Pearson Edexcel iLowerSecondary Computing Year

9 Checkpoint Study Guide

Digital Devices and Networks
Computers and digital devices use digital circuits to process and store information. The CPU (Central
Processing Unit) is the “brain” that executes instructions and processes data (calculating, sorting,
searching, etc.) 1 . The CPU contains components like the control unit and arithmetic-logic unit (ALU). RAM
(Random Access Memory) is the computer’s main working memory: it is volatile (loses all data when power
is off) and holds the data/programs currently in use 2 . ROM (Read-Only Memory) is non-volatile storage
that holds permanent instructions (like the computer’s BIOS) and cannot be changed by normal programs
3 4 . Input/output devices (keyboard, mouse, screen, printer, etc.) allow users to interact with the

computer. Storage devices (hard drives, SSDs, USB sticks, optical discs) hold data long-term and use units of
data: a bit is a single binary digit (0 or 1), and 8 bits = 1 byte 5 6 . Larger units are: 1024 bytes = 1 KB,
1024 KB = 1 MB, 1024 MB = 1 GB, etc. 7 .

Digital devices connect through networks. A Local Area Network (LAN) connects devices in one location
(e.g. a school), a Wide Area Network (WAN) links devices over large distances (e.g. the Internet) 8 , and a
Personal Area Network (PAN) is for very short range (e.g. Bluetooth between phone and headset).
Networks allow sharing of data and resources (files, printers, Internet access) more easily than isolated
machines 8 . Network devices include routers, switches, hubs and modems. Wireless networks (Wi-Fi,
Bluetooth) let devices connect without cables, while wired networks use Ethernet cables. In networks, data
is broken into packets. Each packet contains part of the data plus a header with control information (such
as source/destination addresses and sequence numbers) 9 . Sending data in packets makes
communication reliable: packets can take different routes and be reassembled at the destination.

Communication over networks uses standard protocols. For example, the World Wide Web uses HTTP/
HTTPS and text is formatted in HTML. When you enter a web address (URL), the network finds the server
and requests data. Internal networks use IP addresses to identify devices. Data speed in networks is
measured in bits per second (bps); common measures are Mbps (million bits per second) and Gbps. (For
example, a 100 Mbps connection can theoretically transfer 100 million bits every second.)

Binary Systems and Data Representation

Computers use binary (base-2) number system to represent all data. In binary, each digit (a bit) is either 0
or 1. Eight bits form a byte, which can represent one character of text or an integer up to 255. The place
values in an 8-bit binary number are: 128, 64, 32, 16, 8, 4, 2, 1 (each power of 2) 10 . To convert binary to
decimal, we add the values of the ‘1’ bits. For example, the binary 1111100 = 64+32+16+8+4+0+0 = 124 11 .
To convert a decimal to binary, we repeatedly subtract the largest power of 2 (place value) that fits: e.g. for
124, subtract 64→60 (bit 1), subtract 32→28 (1), subtract 16→12 (1), subtract 8→4 (1), subtract 4→0 (1), so
124 = 1111100₂ 12 . Binary addition follows simple rules: 0+0=0, 1+0=1, 1+1=10 (result 0 carry 1), and

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1+1+1=11 (result 1 carry 1) 13 . For example, adding binary 1011 (11) + 0101 (5) yields 10000 (16) through
those rules.

Beyond numbers, computers represent other data in binary. Text characters use character encoding (like
ASCII or Unicode) where each character maps to a byte value. Images are stored as grids of pixel values
(each pixel’s color as binary numbers), and sound is digitized into binary samples. Units of storage help
quantify large amounts of binary data: 1024 bytes = 1 kilobyte (KB); 1024 KB = 1 megabyte (MB); 1024 MB = 1
gigabyte (GB); and so on 7 . (For example, a 3 GB file has roughly 3×10^9 bytes.)

Programming: Variables, Control Flow, and Functions

In programming, a variable is like a named “box” in memory where a value is stored. Variables allow a
program to remember information for later use. For example, a variable score might hold the player’s
current score. A variable has a data type which determines what kind of data it can hold (integer, real/
decimal number, Boolean, string of text, etc.) 14 . Different types have different purposes: integers for
whole numbers, real (float) for decimals, strings for text, Booleans for true/false conditions, and characters
for single letters 14 . Variables are fundamental for calculations, decisions and loops: they can store inputs,
interim results, and counters 15 16 . For example:

age = 14 # 'age' is a variable (integer) storing 14

name = "Zara" # 'name' is a string variable storing "Zara"
flag = True # 'flag' is a Boolean variable

These can be updated (they “vary” in value) as the program runs 15 .

