. loop. Both algorithms must work. Learners should
Unplugged activity 1 pick the more efficient algorithm. This is likely
to be the simplest answer with the fewest lines
Learners follow the instructions to find the route of code. For example:
through the maze with their finger. They should
trace the path of the white squares from the car to 1 REPEAT 2.
the star. 2 Forward 4.
Questions 3 Turn right.
1 An indefinite loop will keep repeating the 4 Forward 2.
instructions forever or until the program is
Programming task 1
stopped. A count-controlled loop will repeat
the instructions an exact number of times and 1 It will make sure that a line is drawn showing
then carry on with the rest of the algorithm the route the sprite follows as it moves around
or program. the screen.

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2 This program will draw a square.

3 It uses a count-controlled loop.
Programming task 2
1 The sprite would move but no line would
be drawn.
2 To make the square bigger, you need to
increase the number of steps. To make the
square smaller, you need to decrease the
Triangle:
number of steps.
Programming task 3

Pentagon:

Circle:

Programming task 4
The program will create the pattern shown with
three squares.
Octagon: Programming task 5
There is no definitive answer to this task. Learners
should be encouraged to experiment and create
something unique. They should include a nested
count-controlled loop.

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1.4 Input and output Unplugged activity 2

Getting started
Start
There are lots of input and output devices learners
may identify. The following are shown in the
picture but learners may write down others.

Input devices Output devices Ask ‘How

many cats
keyboard monitor do you
want?’
mouse speakers
games controller
microphone
Go to
web camera random
position

Programming task 1
REPEAT [answer]
1 Events
2 Sensing Clone the
sprite
3 Looks
4 Operators
5 Sensing
Programming task 2 Stop

Learners create the Scratch program by combining

the blocks from Programming task 1 in order.
Programming task 3
Unplugged activity 1
Written algorithm:
1 Ask ‘What is your name?’ and wait.
2 Say ‘Hello [answer]’ for 2 seconds.

Diagram:
Start

Ask
‘What is
your
name?’

1.5 Decomposition and

Say
‘Hello
sub-routines
[answer]’
for 2 Getting started
seconds
There are no definitive answers for this activity
but learners will be able to see how smaller parts,
created by different people, can join together to
make something bigger.
Stop

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Unplugged activity 1 1.6 Creating good programming

The shapes used are a large rectangle, a square, solutions
a smaller rectangle, a triangle and two circles.
Getting started
Unplugged activity 2
1 When the green flag is clicked, when the
There are no right or wrong answers here. space key is pressed and when the up arrow
is pressed.
An example answer could be:
2 My sub-routine
Brushing teeth
3 The nested loop is the repeat 4 loop inside
• Take top off toothpaste. the forever loop in the ‘when green flag is
• Run toothbrush under water. clicked’ trigger.
• Squeeze toothpaste onto toothbrush. 4 When the green flag is clicked, the sprite
will go to a random location, change the
• Brush teeth for two minutes. pen colour and draw a square before it lifts
• Put top back on toothpaste. the pen. It will keep doing this until the
program is stopped. When the space key
Programming task 1 or the up arrow is pressed, the sprite will
When the green flag is clicked, the sprite will lift the pen, erase all the squares from the
move backwards and forwards across the stage. screen, go to a random location and then put
When the space key is pressed, the sprite will the pen down before it returns to drawing
get bigger, and when the sprite is clicked, it will squares again.
change colour. Question
The first block on each script shows when that 1 It is easy to understand what some of the
script will run. The triggers are: when the green blocks do, so they don’t need comments.
flag is clicked; when the space key is pressed; and If all the blocks had comments then it would
when the sprite is clicked. look very confusing.
Programming task 2 Programming task 1
You can test if the different scripts are working This program will draw an octagon with each side
correctly by testing one trigger at a time. drawn using a different colour.
Questions Programming task 2
1 a You would need to add additional blocks Learners do not need to add a comment to every
of code to start counting from 10. line of code as long as the main sections are
b You could copy it. highlighted. For example:
2 It would take a long time as they would
need to change them all individually.
The programmer may forget to change
all the triggers so the program would not
work correctly.
Unplugged activity 3
The sub-routine is called ‘Tick’. The two triggers
are: WHEN the teacher claps their hands, and
WHEN the teacher touches their head. This is
a physical activity to allow learners to follow an
algorithm with sub-routines. They should write
down a tick, then stand up and sit down whenever
the teacher performs certain tasks.

