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SPECIMEN PAPER
MARK SCHEME
SUBJECT REPORTS
Macmillan Education
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ISBN 978-0-230-48290-6 AER

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First published 2014

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CAPE® Information Technology Free Resources
LIST OF CONTENTS
CAPE® Information Technology Syllabus Extract 3
CAPE® Information Technology Syllabus 4
CAPE® Information Technology Specimen Papers 48

Unit 1 Paper 01 49
Mark Scheme 60
Unit 1 Paper 02 61
Key and Mark Scheme 80
Unit 1 Paper 032 91
Unit 2 Paper 01 105

Mark Scheme 114
Unit 2 Paper 02 115
Unit 2 Paper 032 145
Information Technology
Information Technology is the study, design, development, implementation, support

and management of computer-based information systems, including software
applications and computer hardware. The CAPE Information Technology Syllabus
will enable students to use technology to participate in, and contribute to the new
technological world. They will become conscious of the impact of Information and
Communication Technologies, and how the appropriate use of Information
Technology can help to solve the problems, including those of an economic, social or
personal nature. This syllabus emphasises the importance of Information
Technology to the economic and social development of the region.
This syllabus is arranged into TWO Units, each made up of three Modules.
UNIT 1: INFORMATION TECHNOLOGY THEORY
Module 1 – Fundamentals of Information Technology

Module 2 – Information Technology Systems
Module 3 – Information and Problem-Solving
UNIT 2: APPLICATION AND IMPLICATION
Module 1 – Information Management

Module 2 – Use of Information Technology Tools
Module 3 – Social, Organizational and Personal Issues
Caribbean Advanced
Proficiency Examination®
SYLLABUS
INFORMATION TECHNOLOGY
CXC A4/U2/21
Effective for examinations from May–June 2022

Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica
Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: [email protected]
Website: www.cxc.org
Copyright ©2021 by Caribbean Examinations Council

Prince Road, Pine Plantation Road, St Michael BB11091
CXC A4/U2/21 www.cxc.org

Contents
INTRODUCTION .................................................................................................................... 5
RATIONALE .......................................................................................................................... 1
AIMS…................................................................................................................................. 2
SKILLS AND ABILITIES TO BE ASSESSED ..................................................................................... 2
PREREQUISITES OF THE SYLLABUS ........................................................................................... 3
APPROACHES TO TEACHING THE SYLLABUS .............................................................................. 4
UNIT 1: INFORMATION TECHNOLOGY THEORY .......................................................................... 5
MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY ........................................ 5
MODULE 2: INFORMATION SYSTEMS............................................................................ 9
MODULE 3: INFORMATION AND PROBLEM-SOLVING.....................................................14
UNIT 2: APPLICATION AND IMPLICATION.................................................................................18
MODULE 1: INFORMATION MANAGEMENT ..................................................................18
MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS ...............................................21
MODULE 3: SOCIAL, ORGANISATIONAL AND PERSONAL ISSUES .......................................24
OUTLINE OF ASSESSMENT .....................................................................................................28
REGULATIONS FOR PRIVATE CANDIDATES ...............................................................................34
REGULATIONS FOR RESIT CANDIDATES ...................................................................................34
ASSESSMENT GRID ...............................................................................................................35
GLOSSARY...........................................................................................................................36

NOTE TO TEACHERS AND LEARNERS
Please note that the syllabus has been revised and amendments are indicated by italics.
First issued in 1998

Revised 2001, 2008, 2013, and 2021
Please check the website www.cxc.org for updates on CXC®’s syllabuses.
Please access relevant curated resources to support teaching and learning of the syllabus at
https://learninghub.cxc.org/
For access to short courses, training opportunities and teacher orientation webinars and workshops
go to our Learning Institute.
PLEASE NOTE
This icon is used throughout the syllabus to represent key features which teachers and
learners may find useful.

