Cambridge A Level Information Technology (from 2017) 9626 — 2025 Feb/March Paper 1 · Variant 2

This document has 12 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level * 3 8 9 2 4 7 6 0 5 3 * INFORMATION TECHNOLOGY 9626/12 Paper 1 Theory February/March 2025 1 hour 45 minutes You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● You may use an HB pencil for any diagrams, graphs or rough working. ● Calculators must not be used in this paper. INFORMATION ● The total mark for this paper is 70. ● The number of marks for each question or part question is shown in brackets [ ]. DC (KS) 344353/4 © UCLES 2025 ,










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2 9626/12/F/M/25 © UCLES 2025 1 A college secretary has been given some data from a member of staff. Chandra, Amruta, YR12538, 59, 75, 68, 04/07/2008 Explain, with examples, how these items of data can become information. … … … … … … … … … … … … [5] 2 Staff at a historical building are producing leaflets so that visitors do not have to be accompanied by a guide. Visual checking is used to verify that the data is the same as the source document. Describe, by using an example, how visual checking could still result in errors in the leaflet. … … … … … … [2] * 0000800000002 * ,










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3 9626/12/F/M/25 © UCLES 2025 [Turn over 3 Describe the following types of malware: (a) adware … … … … … … … … … … … … … … [6] (b) ransomware. … … … … … … … … … … [4] * 0000800000003 * ,










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4 9626/12/F/M/25 © UCLES 2025 4 A delivery company uses an expert system to suggest a schedule of deliveries to be followed by its drivers. (a) Describe the advantages to the company of using an expert system for this purpose. … … … … … … … … [3] (b) Describe how such an expert system would be created. … … … … … … … … … … … … … … [6] * 0000800000004 * ,










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5 9626/12/F/M/25 © UCLES 2025 [Turn over 5 Teachers at a school store records of their students and their examination scores on a computer system. • Each examination is marked out of 120 • Each student at the school has a unique student number, such as L35725 or Z83499 The system already uses presence checks on the student number and examination scores. Justify additional validation checks that could be used on the: • student number • examination scores. … … … … … … … … … … … … … … … … … … … … [8] * 0000800000005 * ,










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6 9626/12/F/M/25 © UCLES 2025 6 Describe how a local government can help reduce the digital divide in rural areas. … … … … … … … … … … [4] 7 Test scores can be used to track a student’s progress over time. Describe two ways this can be done using a spreadsheet. Way 1 … … … … … … Way 2 … … … … … … [4] * 0000800000006 * ,










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7 9626/12/F/M/25 © UCLES 2025 [Turn over 8 Describe the use of Internet Protocol Security (IPsec). … … … … … … … … [3] 9 Utility software is a type of system software designed to help optimise, manage and maintain the performance and health of computer systems. (a) Explain how the delete utility works. … … … … … … … … [3] (b) Explain why files can still be recovered even after they have been deleted. … … … … … … [2] * 0000800000007 * ,










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8 9626/12/F/M/25 © UCLES 2025 10 Audio editing software has many features. These can be used when editing an audio clip. Describe the following terms when applied to audio clips: (a) normalisation … … … … … … [2] (b) noise reduction. … … … … … … [2] * 0000800000008 * ,










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9 9626/12/F/M/25 © UCLES 2025 [Turn over 11 A driving school is using computer simulations to improve its lessons. Discuss the benefits and drawbacks of using simulators for this purpose. … … … … … … … … … … … … … … … … … … … … [8] * 0000800000009 * ,










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10 9626/12/F/M/25 © UCLES 2025 12 Employees log in to their company’s database with a User ID and password. A login screen is displayed. A user enters their User ID. If employees have forgotten their password, they click on a ‘Forgot Password?’ button. Draw a program flowchart to represent the following process. • If the ‘Forgot Password?’ button is clicked, a message box appears and asks them to enter their User ID. • A check will be performed to see if the system recognises the User ID. • If the User ID is not recognised, an error message is displayed and the user will be returned to the start of the process. • If the User ID is recognised, a security question is asked. • The user’s response to the security question will be checked. If the user’s response is correct, then an email containing the password reminder will be sent to the user’s email address. • If an incorrect response is given, an error message will be displayed and the user will be returned to the start of the process. Draw your program flowchart on the opposite page. [8] * 0000800000010 * ,










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11 9626/12/F/M/25 © UCLES 2025 Draw your program flowchart below. * 0000800000011 * ,









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12 9626/12/F/M/25 © UCLES 2025 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000012 * ,









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This document consists of 10 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International AS & A Level INFORMATION TECHNOLOGY 9626/12 Paper 1 Theory February/March 2025 MARK SCHEME Maximum Mark: 70 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 February/March 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 2 of 10 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 descriptions 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.

