Know and understand safety issues including electrocution from spilling drinks near electrical equipment and touching live cables, fire from sockets being overloaded or equipment overheating, tripping over trailing cables, heavy equipment falling and

IGCSE ICT (0417) – Complete Syllabus Notes

How to Use These Notes

• Read each syllabus block (1‑21) – they correspond to the Cambridge specification.
• Use the key points for quick recall (AO1 – knowledge).
• Refer to the practical examples and checklists for exam‑style tasks (AO2 – application).
• Review the evaluation questions to develop critical thinking (AO3 – analysis/evaluation).

Assessment Overview

1. Computer Hardware

Key Components

• CPU (Central Processing Unit) – “brain” of the computer; fetch‑decode‑execute cycle.
• RAM (Random‑Access Memory) – volatile storage for active programmes.
• Motherboard – connects CPU, RAM, storage, and peripherals.
• Power Supply Unit (PSU) – converts mains AC to low‑voltage DC.
• Storage devices – see Block 3.

Peripheral Devices

• Input: keyboard, mouse, scanner, microphone, touch screen.
• Output: monitor, printer, speakers, projector.
• Combined I/O: interactive whiteboard, all‑in‑one PCs.

Example Question (AO1)

Define the function of RAM in a computer system.

2. Input & Output Devices

Input Devices – How They Work

• Keyboard – matrix of switches; each press creates a scan code.
• Mouse – optical or laser sensor detects movement; buttons generate click events.
• Scanner – converts paper images to digital bitmaps (CIS or CCD sensors).
• Microphone – converts sound waves to analog electrical signals, then digitised.

Output Devices – How They Work

• Monitor (LCD/LED) – pixels controlled by voltage to display images.
• Printer – ink‑jet (droplet ejection) or laser (toner fused by heat).
• Speakers – convert electrical signals into sound via a diaphragm.

Practical Task (AO2)

Connect a USB mouse and a wireless printer to a classroom PC and verify functionality.

3. Storage – Primary, Secondary & Cloud

Primary Storage

• RAM – fast, volatile, measured in MB/GB.
• Cache – small, high‑speed memory inside CPU.

Secondary Storage

Cloud Storage

• Data stored on remote servers accessed via the Internet (e.g., Google Drive, OneDrive).
• Advantages: accessibility, automatic backup, collaboration.
• Risks: dependence on Internet, security & privacy concerns.

File‑Management Checklist (AO2)

4. Networks – Types, Topologies & Protocols

Network Types

• LAN (Local Area Network) – confined to a building; high speed (Ethernet, Wi‑Fi).
• WAN (Wide Area Network) – connects multiple LANs; uses Internet or leased lines.
• Internet – global WAN using TCP/IP protocol suite.

Common Topologies

Key Protocols

• TCP/IP – reliable delivery (TCP) + addressing (IP).
• HTTP/HTTPS – web page transfer; HTTPS adds encryption.
• FTP – file transfer between client and server.
• SMTP/POP3/IMAP – email sending and retrieval.

Network Safety Tip (Block 8 link)

Always use a firewall and change default router passwords to prevent unauthorised access.

5. Effects of ICT

Positive Impacts

• Improved communication (email, video‑conferencing).
• Access to information and e‑learning.
• Automation of repetitive tasks → increased productivity.
• Economic growth through new industries.

Negative Impacts

• Digital divide – unequal access.
• Environmental concerns – e‑waste, energy consumption.
• Privacy and security threats.
• Potential for reduced face‑to‑face interaction.

Evaluation Question (AO3)

Discuss how cloud computing can both reduce and increase a school’s environmental footprint.

6. ICT Applications

Core Applications

• Word Processing – documents, mail‑merge, styles.
• Spreadsheets – calculations, charts, data analysis.
• Databases – record‑keeping, queries, reports.
• Presentation Software – slides, multimedia, animation.
• Web Authoring – HTML, CSS, publishing.
• Graphics Editors – raster (Photoshop, GIMP) and vector (Inkscape, Illustrator).

Practical Integration (AO2)

Create a one‑page newsletter using a word processor, embed a chart from a spreadsheet, and export as PDF.

7. File Management – Formats, Compression & Naming

File Formats – When to Use Which

Compression Techniques

• Lossless – ZIP, PNG – original data can be fully restored.
• Lossy – JPEG, MP3 – some data discarded for smaller size.

Good Naming Conventions (AO2)

Use ProjectNameYYYYMMDDVersion.ext (e.g., ScienceReport20240115v2.docx) to aid retrieval.