Introduction
T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of

the academic, vocational and technical achievement of students in the Caribbean who, having
completed a minimum of five years of secondary education, wish to further their studies. The
examinations address the skills and knowledge acquired by students under a flexible and articulated
system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three
Modules. Subjects examined under CAPE® may be studied concurrently or singly.
The Caribbean Examinations Council offers three types of certification at the CAPE® level. The first is
the award of a certificate showing each CAPE® Unit completed. The second is the CAPE® Diploma,
awarded to candidates who have satisfactorily completed at least six Units, including Caribbean
Studies. The third is the CXC® Associate Degree, awarded for the satisfactory completion of a
prescribed cluster of ten CAPE® Units including Caribbean Studies, Communication Studies and
Integrated Mathematics. Integrated Mathematics is not a requirement for the CXC® Associate Degree
in Mathematics. The complete list of Associate Degrees may be found in the CXC® Associate Degree
Handbook.
For the CAPE® Diploma and the CXC® Associate Degree, candidates must complete the cluster of
required Units within a maximum period of five years. To be eligible for a CXC® Associate Degree, the
educational institution presenting the candidates for the award, must select the Associate Degr ee of
choice at the time of registration at the sitting (year) the candidates are expected to qualify for the
award. Candidates will not be awarded an Associate Degree for which they were not registered.

Information Technology Syllabus
 RATIONALE
The Information Technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE®)
reflects the belief that Information Technology is essential to the economic and social development
of the region. The widespread use of Information Technology, the tools and techniques for inputting,
processing, storing, outputting, transmitting and receiving information, which was made possible
because of improvements in computer and telecommunications technology, has significantly changed
society. An interestingly large proportion of business transactions is now performed over computer
networks. The Internet and multimedia computers have had a significant impact on the ways in which
people work, learn, communicate, conduct business, and seek entertainment. The increased
integration of computer and telecommunications technology has led to an increased globalisation of
the world economy, evident in greater individual, corporate and transnational trade activities;
movement of finance, and access to market. Moreover, as the world becomes increasingly involved in
the practice of technology, the activities which were once thought of as far-fetched are becoming more
routine. Consequently, there is a heightened awareness of the role of technology in solving problems.
This wide spread use of technology implies that we must know how to use the technology, not only
from a purely technical point of view, but it also means that we must be conscious of the impact of
Information Technology. In particular, we must be made aware that the appropriate use of
Information Technology can help solve the problems that we are facing in our daily lives, whether they
be of an economic, social or personal nature, and that Information Technology provides opportunities
for economic development, as well as for further integration of the region. However, the misuse of
Information Technology also raises a number of ethical, legal and political issues, ranging from
questions concerning privacy of information about individuals, to intellectual property rights. This
course, through authentic, learner-centred teaching and assessment approaches, presents students
with advanced ideas in the Information Technology and allied fields, including the practices and
implications for using technology in everyday activities.
In keeping with the UNESCO Pillars of Learning, this course of study will contribute to the development
of a person who will learn to be, learn to know, learn to do, learn to live together, and learn to
transform oneself and society. In order for the Caribbean to effectively increase its participation in the
information economies and societies, it is essential that Caribbean people become familiar with this
technology. The Information Technology syllabus is based on objectives, skills and content which will
cultivate the attributes of the Ideal Caribbean Person as articulated by CARICOM. That is, a Caribbean
person who demonstrates multiple literacies, as well as independent and critical thinking, and
questions the beliefs and practices of the past and brings this to bear on the innovative application of
science and technology to problem-solving. Such a person will inevitably demonstrate a high level of
self-confidence and self-esteem, a positive work ethic, and display and nurture creative imagination in
the economic and entrepreneurial spheres and other areas of life. Consequently, students who pursue
this course of study will develop critical skills and competencies, including, communicative,
collaborative and creative skills.
CXC A4/U2/21 1 www.cxc.org

 AIMS
The syllabus aims to:
1. develop an awareness of the importance of information in the solution of many problems;
2. develop an awareness of the importance of using reliable and ethical information sources and
services;
3. develop an awareness of the nature and sources of information and objective measures to
gathering and processing information;
4. understand the importance of critically evaluating data in the production of information;
5. develop an understanding of users, hardware, software, networks, databases and information

systems and their uses;
6. develop an awareness of the history and importance of Information Technology;
7. develop an awareness of the cultural, ethical, legal and political considerations associated
with Information Technology;
8. develop competence in solving real-life problems, using the tools and techniques of the
computer and computer-related technologies;
9. develop an appreciation of emerging and innovative technologies that are designed to

improve performance and solve problems;
10. develop creative, collaborative, communicative and critical thinking skills using appropriate
Information and Communication Technologies (ICTs); and,
11. prepare students for tertiary level studies and employment in technology-oriented professions.
 SKILLS AND ABILITIES TO BE ASSESSED

The skills that students are expected to have developed on completion of this syllabus have been
grouped under three headings:
1. Knowledge and Comprehension;
2. Application and Analysis; and,
3. Synthesis and Evaluation.