Control flow dictates the order in which a program’s statements execute. By default, code runs in
sequence from top to bottom. Selection (decision) statements allow different paths: an if statement
checks a condition and chooses one path if true, another if false. “Selection allows more than one path
through a program” 17 . For example:

if score > high_score:

high_score = score
else:
print("Try again")

Here the program does one thing if the player beat the high score, another otherwise. Without selection,
programs couldn’t make choices.

Iteration (loops) repeats actions. In programming this is done with for or while loops. “Iteration is
implemented in programming using FOR and WHILE statements” 18 . For example, a loop that prints
numbers 1 to 5:

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 for i in range(1, 6):
print(i)

This repeats (loops) the print statement five times. Iteration lets us run code multiple times efficiently (e.g.
processing each item in a list). In everyday terms, iteration is just repeating steps in an algorithm 19 18 .

Larger programs are often broken into subprograms (procedures and functions) to avoid repetitive code. A
procedure (or method) is a named block of code that performs a task; it does not return a value. A function
is similar but does return a value (result). Both keep code modular and easier to manage 20 . For example, a
function add(a, b) might return the sum of two numbers. Functions help avoid rewriting the same logic
and make programs shorter and clearer 21 .

Algorithms and Problem Solving

An algorithm is a step-by-step plan to solve a problem or perform a task. Algorithms can be designed in
everyday language or in more formal ways. Decomposition is breaking a complex problem into smaller
parts (e.g. “divide the task of making a game into tasks: graphics, scoring, input, etc.”) 22 . Abstraction is
focusing only on important details and ignoring irrelevant ones (e.g. using an icon or simple label in a
flowchart instead of all inner workings) 23 . These techniques make problems easier to understand and
solve.

Algorithms can be represented in pseudocode or flowcharts before writing actual code. Pseudocode uses
plain-English-like statements resembling code; it lets us plan logic without worrying about exact syntax 24 .
For example:

WHILE answer ≠ 'done' DO

INPUT answer
END WHILE

This simple pseudo-code repeatedly asks for input until the user types “done” 24 . Flowcharts use standard
symbols (oval for Start/Stop, rectangle for a process, diamond for decision, parallelogram for I/O) to show
the flow of an algorithm 25 . The diagram below shows common flowchart symbols and their meanings:

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Diagram: Standard flowchart symbols (Start/Stop, Process, Decision, Input/Output, Connector) 25 .

By using pseudocode or flowcharts, we can design algorithms without writing full code. Once designed,
they are translated into code.

Searching and sorting algorithms are common algorithmic tasks. A linear search looks through each
item in a list one by one until it finds the target or reaches the end. It is the simplest search method 26 (e.g.
checking each name in a phonebook sequentially). A binary search (for sorted lists) repeatedly halves the
search range – but is more advanced and usually introduced later. Sorting arranges data in order. A simple
example is bubble sort, which repeatedly passes through a list, comparing adjacent items and swapping
them if they are out of order. “For each value, compare it with the next; if it is higher, swap the values so that
the highest value moves toward the end” 27 . Repeating this over the list many times “bubbles” the largest
items to the end each pass. Bubble sort is not efficient on large lists, but it illustrates sorting by repetition
and swapping 27 .

Overall, algorithms ensure we have a clear, unambiguous procedure to solve a problem. We can evaluate
different algorithms by their speed and correctness, and use tools like flowcharts or pseudocode to
communicate and test them.

Databases and Data Handling

A database is an organized collection of related data, usually stored in tables. Each table represents one
subject (e.g. “Students” or “Products”), and is made up of records (rows) and fields (columns) 28 . For
example, a “Students” table might have fields: StudentID, Name, Age, Grade. Each record is one student’s
data (a particular ID with name, age, grade). Fields hold one type of information (a field can be text, number,
date, etc.). Properly designed tables avoid redundant data. In Access or SQL databases, each table’s field
names and data types are defined, and each record’s fields contain values (e.g. Name = “Amina”).

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Databases are powerful for storing and retrieving large amounts of structured information. They have many
advantages over paper or simple lists: it’s easy to add or update records, data can be sorted or searched by
any field, and multiple users or applications can access the database simultaneously 29 . For instance,
searching a database for all customers from London can be done with a query instead of manually scanning
records. Databases also enforce data integrity and security better than paper records: for example, using
passwords or user accounts to restrict who can view or edit data 29 . Databases often support queries (like
SQL SELECT) to filter and combine data.