8. Safety & Security

8.1 Physical Safety – Hazards & Preventive Measures

Electrocution

• How it occurs: liquids create a conductive path; exposed live cables let a person become part of the circuit.
• Control measures

  • Keep drinks away from desks and equipment.
  • Inspect cables regularly – replace cracked or frayed insulation.
  • Never handle cables with wet hands; dry hands first.
  • Switch off and unplug equipment before cleaning or maintenance.
  • Use cable covers or conduit where cables run near work surfaces.

Fire

• How it occurs: over‑loading sockets; overheating due to blocked ventilation or dust.
• Control measures

  • Use power strips with built‑in circuit‑breakers; never exceed the rated amperage.
  • Maintain clear airflow around computers, printers, servers.
  • Clean dust from vents and fans at least once per term.
  • Keep a Class C fire extinguisher (for electrical fires) accessible; service annually.
  • Do not run power cords under carpets or through doorways.

Tripping Over Trailing Cables

• How it occurs: cables laid across walkways become slip or trip hazards.
• Control measures

  • Route cables along walls, under desks or in cable trays.
  • Secure with cable ties, clips or Velcro straps.
  • Use floor‑standing cable covers for temporary runs.
  • Mark high‑traffic areas with warning signs if cables cannot be hidden.

Injuries from Heavy Equipment

• How it occurs: improper lifting; unsecured towers, printers or server racks.
• Control measures

  • Correct lifting: bend knees, keep back straight, use both hands, keep load close.
  • Use trolleys, carts or lifting aids for items >10 kg.
  • Secure equipment with brackets, straps or anti‑tip devices.
  • Place heavy items on stable, level surfaces.

Physical‑Safety Risk‑Assessment Checklist

Emergency‑Stop & Fire Procedures

1. If a person receives an electric shock, do not touch them while they are still in contact with the source. Switch off the power at the nearest safe point or use the main emergency‑stop.
2. Call the designated first‑aider and, if necessary, emergency services (999/112).
3. For a fire:

   • Activate the nearest fire alarm pull‑station.
   • Evacuate using the designated route; close doors behind you.
   • If trained and the fire is small, use a Class C extinguisher – aim at the base.
   • Never use water on electrical fires.

8.2 eSafety – Safe Use of the Internet, Email, Social Media & Online Gaming

• Secure browsing – look for “https://” and the padlock icon before entering personal data.
• Password hygiene – at least 8 characters, mix of upper/lower case, numbers, symbols; never share.
• Phishing & social engineering – verify sender, avoid clicking unknown links or attachments.
• Online etiquette (netiquette) – be respectful, think before posting, avoid oversharing personal details.
• Reporting – know the school’s procedure for inappropriate content or cyber‑bullying.
• Cloud‑security basics – enable two‑factor authentication, use strong passwords, understand data‑ownership policies.

Classroom Scenarios

1. Suspicious email: A student receives a message claiming to be from the school IT department asking for the “school password”. Correct response: Delete the email and report it to a teacher.
2. Oversharing on social media: A pupil posts a photo showing the school timetable. Teacher explanation: This could aid a burglar; delete the post and discuss privacy.

eSafety Checklist for Students (AO2)

8.3 Data Security – Threats, Controls & Legislation

Common Threats

• Unauthorised access (hacking)
• Phishing & social engineering
• Malware – viruses, ransomware, spyware
• Accidental loss or deletion of files
• Shoulder‑surfing
• Data‑breaches via insecure cloud services

Protective Measures (AO2)

• Strong passwords & 2FA
• Regular software updates & patch management
• Firewalls and reputable anti‑virus software
• Encryption of sensitive files and removable media
• Regular backups – at least one off‑site copy
• Limit access rights – give users only the permissions they need
• Physical security – lock computers when unattended

Data‑Protection Legislation (overview)

For the IGCSE you need to remember the three core principles (often drawn from the UK Data Protection Act / GDPR):

1. Personal vs. Sensitive data – personal data identifies an individual; sensitive data includes health, religion, biometric information.
2. Consent & purpose limitation – data must be collected with the person’s consent and used only for the stated purpose.
3. Confidentiality & security – organisations must keep data safe and not disclose it without lawful authority.

Threat‑vs‑Control Matrix

9. Audience & Communication

Audience Analysis

• Identify who will read or view the document (age, knowledge level, interests).
• Choose appropriate tone (formal, informal) and language (technical vs. plain).
• Consider accessibility – use clear fonts, headings, and alt‑text for images.

Copyright & Plagiarism

• Only use material you have created, that is in the public domain, or that carries a Creative Commons licence.
• Always give credit – author, title, source, date, and licence.
• Plagiarism is a breach of school policy and can lead to disciplinary action.