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Programming task 3
1 The program should ask the user how many
lines they want to draw and then draw that
many lines.
2 It will ask the user how many lines they want
to draw and then always draw 10 lines.
3 The bug is the number 10 in the count-
controlled loop. The 10 should be replaced by
an ‘answer’ block.
Programming task 4
Learners should debug the program with the result
that the ‘repeat’ block looks like this:

Programming task 5
1.7 Using input and output with a
Trigger What What Does this
should it
physical device
does it section
do? do? work Getting started
correctly?
1 Button B – C
(Yes or
No) 2 Battery connection – E

Green Move Moves No 3 Accelerometer chip – F

flag backwards once 4 USB connection – D
clicked and and then 5 Button A – B
forwards stops
across the 6 LED – A
screen
Question
Space Turns in a Turns in Yes
You can either plug it in using a USB cable or
key circle a circle connect using Bluetooth.
pressed
Programming task 1
A forever loop needs to be added in the ‘When the
green flag is clicked’ trigger as shown below. The program will display a heart, a large square,
a smaller square and a blank screen in a indefinite
loop, using the LEDs on the micro:bit.

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Programming task 2 Programming task 3

The code must be in the start loop and a ‘repeat 4 The trigger that uses the A and B buttons can be
times, do’ loop, as shown here. Learners can use found in the ‘input’ category.
any pattern they like in the ‘show leds’ block.

Programming task 4
The written algorithm is:
WHEN on start
1 Display happy face
WHEN on shake
1 Display sad face.
2 Pause for 1 second.
3 Display happy face.
The program is:

Questions
2 When button A is pressed, it will display an
arrow pointing towards the left for half a
second and then the arrow will disappear.
3 The trigger needs to be changed to WHEN Check your progress
button B pressed; the pattern of LEDs need 1 C: input
to change so they show an arrow pointing to
the right. 2 B: Control
3 a When the green flag is clicked, when the
space key is pressed, when the left arrow
is pressed and when the right arrow
is pressed
b When the green flag is clicked
c An indefinite loop is used to make the
sprite keep moving forever until the
program is stopped.

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4 The written algorithm is as follows: Unplugged activity 1

WHEN the green flag is clicked Possible answers include but are not limited to:
1 Erase all pen marks. • Fire/flood: records could be destroyed or lost.
2 Set pen size to 5. This would mean the doctor would not have
the medical history of their patient, which
3 Say ‘Let’s draw some lines’. could be dangerous. It could also be very
4 Say ‘Use your space, left and upsetting for the patient.
right keys’.
• Loss: This would mean the doctor would
5 FOREVER. not have the medical history of their
6 Move 10 steps. patient, which could be dangerous.
It could also be very upsetting for
7 If on edge, bounce. the patient. If the medical record was stolen,
WHEN the space key is pressed someone else could read personal
information about the patient. If it is just
1 Erase all pen marks. lost, will it turn up again? How long might
2 Ask ‘Enter number of seconds’. this take?
3 Pen down. • Moving towns: The records would need to
be sent to a new doctor by post. Sometimes
4 Wait [answer] seconds.
things get lost in the post. Would this be safe?
5 Pen up.
• Lots of visits: Lots of records get created
WHEN the left arrow is pressed and the patient’s medical file could become
1 REPEAT 3. very big and take up lots of space to store.
What happens when there is no more space
2 Turn left 15 degrees. to store the paper records? It is harder to
3 Move 10 steps. search through a larger paper record than
a small one.
WHEN the right arrow is pressed
There are many possible solutions to these
1 REPEAT 3.
problems and no incorrect answers at this stage.
2 Turn right 15 degrees.
Unplugged activity 2
3 Move 10 steps.
Learners may think of additional advantages
5 It is useful to add comments to your code as and disadvantages.
it tells you or other programmers what the
code does. Paper databases

Advantages Disadvantages
2 Managing data It is easy to add things Heavy to
to the database move around
2.1 Collecting data Other people Paper can be
Getting started can look at the damaged easily
database quickly
Possible answers include but are not limited to: Easy to lose/misplace
Can be moved to a
• address You need a large
different place easily
• telephone number amount of storage
Easy to cross out or space to store paper
• email address erase things databases
• date of birth
• likes/dislikes.