“Data handling” also covers how data is collected and used. Data collection can be primary (gathered first-
hand via surveys, experiments, forms) or secondary (using existing sources like websites or books). When
handling data, students should consider reliability: data from trustworthy, up-to-date sources is more
reliable. Sampling issues can arise if data is not representative of the whole population. Data can be
analyzed to find patterns or trends (e.g. creating charts from experimental results). For example, a
spreadsheet can sort test scores, compute averages, or create graphs to identify trends over time.
Understanding how to sort, filter, and analyze data is a key skill.

Cybersecurity and Online Safety

Modern computing brings risks and it’s crucial to stay safe online. Malware (malicious software) such as
viruses, worms, trojans, spyware, and ransomware can infect computers. Antivirus software scans storage
devices for known malware signatures and removes them 30 . Firewalls (hardware or software) block
unauthorized connections from the Internet, stopping many attacks 31 . Always update software and
operating systems, because updates often patch security holes. Be cautious: never open emails or
attachments from unknown senders, as they may contain malware or phishing links 32 .

Phishing is a common online scam where attackers send fake emails or messages pretending to be a
trusted organization (e.g. bank) and ask you to reveal sensitive information. The email may say “Your
account will be DELETED unless you confirm your password” and include a link to a fake site 33 . The image
below shows a typical phishing example: it’s not addressed to you personally, has bad spelling, asks for
personal info, and links to a fake site.

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Image: A phishing email example with red flags (not addressed to you, bad spelling, asking for personal
information, link to fake site). Use caution and delete such emails 33 .

To protect yourself online, follow these guidelines: use strong passwords (at least 8 characters, mixing
letters, numbers and symbols, and not your name or common words) 34 , and never reuse passwords
across sites. Change passwords regularly and consider two-factor authentication where available. Be careful
what personal information you share: “The easiest way to stay safe online is to stay in control of personal
information” 35 . Do not post full name, address, phone number, or school publicly on social media. Treat
people you meet online as strangers unless you know them offline. Do not meet up in person with someone
you only met online without adult supervision. If someone harasses you or sends upsetting content, report
it and tell a trusted adult.

Cyberbullying and online predators are serious issues. Most platforms let you block or report abusive users.
Also be aware of legal and ethical aspects: copyright law means you cannot freely copy or distribute digital
media without permission 36 37 . Downloading music, movies or software without paying is illegal and
deprives creators of income 36 37 . Respect others’ privacy and don’t share someone else’s personal data
or images without consent.

Impact of Digital Technology on Society

Technology affects society in many ways – positive and negative. On the positive side, digital tools enable
global communication, access to information, online learning, and new industries. However, there are also
challenges. One ethical concern is the digital divide: not everyone has equal access to technology or the
Internet, which can widen social and educational inequalities 38 . Privacy is another issue: digital
technologies can monitor individuals’ movements and communications. For example, CCTV cameras in
cities, identity cards, GPS in phones, and social media data can track what people do 39 . This raises
questions about surveillance vs. personal privacy.

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Environmental impact is also important. The manufacture, use and disposal of computers and devices
consume resources and energy and produce waste 38 . Data centers (huge server farms) use vast
electricity, contributing to carbon emissions. Old electronics create e-waste containing toxic materials
unless recycled properly. Students should recognize that using technology has an environmental footprint
(powering devices, cooling systems, mining minerals). Buying used devices or recycling components can
reduce this impact (as noted in exam contexts) 40 38 .

Socially and legally, technology has changed how we live and work. Laws protect digital content: the
Copyright, Designs and Patents Act gives creators exclusive rights to their work 36 . It is illegal to copy and
share copyrighted material (like songs or games) without permission 36 37 . There are also laws (e.g.
Computer Misuse Act) against hacking and spreading malware. Ethically, we should use technology
responsibly (e.g. not plagiarizing or harassing others online) 36 35 .

In summary, technology shapes society: it brings convenience and connectivity but also ethical,
environmental and social challenges. By understanding both its benefits and risks, we can use digital
technology wisely and responsibly.

Sources: Official curriculum and educational resources 1 41 13 15 14 17 18 21 42 23 24 25 27

26 29 28 30 33 35 34 36 37 39 38 .