Evaluation Prompt (AO3)

Analyse the impact of using copyrighted images without permission in a school newsletter.

10. Communication – Email, IM, Social Media & Netiquette

Effective Email

• Subject line – concise and relevant.
• Greeting, body, sign‑off.
• Attach files only when necessary; compress large files.
• Proofread before sending.

Instant Messaging & Social Media

• Use appropriate language; avoid slang in formal contexts.
• Never share personal details (address, phone number) with strangers.
• Report bullying or inappropriate content immediately.

Netiquette Checklist (AO2)

11. Document Production – Word Processing

Core Skills

• Creating, saving, and opening documents.
• Applying styles (Heading 1, Normal, Quote) for consistent formatting.
• Inserting tables, images, headers/footers, page numbers.
• Using spell‑check and grammar tools.

Layout Principles

• Alignment – left, centre, right, justified.
• White space – improves readability.
• Consistent fonts (e.g., Arial 11 pt for body, Calibri 14 pt for headings).

Practical Task (AO2)

Produce a two‑page report on “Internet Safety”, using headings, a table of contents, a chart from a spreadsheet, and a bibliography.

12. Image Editing – Raster & Vector

Raster Images

• Made of pixels; resolution measured in DPI (dots per inch).
• Common formats: .jpg (lossy), .png (lossless, supports transparency), .gif (animation).
• Best for photographs.

Vector Images

• Made of paths defined by mathematical equations.
• Scalable without loss of quality.
• Common formats: .svg, .eps, .pdf (when used as vector).
• Best for logos, diagrams, icons.

Editing Workflow (AO2)

1. Open the image in an editor (e.g., GIMP or Inkscape).
2. Resize using “Maintain aspect ratio”.
3. Apply basic adjustments – brightness/contrast.
4. Export in the appropriate format for the intended use.

13. Layout & Design

Design Principles

• Contrast – makes elements stand out.
• Repetition – creates consistency.
• Alignment – tidy appearance.
• Proximity – groups related items.

Page Layout Tools

• Columns, text boxes, and guides.
• Templates – speed up production and maintain brand consistency.
• Margins – standard (2.5 cm) unless otherwise specified.

Example (AO2)

Design a flyer for a school coding club using a two‑column layout, a header image, and consistent colour scheme (blue & white).

14. Styles & Formatting

Character Styles

• Bold, italic, underline, colour, font size.
• Use sparingly – emphasise key terms only.

Paragraph Styles

• Indentation, line spacing (1.15 – 1.5), justification.
• Define “Normal” for body text; “Heading 1‑3” for sections.

Style Sheets (Advanced)

In programmes like Microsoft Word or LibreOffice, a style sheet stores all formatting settings. Updating a style automatically updates every instance – a powerful AO3 tool for consistency.

15. Proofreading & Quality Assurance

Proofreading Steps

1. Read aloud – catches missing words.
2. Use spell‑check, then manually verify proper nouns.
3. Check consistency of headings, numbering, and references.
4. Peer‑review – a second set of eyes often finds errors you miss.

Common Errors to Watch

• Homophones (their/there/they’re).
• Inconsistent font sizes.
• Incorrect citation format.

16. Graphs & Charts – Selection & Creation

When to Use Which Type (AO1)

Creating a Chart (AO2)

1. Enter data into a spreadsheet.
2. Select the range and choose “Insert → Chart”.
3. Choose chart type, add axis titles and legend.
4. Format colours for readability; avoid 3‑D effects.
5. Copy the chart into your document and caption it.

Evaluation Prompt (AO3)

Critique the use of a 3‑D pie chart to represent market share – discuss readability and potential misinterpretation.

17. Database Concepts

Fundamental Terms

• Table – collection of records (rows) and fields (columns).
• Field – a single piece of data (e.g., “Surname”).
• Record – one complete set of fields (e.g., a student’s details).
• Primary key – unique identifier for each record.
• Query – request to retrieve specific data.

Simple Database Example (AO2)

Create a “Library” database with fields: BookID (PK), Title, Author, Year, Status. Use a query to list all books currently “On loan”.

18. Database Design – Forms, Reports & Validation

Design Steps (AO2)

1. Identify required data and relationships (one‑to‑many, many‑to‑many).
2. Normalise tables to reduce redundancy.
3. Create forms for data entry – include input masks (e.g., date format DD/MM/YYYY).
4. Set validation rules – e.g., “Student age must be between 5 and 18”.
5. Design reports – choose appropriate grouping, sorting, and totals.

Evaluation Question (AO3)

Explain why normal