Learners may suggest storage options such as:

a contact app on a phone, a calendar or diary,
an address book.

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Digital databases Unplugged activity 5

Advantages Disadvantages The form could look something like this:
You can store lots of Need an electronic
Sports club application form
data device to use
the database Please answer the questions if you would
Less likely to like to join the sports club.
be damaged Must have a source of
electricity for a device Name
Easy to copy the
database quickly Can cost a lot of Age. Tick 7 8 9 10
money to design one.
Easy to edit the data/ and create
information Telephone
number
Data can be shared
quickly across the Favourite
internet sport
Thank you for answering the questions.
Activity 3
Learners should consider ways to help reduce
Ensure learners have considered all the question errors when users enter data, for example
prompts from the activity in their presentation. providing answer options with tick boxes.
Unplugged activity 4 Question
The five errors are highlighted below: 1 People who are less familiar with technology.
For example, an elderly person may not be
Name Quiz Subject Teacher Prize able to use digital devices very well.
score
(0–10) Activity 6
Zra 5 Music Mrs No Learners should create a digital version of the
Acharya form they created in Unplugged activity 5.
Learners should consider ways to help reduce
Sofia 0 Music Mr No
errors when users enter data, for example
Bridges providing answer options with tick boxes or drop-
Arun 10 Mrs Miss Yes down answer options.
Acharya Chen
Marcus 4 Music Mrs N
Acharya
15 6 Music Mr Yes
Acharya

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Unplugged activity 7
Ensure that learners can justify their answers.

Data Database type Reason

A list of your Paper database There will be a small number of songs so quick and easy
favourite songs to collect the data on paper.
All of the songs that Digital database There are millions of songs in the world. Storing these on
have been made in paper would take up a lot of space. Also, it would be very
the world difficult to search through and find specific songs.
The most popular Paper or digital This could be either, but more likely to be a digital
items customers database database because the supermarket team would probably
buy in a well-known want to share the data with others. It would be much
supermarket easier to share the data if it was digital.
Information about Paper or digital Either a paper or digital database, depending on the
players in your database number of players and the different data collected about
favourite sports the players. A paper database would work for a small
team number of players and data, but a digital database would
be more useful for a larger number of players and data.
A list of books by an Paper or digital Either a paper or digital database, depending on the
author database number of books written by the author.

Unplugged activity 8
Possible questions could include:
34: How many times can you bounce a ball on a racket? How many books do you own?
Black: What is the colour of your hair? What is your favourite colour?
True: You are shorter than 180 cm. True or false? It is raining today. True or false?
Yellow: What is your favourite colour? What colour are bananas?
Spaghetti: What is your favourite food? What type of pasta is for lunch?
Beach: Do you prefer mountains or the beach? Where are you going on holiday?
Unplugged activity 9
Learners play a game of ‘Guess the information!’
Questions
2 Database A does not have headings telling you what the data is.
3 Database B is more useful because the headings show us what the data is about – they give meaning to
the data.
4 Database A shows only data.
5 Database B gives information.
6 No.
7 There are three teachers.
8 The highest test score is 10 and the lowest is 0.

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Unplugged activity 10 Unplugged activity 1

Learners can combine any of the data in 1 Possible answers include: names, colours,
the database to create information. Possible actors, film titles, book titles.
answers include: 2 Possible answers include: age, height, weight,
• Sofia had the highest quiz score. date of birth, goals in a football match.
• Arun had the lowest quiz score. Unplugged activity 2
• Only two prizes were given in the quiz. • Learners could organise the books by: colour,
• Mrs Acharya had the most learners in her class. book title, author, size. Accept any other
sensible suggestions for sorting.
• Marcus took the music quiz twice.
• It would take a long time to sort the books by
Questions hand without a database. It would be much
quicker to organise the books using a digital
9 Data on its own has no meaning. We need database.
fields/headings to give meaning to the data.
10 Information is data with meaning. Practical task 1
2.2 Storing data 1 The rest of the data within a record also
moves, so the content within the record is
Getting started not split.
Learners should be able to see that the data 2 Cola should be at the top. The order of the
is arranged in rows and columns. The data is names should change to be Zara, Tim, Arun,
organised and easy to read because the field Chen, Sofia.
headings are clear. 3 Arun is the oldest and should be at the top.
Questions 4 Learners add additional data so there are 15
records in total. All the data can be fictitious,
1 A record is a row in a database. It is a
but the data should make sense for each field.
collection of fields about something, for
example, a person, or a car. 5 Ensure learners give their spreadsheet a
sensible filename.
2 A field is a column in a database. A field
in a database contains one type of data Practical task 2
about something.
1 Zara ate a pear.
Unplugged activity 1 2 One person is 9 (Sofia).
1 There are six fields. 3 Apples are the most popular fruit.
2 There are four records.
Unplugged activity 3
3 Three records have over 100 for Energy.
The snack field has a filter applied. The filter is to
4 One record has both brown hair and blue eyes. show records with crisps.
Unplugged activity 2 Check your progress
Learners play a game about data types. 1 C: a set of organised data
Questions 2 Any two suitable answers, which could include:
3 Spacecraft, Size and Name use text. • easier to carry around
4 Weight and Years in space use number. • do not need computers
• do not need electricity
2.3 Using data
• easy to design and create.
Getting started
Learners should recognise that they can answer the
questions more quickly when the names are listed
in alphabetical order.