Knowledge and Comprehension
The ability to:
- recall and grasp the meaning of basic facts, concepts and principles of Information
Technology;
- identify real-life problems for which Information Technology solutions are appropriate and
beneficial; and,
- assess Information Technology usage patterns to establish legal compliance, ethical and
cultural suitability.
Application and Analysis
The ability to:
- use facts, concepts, principles and procedures in unfamiliar situations;
- identify and recognise the relationships among the various components of Information
Technology and their impact on society; and,
- recognise the limitations and assumptions of data gathered in an attempt to solve a problem.
Synthesis and Evaluation
The ability to:
- make reasoned judgements and recommendations based on the value of ideas and
information and their implications;
- use the computer and computer-based tools to solve problems; and,
- justify and apply appropriate techniques to the principles of problem-solving.
 PREREQUISITES OF THE SYLLABUS

Any person with a good grasp of the Caribbean Secondary Education Certificate (CSEC®) Information
Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this
syllabus. However, successful participation in the course of study will also depend on the possession
of good verbal and written communication skills.

 STRUCTURE OF THE SYLLABUS
This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each
Unit is independent, together they form a coherent course of study which should prepare candidates
for the world of work and studies at the tertiary level.
UNIT 1: INFORMATION TECHNOLOGY THEORY
Module 1 - Fundamentals of Information Technology

Module 2 - Information Systems
Module 3 - Information and Problem-Solving
UNIT 2: APPLICATION AND IMPLICATION
Module 1 - Information Management

Module 2 - Use of Information Technology Tools
Module 3 - Social, Organisational and Personal Issues
In order to be successful, students should spend at least 50 hours of the 150 hours per Unit in a
computer lab or on a computer at home or in the workplace.
 APPROACHES TO TEACHING THE SYLLABUS

The specific objectives indicate the scope of the content and the activities that should be covered. The
students should be exposed to accurate and unbiased content and skills that will foster more creative
and prepared citizens capable of effectively participating in a dynamic society. Therefore, the role of
the teacher is to employ a collaborative, authentic, highly practical and learner-centered approach to
facilitate students’ learning.

 UNIT 1: INFORMATION TECHNOLOGY THEORY
MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY
GENERAL OBJECTIVES
On completion of this Module, students should:
1. develop an understanding of the scope of Information Technology (IT);
2. develop an understanding of how Information Technology (IT) relates to other fields in

Computing;
3. develop an understanding and appreciation of data, information and knowledge, and the
distinction among them;
4. develop an understanding of the nature and sources of information; and,
5. develop an understanding and appreciation of Information Technology and its history.
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. describe the field of Information Scope of Information Technology (usage and

Technology; limitations, related fields: Computing, Computer
Science, Software Engineering, Computer
Engineering, and Information Systems;
commonalities and differences between
disciplines).
Professional organisations (Institute of Electrical
and Electronics Engineers [IEEE], British
Computer Society [BCS], Association for
Computing Machinery [ACM], and Association
for Information Systems for completeness [AIS]).
2. outline the history of Information Brief history of computer hardware (categorised

Technology; by size and processing ability) and software,
Internet and telecommunications.

UNIT 1
MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d)
3. distinguish among data, Definition of terms; examples.

information and knowledge;
Data: include unprocessed, unorganised and
discrete (in separate, unrelated chunks),
qualitative (opinion- based, subjective) or
quantitative (measurement-based, objective),
detailed or sampled.
Information: including distortion, disguise,

reliable, inconsistency, incomprehensible,
subject to interpretation, value, relevance,
confidentiality, timeliness, completeness,
security, shareability, availability, lifespan,
information as a commodity, format and
medium.
Knowledge: Use of information for decision

making: data quality; appropriateness of data.
Differences among data, information and

knowledge.
4. discuss various types of Traditional and electronic information sources:

information sources; including people, books, journals, catalogues,
magazines, newspapers, libraries, CD-ROMs,
DVDs, electronic databases, web sites, blogs,
wikis, social media.
Primary and secondary information sources.
Advantages, disadvantages of information

sources.
5. identify characteristics of Include availability, cost, currency of

information sources; information, amount of detail (depth), breadth
of coverage, reliability, format and medium.
6. describe the criteria for selecting Including: bias, accuracy, cultural context,
information sources; completeness, currency of information, refereed
and un-refereed sources, characteristics of
information on the Internet.