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 3 of 10 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Benefit of the doubt To indicate where a key word/phrase is missing Incorrect point Indicate a point in an answer Two statements are linked Not answered question Off-page comment Allows comments to be entered at the bottom of the RM marking window and then displayed when the associated question item is navigated to. To indicate a point that has already been made or was given in the question Indicates that work/page has been seen including blank answer spaces and blank pages. Correct point Too vague Indicate a point in an answer

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 4 of 10 Question Answer Marks 1 One mark per bullet point to a maximum of five marks. • Information is data with context (1) and meaning (1) • This could be about e.g. a student/lecturer/employee/payroll system (1) Any examples of the data presented with context or meaning (interpretation) (max 5 – each item of data may only be used once) e.g. • Chandra could be the first name. (1) • 59 could be their age. (1) 5 Question Answer Marks 2 One mark per example and reasonable expansion. • First mark – any reasonable reason why a checker may miss issues when comparing two documents (1st) • Second mark – example of the error in practice (1) Answer must be in the context of comparing two documents and not be about proof reading. 2 Question Answer Marks 3(a) One mark per bullet point to a maximum of six marks. ADWARE • To generate income/revenue for an identified 3rd party (the software developer/creator/user sending it) (1) • Generates/places adverts (1st) – usually within the user’s default browser. (1) – may be in the form of pop up or adverts on a website (1) • Installs itself/without user’s knowledge (1st) – when installing a (different) program app (1) • Can create open doors for malicious programs (1) • Can track user’s search/browsing history (1st) – to better target ads/create targeted marketing (1) – user’s information can be sold to third parties. (1) 6

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 5 of 10 Question Answer Marks 3(b) One mark per bullet point to a maximum of four marks. RANSOMWARE • Locks/encrypts/blocks access to files/devices/systems (1) so they cannot be used (1) • Works at root level to disable access to files/devices/systems (1st) – May also target backups. (1) • Hacker contacts the victim and demands a ransom (1) • Software usually can’t be removed/access cannot be regained until the attacker receives a ransom payment. (award the concept of regaining access via payment here) (1) 4 Question Answer Marks 4(a) One mark per bullet point to a maximum of three marks. • An expert system is able to consider various factors/inputs (1st) – such as distance/traffic/driver workload/customer preference (1) • It is a more efficient method of solving the task. (efficiency in production or of outcome – accept either, but , production of outcome OR quality of outcome must be stated) (1) • Fewer scheduling/human errors (1st) – such as forgetting about time windows/overlooking optimal routes/drive availability (1) • The company will be able to keep their scheduling system active 24/7 (1) • Reduced expenses/fuel usage/wear and tear (1). • Chooses the quickest/most fuel-efficient route (1) • The company will be able to scale their operations//An expert system will allow for improved business scalability/no need to employ new staff as business grows (1) • Able to produce a picking order (1) • Deliveries can be loaded in reverse order of delivery (award concept of) (1) 3

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 6 of 10 Question Answer Marks 4(b) One mark per bullet point to a maximum of six marks. • Gather information about delivery processes. (1) • TWO marks for items of information that would be gathered (e.g.) – Distances (1) – Locations (1) – Speed limits (1) – Capacity of individual vehicles (1) – Road capacities (e.g. low bridge clearances) (1) • Consult with expert schedulers to understand decision-making processes/rules followed/schedule trade-offs. (1) • Decide how to encode/design/create//gather the acquired knowledge (1) turning it into a knowledge base. (1) • Define/create rules base (1) • Any example of a rule that may be in the rules base (1) • Design/create a user interface (1) that allows schedulers/users to interact with the system (1) • Create the inference engine (1) • Create the explanation system (1) • Test the system with archived data/real-world data/simulated scenarios (1) and improve as necessary (1) 6

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 7 of 10 Question Answer Marks 5 One mark per valid validation check identified (max 5) and justification given to a maximum of eight marks. Max six if only one of student number or examination score used. • A format check (1st) – To ensure student numbers match the expected format/To check/while checking if student numbers starts with letter followed by 5 digits. (1) • A length check (1st) – To ensure student numbers have the correct/expected number of digit (1) • A check digit (1st) – To help prevent/detect typos/errors during entry of student numbers/As a redundancy check for student numbers (1) • A lookup check (1st) – To help verify that a student number exists in a master list// a/the student number belongs to an actual student enlisted/registered at the school. (1) • A consistency check (1st) – To ensure no duplicate/multiple records exist for the same student number against the same examination (1) • A range check (1st) – To ensure that the exam score falls within the valid/expected range of 0 to 120 (1) • A limit check (1st) – To ensure lowest exam score of 0/highest exam score of 120 (1) • A type check (1st) – To ensure that the student number field had data entered as text only (1) • A type check (1st) – To ensure that the exam score field had data entered as numeric only (1) 8 Question Answer Marks 6 One mark per valid description to a maximum of four marks. E.g.: • Expand broadband access/improve infrastructure. (1) • Establish/support community centres with computers/internet access. (1) • Offer workshops/courses to teach residents computer skills/ICT (1st) – such as – accept any suitable use of ICT (online or offline) (1) • Educate residents on//raise awareness of any identified aspect e.g. cybersecurity/online safety/technology. (1) • Establish equipment loan programs (1) • Equip schools with improved/better/latest technology (1) • Subsidise access to internet (1) • Subsidise purchase of computer equipment (1) 4