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3 Any two suitable answers, which could include: • Learners’ answers will vary but may include:
• needs some sort of power to send and receive messages; watch films;
find out information from websites.
• need special skills to design
• Learners may suggest answers such as: on
• may not be able to carry it around. the Web or on computers. They are stored on
4 Any suitable answers where learners can special computers known as servers, which
justify why they would use the chosen will be explored in this topic.
form type. Questions
• For example, for paper: 1 A web browser
• Sofia could hand the forms to friends 2 A search engine
to complete, which is easier.
3 Learners’ answers will vary. Accept any
• She wouldn’t need to get them to sensible answers that avoid misconceptions,
use a computer, which they may for example: the internet is a network of
find difficult. connected computers and makes it possible
• For example, for digital: for us to access the World Wide Web.

• She could ask people to complete the 4 Learners’ answers will vary. Accept any
form on a mobile device. sensible answers, for example: sharing of
data/films/emails/video, communicating with
• Paper forms may be damaged people around the world.
more easily.
5 Learners’ answers will vary, but may include:
5 Suitable answers:
Phone:
• to help prevent errors
• apps: chat programs, camera,
• easier for the person to fill in email, games
• keeps the answers organised. • files: photos, videos, text documents
6 Data is individual words, text or numbers. Computer:
It has no meaning. Information is data that
has meaning. • programs: email, word processor, games

7 B: sorting • files: videos, photos, documents

8 There is one yellow car. 6 Learners’ answers will vary, but may include:
file storage, printing, internet access, email
9 Any two from: Car, Colour, Engine, Doors access, potentially a range of software as well
10 True
Activity 1
11 False
The poster should show some of the following
12 A record is another name for a row in server services and simple descriptions:
a database.
• Sharing documents/files: allows people to save
and download files from a different computer.
3 Networks and digital • Sending/receiving email: stores and sends
emails. The server keeps the emails safe
communication and allows people to check if they have
new messages.
3.1 Network structures • Storing databases: servers can store larger
databases. This lets lots of people access the
Getting started database at the same time.
• The internet is a really big network of devices • Storing web pages: all the web pages across
that are connected (computers, phones, the world are stored on servers so that millions
tablets, etc.) of people can access them.
• The World Wide Web is a collection of • Games: many servers allow people to store
web pages. and play games.