1 What is the purpose of the CPU? - The CPU and the fetch-execute cycle - KS3 Computer Science Revision

- BBC Bitesize
https://www.bbc.co.uk/bitesize/guides/zws8d2p/revision/1

2 4 Random access memory - Memory and storage - OCR - GCSE Computer Science Revision - OCR - BBC
Bitesize
https://www.bbc.co.uk/bitesize/guides/zd4r97h/revision/3

3 Read-only memory - Memory and storage - OCR - GCSE Computer Science Revision - OCR - BBC Bitesize
https://www.bbc.co.uk/bitesize/guides/zd4r97h/revision/2

5 6 7 Representation of data - Binary and data representation - Edexcel - GCSE Computer Science
Revision - Edexcel - BBC Bitesize
https://www.bbc.co.uk/bitesize/guides/z6qqmsg/revision/1

8 9 38 39 qualifications.pearson.com
https://qualifications.pearson.com/content/dam/pdf/International-Lower-Secondary-Curriculum/Computing/iLS-
Computing-2019/Specificationandsampleassessments/9781446959930-iLS-Computing-Specification.pdf

10 11 12Converting between number bases using binary - Fundamentals of data representation - AQA
41

- GCSE Computer Science Revision - AQA - BBC Bitesize

https://www.bbc.co.uk/bitesize/guides/zd88jty/revision/3

13 Adding binary - Binary - KS3 Computer Science Revision - BBC Bitesize

https://www.bbc.co.uk/bitesize/guides/z26rcdm/revision/4

14 Data types - Programming concepts - AQA - GCSE Computer Science Revision - AQA - BBC Bitesize
https://www.bbc.co.uk/bitesize/guides/zh66pbk/revision/1

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15 16 Variables - Programming basics - KS3 Computer Science Revision - BBC Bitesize
https://www.bbc.co.uk/bitesize/guides/zwmbgk7/revision/2

17 Selection - Selection in programming - KS3 Computer Science Revision - BBC Bitesize

https://www.bbc.co.uk/bitesize/guides/z2p9kqt/revision/1

18 19 Iteration - Iteration in programming - KS3 Computer Science Revision - BBC Bitesize

https://www.bbc.co.uk/bitesize/guides/z3khpv4/revision/1

20 21 What is a function? - Procedures and functions - KS3 Computer Science Revision - BBC Bitesize
https://www.bbc.co.uk/bitesize/guides/zqh49j6/revision/5

22 42 Decomposition - Fundamentals of algorithms - AQA - GCSE Computer Science Revision - AQA - BBC
Bitesize
https://www.bbc.co.uk/bitesize/guides/zjddqhv/revision/2

23 Abstraction - Fundamentals of algorithms - AQA - GCSE Computer Science Revision - AQA - BBC Bitesize
https://www.bbc.co.uk/bitesize/guides/zjddqhv/revision/3

24 Pseudo-code - Algorithms - Edexcel - GCSE Computer Science Revision - Edexcel - BBC Bitesize
https://www.bbc.co.uk/bitesize/guides/z7kkw6f/revision/2

25 Flowcharts - Designing an algorithm - KS3 Computer Science Revision - BBC Bitesize

https://www.bbc.co.uk/bitesize/guides/z3bq7ty/revision/3

26 What is Linear Search Algorithm | Time Complexity

https://www.simplilearn.com/tutorials/data-structure-tutorial/linear-search-algorithm

27 DSA Bubble Sort

https://www.w3schools.com/dsa/dsa_algo_bubblesort.php

28 Introduction to tables - Microsoft Support

https://support.microsoft.com/en-us/office/introduction-to-tables-78ff21ea-2f76-4fb0-8af6-c318d1ee0ea7

29 Database uses - Databases - KS3 ICT Revision - BBC Bitesize

https://www.bbc.co.uk/bitesize/guides/zswnb9q/revision/1

30 31 32 33 How to stay safe online - Online safety - 4th level Computing Science and Digital Literacy
35

Revision - BBC Bitesize

https://www.bbc.co.uk/bitesize/guides/ztstvj6/revision/2

34 How do I choose a strong password?

https://www.bbc.co.uk/backstage/bbc-login-help/strong-password

36 37 Copyright, Designs and Patents Act - The law and ethics - KS3 Computer Science Revision - BBC
Bitesize
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40 Environmental Impact of ICT - IGCSE Revision Notes

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environmental-impact-of-digital-technology/