UNIT 1
7. explain information processing; Definition of information processing cycle (input,

processing, output, storage, feedback).
Manual versus automated information

processing:
Input (data collection, capture or entry).
Processing (collating, analysing, sorting,
calculating).
Output (presenting/dissemination); feedback.
Storing/retrieving/transmitting (how, where,
what, when).
Feedback (optional evaluation or updates which
loops to the input stage).
Examples of manual and automated

information systems.
8. identify ways of representing data Data: including character, string, numeric, aural
and information; and, and visual.
Information: including text, graphics, signals

(analogue, digital); sound, video, special
purpose notations (mathematical, scientific and
musical notations); graphical representations
(graphs and charts); tables.
Morse Code, musical symbols, ASCII, (American

Standard Code for Information Interchange);
binary.
9. justify the tools used in Information Hardware, (for example modem) software and
Technology. communication tools; advantages and
disadvantages; tools associated with the
Internet including online services; search
engines; VoIP, SMS Discussion Forum/Board
telnet, ftp (upload/download), message board,
mailing list, social media tools, web-conferencing
tools, cross-platform messaging tools.

UNIT 1
Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.
1. Engage students in ‘Let’s Talk Information Technology’ where they lead discussions on
assigned concepts.
2. Engage students in activity to compile a glossary of terms using the Internet, computer
magazines, textbooks and other information sources. This could form the basis of an in-class
discussion.
3. Engage students in concept mapping activity to create diagrams to represent the concepts
and relationships contained in the Specific Objectives.
4. Invite resource persons with experience in the innovative use of Information Technology in
fields, such as business and entertainment, to speak (virtually or face-to-face) on relevant
issues.
5. Have pairs of students engage in research to identify careers or jobs related to Information
technology. They should creatively present their findings to the class using various computer
or web-based tools.
6. Engage students in the development of a manual filing system and compare functions, such
as retrieval and sorting, with automated information system.
RESOURCES
Daley, B. Computers are your Future, New Jersey: Pearson Prentice Hall,
2008.
Duncan, O’Neil Information Technology and Computer Science for CAPE and
College Students, LMH Publishing Limited, Jamaica, 2017.
Heathcote, P. A Level Computing, Letts, London: Letts,
Long, L. and Long, N. Computers: Information Technology in Perspective, New J.
2005.
Computers: Information Technology in Perspective, New
Jersey: Prentice Hall, 2012.
Misty E. Vermaat, Susan L. Sebok Discovering Computers, digital Technologies, Data and Devices
Cengage Learning, 2018.
Parson, J. and Oja, D. Computer Concepts, New York: International Thompson

Publishing Company, 2007.
Shelly, G., Cashman, T., and Discovering Computers, New York: International Thompson
Vermaat, M. Publishing Company, 2014.
Electronic Resource

UNIT 1
MODULE 2: INFORMATION SYSTEMS
GENERAL OBJECTIVES
1. develop an understanding of the components of Information Systems;
2. develop an appreciation for human computer interaction (HCI);
3. develop an awareness of security measures associated with information systems; and,
4. develop an awareness of the structure of the Internet and its standards and protocols.
1. describe Information Systems; Definition; types of Information Systems.
Transaction Processing Systems, Management

Information Systems, Office Automation
Systems/ Knowledge Work Systems, Decision
Support Systems, Executive Information
Systems).
Expert systems definitions and examples;

personnel; major input and output from each
type of information system, such as data,
information, processed transactions.
Reports including detailed, summarised,
exception, ad hoc.
2. describe the relationship among the Relationship among the components: hardware,
components in an Information software, data, procedures, users, network.
System;
3. describe the purpose, functions and Hardware (input, output, storage, processor and
types of hardware; peripheral devices);
4. describe the purpose, functions and Purpose, functions and types of software
types of software; including application, system (operating
systems, language translators, and utilities);
software; embedded systems (monitoring and
control systems);