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 8 of 10 Question Answer Marks 7 FOUR marks available. TWO per matched answer. • Identify a suitable feature of a spreadsheet (1) • State how this feature can be used for the purpose (1) E.g.: Award first answer in each section only, unless no answer written in Way 2. • Manually store/save data about a student’s scores/progression (1) to create a record of the student’s performance. (1) • Automation/Formulas could be implemented in a spreadsheet (1) to calculate/predict averages of a given/specific time frame. (1) • Conditional formatting could be used in a spreadsheet (1) to highlight grades that meet a set criteria/condition. (1) • A graph/chart could be created from data (1st) – To represent/visualise a student’s progression overtime in any given time/test. (1) • A complex/advanced spreadsheet with formulas that function across sheets could be created (1st) – To compare results/scores/progression/trends across different students/groups/classes/tests. (1) • Sort scores into date order (1) so progress over time can be seen (1) 4 Question Answer Marks 8 One mark per bullet point to a maximum of three marks. • Authenticates packets of data (1) • Encrypts data at source (1) • Decrypts data at destination (1) • Provides secure communication between two computers/across the internet (1) • IPsec is used in a virtual private networks (VPNs) (1) • Negotiation of cryptographic keys to use during a session. (1) 3

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 9 of 10 Question Answer Marks 9(a) One mark per bullet point to a maximum of three marks. • Does not actually erase/delete the data (1). • Removes the reference from the directory table//index in the HDD/SSD. (1st) – so that the file can not be found//search facility would not work (1) • Data is still written/remains on the storage device (1st) – until overwritten by new information. (1) 3 9(b) Two marks for a full explanation. • Because data has not been removed/deleted from storage device (1) instead space it has been made available for the OS. (1) • Because while no new information overwrites old/previous/deleted data (1) it can potentially be recovered/accessed using specialised software. (1) • Because they are sent to the recycle bin (1) 2 Question Answer Marks 10(a) One mark per bullet point to a maximum of two marks. • Sets the peak amplitude/loudest part of a track to a specific level. (1) • Makes multiple tracks have the same gain/peak/relative volume. (1) • Helps increase the volume of an entire audio track proportionally. (1) • Helps achieve consistent volume levels across different audio files. (1) • Helps maximising overall volume levels without compromising sound quality (1) 2 10(b) One mark per bullet point to a maximum of two marks. • Eliminates/removes unwanted sounds. (1) • Makes audio track/signal clearer. (1) • Plays a mirror image of the original audio track (1st) – to partially cancel noise out. (1) 2

9626/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 10 of 10 Question Answer Marks 11 EIGHT marks available. Benefits (max 7): e.g. • Can provide results that are generally difficult to measure (1st) – such as e.g. reaction times. (1) • Can simulate a range of scenarios (1) • Some scenarios do not happen frequently in real life (1) • Can simulate driving in different vehicles. (1) • Reduces anxiety level//improves confidence of (new) learners. (1) • Can be repeated any number of times. (1) • Can be customised/personalised to the learner’s needs. (1) • Simulation can be recorded (1) • Can analyse mistakes (1) and suggest solutions (1) • Simulation can be frozen to allow for questions/discussion (1) Drawbacks (max 7) e.g. • May not have enough data/information to create some scenarios. (1) • May not accurately predict the occurrence/effects of human behaviour. (1) • Might provide misleading scenarios if information was incorrectly/erroneously inputted/added. (1) • Can require high-end hardware for optimal performance increasing price. (1) • May give drivers a false sense of security regarding their ability to drive. (1) • Not a real-world experience (1) 8 Question Answer Marks 12 One mark per bullet point to a maximum of eight marks. 1 Start and stop correct shape (1) 2 Two relevant questions asked in diamond shape (1) 3 Third relevant question asked in diamond shape (1) 4 Any use of YES and NO leading from any relevant question (1) 5 Any example of Yes and No logic BOTH correct (logic must match the question being asked) (1) 6 User ID input message (1) 7 Password reminder input message (1) 8 User ID Error message (1) 9 Answer Error message (1) 10 Email/message sent (1) 11 Loop back to start (from any error) (1) 12 Inputs and outputs in parallelograms (may be 1) (1) 8