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• Software: if you don’t have a piece of software Some devices could have both – for example, a
on your computer, you can buy it or rent it. laptop could have both a wired and a wireless
The software is often stored on a server. connection.
4 Wireless devices are likely to be carried around
Questions
more (for example, a mobile phone), or it
7 A client computer uses services from the may be difficult to get wires to the device (for
server. A client may not have all the programs example, the TV may be on the wall and away
or storage etc. that it needs. A server will from an internet connection point).
provide these to the client computer.
Wired connections will get faster internet
8 Services such as email, file storage or software. speeds on average – therefore things
that use the internet more often, or need
3.2 Efficient networks those faster speeds would benefit from a
wired connection.
Getting started
1 Greenwood Drive Ô West Avenue Ô
Unplugged activity 2
Central Station 1 Learners walk around the classroom or school
building, identifying network devices.
2 Yes, you can use the red and yellow lines to get
to Central Station: Greenwood Drive Ô West 2 Possible answers may include: printers,
Avenue Ô Royal Walk Ô Central Station computers, wi-fi hubs, televisions, laptops
3 More people will use the red and yellow lines 3 Answers will depend on school set-up
so they may become crowded and people 4 Learners’ answers will vary.
might not fit onto the trains. This will mean
their journey is delayed. It will not be possible 5 Learners’ answers will vary. Discussions
to get to Long Road station by train, because may include how easy it is to get wires to
only the blue line goes there. the device, and how often the device would
require use of the internet. Accept any
4 Learners’ answers will depend on the suitable argument.
stations chosen.
Questions
Questions
4 Local services may stop and workers may
1 There are other connections (routes) that can not be able to access the servers or save
be used. work. Workers may not be able to send and
2 No one will be able to use the network. receive emails.
3 The internet speed slows down, so it takes 5 Learners may describe feelings of frustration
longer to transfer data. Files may take longer and anger. They may also feel annoyed
to download, or videos might stop and start. because you have to do the homework again.
Unplugged activity 1 Unplugged activity 3
1 Items that could be connected to the internet: Learners’ answers will vary but may include:
TV, laptop, desktop computer, mobile phone,
• emails/messaging; some software/programs;
virtual assistant, games console, fridge/freezer
access to files, such as documents, photos
2, 3 and videos
Wired Wireless connection
connection • emails could stop working; may not be able to
use some software; may not be able to access
TV TV files, including school work files
desktop laptop • it would be annoying; may not be able to
computer start or finish some school work; might lose
mobile phone work if the connection failed when it hadn’t
games console been saved
virtual assistant
fridge/freezer (learners may write • back-up work regularly; work offline instead
Alexa, Siri, or a and then save to network.
different virtual
assistant)

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 CAMBRIDGE PRIMARY COMPUTING 4: LEARNER‘S BOOK ANSWERS

3.3 Transferring data securely Check your progress

Getting started 1 A web browser

1 Learners’ answers may vary but could include: 2 A client

some kind of key to show what each letter is 3 Wi-fi, Ethernet
in the code.
4 C: All of the connections between computers
2 Learners’ answers may vary but could include:
5 Servers provide services for other computers
think what the short two-lettered word could
on the internet.
be and then try these letters in other longer
coded words. Look for letters that often 6 We can use network security. Allow specific
repeat – these might be vowels. answers such as encryption, firewalls, antivirus
software, etc.
Questions
7 Any one from: no need for cables; allows you
1 Answers may include: bank details, medical to log in from anywhere in range; allows many
records, emails, passwords, text messages computers to connect to one spot
to friends.
8 Any two from: allows sharing of information;
2 People could use this data in a negative way, allows sharing of services; allows people from
which could upset you. For example, they different countries to communicate. Allow any
could steal your money, or share private other suitable answers.
information with other people.
9 Decryption
3 There are no right or wrong answers to this
question. Learners should discuss their ideas 10 A search engine. Also allow a web browser.
with a partner.
Unplugged activity 1 4 Computer systems
Learners create a Caesar cipher wheel.
4.1 Using computer systems
Unplugged activity 2
Getting started
Can you read my message? encrypts into ZXK
VLR OBXA JV JBPPXDB There is no one correct answer to this activity
but computers are better at performing tasks
TBII ALKB VLR MXPPBA QEB QBPQ decrypts
that are repetitive or too dangerous or difficult
into WELL DONE YOU PASSED THE TEST
for a human to do. Humans are better at tasks
Unplugged activity 3 that involve emotion. Suggested groupings are
as follows:
Learners create a new Caesar cipher, write
messages and encrypt and decrypt them. Computer or robot can Computer or
Unplugged activity 4 do well robot can’t
currently do well
Hello this is a pigpen cipher.
Collecting rocks from a Writing a poem
Activity 5 distant planet about love
Learners research pigpen ciphers and create a Taking the temperature Singing a song
short presentation about them. inside a greenhouse and
Unplugged activity 6 opening or closing the
windows to keep the
Learners create a new pigpen cipher (with different plants healthy
symbols for letters). They then encrypt and
decrypt messages using the cipher.