UNIT 1
MODULE 2: INFORMATION SYSTEMS (cont’d)
5. discuss the importance of data and Nature and structure of information at various
information; decision making levels: strategic, tactical,
operational; structured, semi-structured and
unstructured.
6. distinguish among different types of Differences among the types of HCI including
HCI; forms, menu, command line, natural language,
graphical user interface (GUI), speech and direct
manipulation.
7. evaluate different types of HCI; Basic principles and guidelines for evaluating
HCI’s: ease of use, ease of learning, ease of
navigation, alignment, use of colour.
8. explain the roles of users; Inclusive of IT professionals, end users: expert

users, novice users.
Definitions and examples of users.
9. describe ways in which a user’s Examples of user characteristics including age,

characteristics require adaptation education, persons with disabilities (differently
of a user interface to increase abled) and cultural differences.
effectiveness;
Examples of user interface including non-visual
interfaces, sensors, accessibility features,
differences.
10. explain the purpose and functions of Definition, purpose, functions, examples and
network components; types of networks including local area network
(LAN), wide area network (WAN), metropolitan
area network (MAN); virtual private network
(VPN); mobile networks; Internet; Intranet;
Extranet; configuration; topologies;
transmission media: (wired versus wireless):;
Wifi; hotspots; network security; firewalls.
Communication modes (simplex, duplex, half

duplex); receiver, sender, modulation,
bandwidth; telecommuting, teleconferencing
and videoconferencing.

11. describe networking standards; Open System Interconnection (OSI) Model
Transfer Control Protocol/Internet Protocol
(TCP/IP) Model.
(Layer, protocol and function).
UNIT 1
12. design simple networks; Use diagrams to design a simple network

(Standard Shapes for devices); routers, switches,
hubs, Ethernet cables, Service Set Identifier
(SSID), WAN, LAN, firewalls, wired security,
wireless security: MAC filtering, WPA2, WPA3,
AES, password/network key, router password.
13. configure simple networks; Use designs to set-up and configure a simple
network; network typology (bus, ring, star);
routers, hubs, Ethernet cables, Service Set
Identifier (SSID), WAN, LAN, firewalls, wired
security, wireless security: MAC filtering, WPA2,
WPA3, AES, password/network key, router
password.
14. describe steps to troubleshoot a Commands: Ipconfig, Ping, nslookup; Speed test,
variety of wired and wireless Firewall configurations, IP address, DNS,
network issues; Gateway, Physical connections, status lights.
15. compare the various features Features including, speed, efficiency, portability,
associated with the components of maintainability, storage, transmission.
Information Systems;
16. compare various security Physical access control versus logical access
mechanisms; control measures and devices; including
passwords (characteristics of an effective
password - not obvious, length, mixed case,
alphanumeric); authentication, encryption,
swipe or key cards, biometric; data integrity.
17. explain the meaning of terms For example, data security, passwords,
related to the security of authentication, encryption, data corruption.
Information Systems;

UNIT 1
18. describe the structure of the Browser, hyperlinks, home page, World Wide
internet as interconnected Web (WWW), web page versus web site;
hypertext documents; and, Hypertext Transfer Protocol (HTTP), universal
resource locator (URL), hypertext markup
language (HTML), extensible markup language
(XML); Domain Name Resolution (IP address,
domain name).
19. develop simple webpages using HTML: document structure, elements,

HTML. attributes; Headers, Text formatting,
Paragraphs, Comments, Inline Styling (element
attribute), Lists, Images, Tables, Forms,
hyperlinks.
1. Organise for students to identify a user of a microcomputer system in an office environment

and conduct an interview to ascertain which software tool is used by the user and why. Discuss
specific features of the software that make it suited to the given task. Determine if a more
appropriate software tool could be used for the task, identify the software tool and explain
why it is more appropriate.
2. Engage students in an activity to use the Internet, computer magazines, textbooks and other
information sources to research relevant concepts from the Module to be included in the
glossary of terms which was started for Module 1. This could form the basis of an in-class
discussion.
3. Engage students in collaborative activities where they identify two examples of a HCI and
make a presentation comparing and contrasting those interfaces.
4. Present the scenario of a person driving a car and interacting with the instruments on the
dashboard to students. Engage students in a discussion on the scenario for them to deduce
key points about HCI.

UNIT 1
5. Present different stimuli (for example, videos, images, photographs) to students for them to
identify how HCI is used in different organisations (for example, restaurants, hospitals,
recording studios, security firms, scientific labs) and by the student (for example, tablets,
gaming consoles, cell phones, web pages) and evaluate these designs based on a set of
identified criteria.
6. Engage students in a concept mapping activity to create diagrams to represent the

relationships among key concepts contained in the Module.
7. Invite resource persons with experience in the innovative use of Information Technology in
business to speak on relevant issues. This also could be facilitated virtually or students could
watch videos on the topic.
RESOURCES
Daley, B Computers are your Future, New Jersey: Pearson Prentice Hall,
2008.
Heathcote, P. A Level Computing, London: Letts, 2005.
Long, L. and Long, N. Computers: Information Technology in Perspective, New

Parson, J. and Oja, D. Computer Concepts, New York: International

Thomson Publishing Company, 2007.
Shelly, G., Cashman, T. and Discovering Computers, New York: International Thompson
Electronic Resources
Bourgeois, David T.; Smith, James L.; Wang, Shouhong; and Mortati, Joseph, "Information Systems
for Business and Beyond" (2019). Open Textbooks.
https://digitalcommons.biola.edu/open-textbooks/1

UNIT 1
MODULE 3: INFORMATION AND PROBLEM-SOLVING
GENERAL OBJECTIVES
1. develop the knowledge, skills and understanding of the problem-solving process;
2. develop an appreciation for the value and importance of information to solve problems; and,
3. develop an understanding of the steps taken in the development of an information system.
1. explain the concept of problem- Problem-solving as a process; finding solutions

solving; to a problem.
2. describe the stages of the Stages: including define the problem, analyse
problem-solving process; the problem, identify and evaluate possible
solutions, select and justify the optimal solution,
implement, and evaluate and review.
3. identify the information necessary Identification of the information necessary for

for the solution of real-life the solution of personal, commercial, scientific
problems; and social problems.
Categorization of information as essential,

desirable, extraneous or cosmetic in the solution
of a problem.
4. explain the criteria for selecting Criteria for rejecting or accepting a piece of
information that can be used to information, including bias, accuracy, cultural
solve real-life problems; context, completeness, currency of information,
refereed and un-refereed sources,
characteristics of information on the Internet.
5. distinguish among the different Waterfall approach, evolutionary development

types of software development (prototyping), Agile software development,
models; Iterative/Incremental approach (Usage,
advantages and disadvantages).

UNIT 1
MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d)
6. explain the various stages of the Including feasibility study, analysis, design,
system development life cycle development, implementation, review;
(SDLC), and software engineering deliverables/output of each stage including
system proposal, project plan, various diagrams
and charts, information system (software) test
plans, conversion plans, documentation
including user and technical manuals.
7. discuss the tools used in the Including questionnaires, interviews,

different stages of the SDLC; observation, review/investigation of printed
material, Entity Relationship (ER) diagrams, data
flow diagrams, process models, object models,
decision tables and trees, computer-aided
software engineering (CASE) tools, GANTT
charts, prototypes, flowcharts, pseudocode,
programming languages.
8. describe data flow diagrams (DFD); Define DFD; identify and describe the four
symbols (elements); entity, process, data store,
data flow; identify and describe the various
levels of DFDs including context level and level 1
detailed DFD.
9. explain the concept of a well- Definition; algorithm as a problem-solving

designed algorithm; strategy (a plan for a solution); its role and
importance in the problem-solving process;
Characteristics of a well-designed algorithm

include a general solution to the problem in a
finite number of steps, clearly defined and
unambiguous, flow of control from one process
to another.
10. identify ways of representing Inclusion of natural language, flowcharts and

algorithms; pseudocode.

UNIT 1
11. develop algorithms to represent Simple input, output, processing statements or

problem solution; and, symbols.
Control structures: sequence, selection, and
repetition.
12. outline the interrelationship(s) Algorithms as precursor to program

between algorithms and development.
programming.
Development of computer programs; stages in
program development; programming
paradigms; examples of programming
languages.
1. Conduct discussion leading to the definition of a problem to ascertain the students’