Cambridge Primary Computing 4 – Ceredig Cattanach-Chell and Nichola Lacey

15 © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 4: LEARNER‘S BOOK ANSWERS

Unplugged activity 1 Activity 4

Learners should find out what operating system
Input Output
their device uses.
accelerometer fan Learners should find out how they can see where
button heater files are saved on their device.
Learners should find out if their device has a virus
keyboard light checker installed.
light sensor monitor Questions
microphone motor 1 C: operating system
motion sensor printer 2 B: virus checker
mouse speaker 3 C: file management system

object detection sensor 4.2 Types of data

temperature sensor Getting started
touchpad Learners play a game, naming input and
output devices.
wheel speed sensor
Unplugged activity 1
Activity 2 1 A heat sensor records temperature.
Learners should choose suitable images that 2 A microphone collects sound.
clearly show the control systems. 3 A game controller collects instructions to
control a character in a game.
Control system Input Output
4 A keyboard records text and numbers.
automatic object detection motor
5 A motion sensor looks for movement.
doors sensor
burglar alarm motion sensor light
Questions
system 1 Data is collected from input devices
speaker and processed to produce information.
Learners should also choose two more control Information is data that has meaning.
systems and identify sensible input and 2 Possible input devices include: button,
output devices. keyboard, light sensor, microphone, motion
sensor, mouse, object detection sensor,
Activity 3 temperature sensor, touchpad, wheel
Change photographs and draw images: speed sensor. Learners should explain what
graphics software data is collected by each input device.
Search the World Wide Web: web browser 3 Possible output devices include: fan, heater,
light, monitor, motor, printer, speaker.
Save numbers and do calculations: Learners should explain what information is
spreadsheet software provided by each output device.
Send messages and files to people: email software
Unplugged activity 2
Learners should also find each type of application
1 A computer monitor displays images, text and
software on their computer or tablet.
numbers on a screen.
2 A printer creates images, text and numbers
on paper.
3 The lights give instructions to drivers.
4 The headphones play sound.

Cambridge Primary Computing 4 – Ceredig Cattanach-Chell and Nichola Lacey

16 © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 4: LEARNER‘S BOOK ANSWERS

Unplugged activity 3 3 They cost a lot of money to make. If the

task changes, the robot will need to be
Input Output reprogrammed. They are not very good at
understanding emotions. They may not be
A motion detector An alarm sounds able to respond to unexpected situations.
records a movement
4 Learners’ answers will vary.
A user types a letter The monitor or screen
on their keyboard displays the letter
Activity 2
Learners create a presentation about the different
A musician plays The tune plays jobs that robots can do. Ensure that learners’
a tune on an through a speaker presentations include:
electric guitar
• a title
A robot identifies an The robot
object in its way changes direction • information about three different jobs a robot
can do.

Unplugged activity 4 Check your progress

The correct order (smallest to largest) is: text file; 1 Data is the numbers and text that are input
image file; audio file; video file; games file. into a computer system. Information is the
output from a computer system.
Question
2 a barcode reader: a shop or supermarket
4 More complex data needs a larger file size to
mouse: connected to a desktop or laptop
hold it.
computer
4.3 Working with computer fingerprint scanner: in big office blocks or
systems other places that need to be kept secure
b barcode reader: numbers from a barcode
Getting started
mouse: movement made by a user
Learners should find a range of job titles and
research salary ranges for different types of fingerprint scanner: the complex image of
computer science job. a fingerprint

Unplugged activity 1 3 A: monitor; C: headphones; D: light

4 A game file is larger as it contains lots more
Needed in car Not needed in car complex information, such as instructions
factory factory to play the game, along with graphics and
cutting out opening a window sound elements.
metal pieces 5 The robot vacuum cleaner will move around
watering plants
the floor cleaning as it moves. It scans for
sticking the pieces of objects, for example furniture and walls, using
metal into place making music
object detection scanners. If it finds an object
lifting heavy items it will turn away and keep moving. Once the
entire area has been vacuumed, it will return
painting to the charging point.
6 Learners’ answers will vary. They should
Questions write about an exciting event for a computer
1 The restaurant or shop can use robots rather scientist, aiming to write a paragraph and
than paying people to deliver the food. include correct terminology where possible.
A restaurant or shop can have lots of robots
making deliveries at the same time without
employing lots of people.
2 Robots don’t get sick, take holidays or need to
be paid. They can work 24 hours a day, 7 days
a week. They are fast and accurate.

Cambridge Primary Computing 4 – Ceredig Cattanach-Chell and Nichola Lacey

17 © Cambridge University Press & Assessment 2023