perspectives of the problem. Give feedback on the perspectives by identifying problems in
different scenarios. For example, a farmer getting rid of a pest affecting his crop.
2. Present different scenarios to students to emphasise that most if not all problems have an
information component. For example, the information the farmer would need to get rid of the
pest affecting his crop would be the type of pest, what are its natural enemies, what would be
the effect on his crop of using a particular pesticide or a natural enemy of the pest. Have
students identify the information component in each scenario.
3. Organise field trips to business places for students to observe how Information Technology is
used to address problems faced by the organisation.
4. Invite professionals, artists, and others to make presentations to students to give additional
perspectives on issues relevant to their studies. Encourage students to make presentations to
persons outside of the school system, who can evaluate or comment on the presentations as
well as answer the students’ questions.
5. Use a physical activity, such as a sport, to demonstrate how the use of information can be an
effective tool or mechanism in ensuring a desired outcome, such as improved performance or
success over competitors. Students could also view a video of an athlete sharing their game
plan that assured their success after the event.
6. Develop a set of scenarios in which there are either opportunities or problems encountered by
an organisation. Students are required to (a) identify a problem, (b) formulate a problem
statement, (c) suggest two possible solutions, and (d) recommend one of the solutions and
justify the choice.

UNIT 1
7. Adopt a single DFD notation style and have students complete several exercises to become
familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors
and have students label these with the relevant terms. For example, black hole - process with
only input data flow, a process with only output data flow from it; data stores or external
entities that are connected directly to each other, in any combination; incorrectly labelling
data flow or objects, some examples are:
(a) labels omitted from data flow or objects;

(b) data flow labelled with a verb; and,
(c) processes labelled with a noun.
8. Work in groups to address problem-solving through the development of algorithms and the
use of pseudocode to solve those problems. This activity should ensure that all elements are
practiced.
RESOURCES
Daley, B. Computers are your Future, New Jersey: Pearson Prentice Hall,
2008.
Heathcote, P. A Level Computing, Letts, London: Letts, 2005.


Electronic Resource
www.w3schools.com

 UNIT 2: APPLICATION AND IMPLICATION
MODULE 1: INFORMATION MANAGEMENT
GENERAL OBJECTIVES
1. know how to organise and manage data, making it meaningful to an organisation;
2. demonstrate the skills needed to construct a database and organise and manage data within
a database; and,
3. develop an appreciation of the evolution and importance of data storage and formats of data
retrieval.
1. differentiate among terms used For example, fields, records, tables, files, database
in Information Management; and database management system.
2. explain how data storage and Concept of the terms; brief history of storage devices;
formats of data retrieval have (from text-based to multimedia); volumes of data to
changed over time; be stored; compression utilities; access method and
speed.
3. explain the advantages of using a Advantages including speed, efficiency, cost; data
database approach compared to quality: completeness, validity, consistency,
using traditional file processing; timeliness and accuracy; data handling, data
processing.
4. describe the different types and File types including master and transaction files.
organisation of files and
databases; File organisation including serial, sequential, indexed
sequential, random or direct; Database organisation
including hierarchical, relational, network and
object-oriented.
5. explain how files and databases Uses: including store, organise, search, retrieve;
are used in organisations; eliminate redundancies; data mining, data marts
and data warehouses.
6. use data flow diagrams (DFD) to Use of symbols for data stores, processing, data flow
document the flow of and external entities; context level DFD and first
information within an level detailed DFD; Use of symbols, context level DFD
organisation; and first level detailed DFD to illustrate the
information flow.

UNIT 2
MODULE 1: INFORMATION MANAGEMENT (cont’d)
7. explain how the growth of the Including the demands for information (by
Internet impacts data handling; customers and suppliers); data mining, data
warehousing; interfacing websites and data
processing; underlying databases.
8. explain how the absence of data Including loss of revenue, sales, competitive
quality, accuracy, and timeliness advantage, customers; poor decision-making;
impacts organisations; missed opportunities; impact on problem solutions.
9. explain the concept of Purpose of normalisation: (Including improve

normalisation; performance, data consistency, data integrity);
attribute redundancy and anomalies.
10. explain normalisation rules to First normal form (1NF): removal of attribute
remove normal form violations; redundancy and anomalies; second normal form
(2NF): repeating groups of data (or attributes); third
normal form (3NF): partial and non-key
dependencies.
11. apply normalisation rules to 1NF, 2NF and 3NF.

remove normal form violations;
12. apply techniques to create entity Keys: primary, foreign and composite (or compound
relationships diagrams; and, or concatenated); relationships (one to one, one to
many); entity- relationship diagrams (ERD).
13. construct a database. For importing, entering, manipulating, viewing and

reporting. Including forms; reports, queries, tables,
records; use of foreign keys, relationship links,
enforcing referential integrity (updates or
deletions); use of scripting such as SQL; data
validation and verification strategies.
1. Choose a single scenario to which students can easily relate, such as a library system or
student registration system, and use it throughout the Module to develop understanding of
the specified concepts and techniques.

UNIT 2
MODULE 1: INFORMATION MANAGEMENT (cont’d)
2. Ask students to complete several exercises on the normalisation process involving the use of
standard notations to remove normal form violations.
3. Compile a glossary of terms using the Internet, computer magazines, textbooks and other
information sources. This should be added to the list compiled for the previous Modules. The
glossary should be included on the class web page or wiki and could form the basis of an in-
class discussion.
4. Have students design and construct a database.
5. Have students work in small groups to develop and use diagrams, digital stories, games, class
social media page, class website or wikis to represent or host the concepts and relationships
contained in the Specific Objectives.
RESOURCES
Daley, B. Computers are your Future, New Jersey: Pearson

Prentice Hall, 2008.
Duncan O’Neil Information Technology and Computer Science for CAPE and

Jersey: Prentice Hall, 2012

www.w3schools.com

UNIT 2
MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS
GENERAL OBJECTIVES
1. demonstrate an understanding of the application of a variety of IT tools to solve real life

problems;
2. know how to use productivity tools to solve real-life problems;
3. develop the competence to present information in the appropriate manner;
4. use information critically; and,
5. develop an awareness of emerging technologies.
1. explain reasons for the use of IT Enhanced speed, accuracy, reliability, efficiency,
tools; flexibility, communication, presentation of
information, integration of processes, decision
making; storage and retrieval of large volumes of
data; manageability of task; external and
internal demands from users (including: clients,
competitors, suppliers and employees).
2. explain the functions and usage of Examples of different types of software

the major types of application packages and their functions and usage.
software; Including Financial Packages, Software
Development Tools, Statistical Tools, Office
Productivity Tools (Online and Offline), and
Database Management Tools, Publishing web
sites and web pages (online and offline),
graphics and personal information management
(for example, contacts, calendars, groups).
3. use online productivity tools to solve Create, format, and share (read only, edit mode)
real life problems; online tools (word processing, spreadsheet,
database, presentation, web sites and pages).
4. distinguish among operating Desktop (Windows, MacOS, Unix, Linux), Mobile

systems; (Android, iOS).
5. justify the use of IT tools to solve Criteria for selection including the nature of the
real-life problems; solution, type of analysis required (calculations,
formatting, graphing), type of data, type of
storage, type of access method, type of
processing, type of reports (detailed, summary,
preformatted, ad hoc).

UNIT 2
MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (cont’d)
6. use the most appropriate format to Format including text, graphics, sound, video,
display or present information; graphs, charts and tables.
7. use appropriate information Criteria for selection, appropriateness for task,

sources to retrieve and disseminate types of sources: including books, journals,
information for a particular task; catalogues, magazines, newspapers, online
libraries, CD-ROMs, DVDs, electronic databases,
web sites, and people.
8. justify the acceptance or rejection of Criteria for distinguishing between reliable and
a piece of information; unreliable information sources: accuracy, timely
corrections and updates, uses verifiable sources,
comprehensive, validity, integrity, bias or
objectivity, scope of coverage (breadth and
depth), authority, accessibility, currency,
reference to other sources, relevance,
consistency.
9. use information technology tools to Tools including communication software,

access and communicate with browsers, e-mail systems, fax, telephone,
remote information sources; computer, Internet: intelligent tools example:
chat-bot, interactive on-line services; telnet, ftp,
forum, blogs, Voice Over Internet Protocol
(VOIP), Broadcast List, Web Conferencing Tools,
Cross Messaging Platforms.
10. develop form enabled web pages; HTML form elements, Scripting (client side
Scripting to validate form input), Cascading Style
Sheets (CSS).
11. describe web development For example, JSON, Ionic and flask.
frameworks; and,
12. explain how an emerging Including alternative input/output devices;

technology can be used for a alternative displays; intelligent appliances;
particular task. mobile computing and wearable computing,
internet of things (IoT), artificial intelligence,
blockchain, cloud computing and robotics.

UNIT 2
MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (cont’d)
1. Compile a glossary of terms using the Internet, computer magazines, textbooks and other
information sources using the guidelines for selecting information. The glossary should be
included on the class web page or wiki and could form the basis of an in-class discussion.
2. Have students collaborate to engage in research on a selected software package. The group
may demonstrate one feature of software to the whole class using audio-visual aids. Special
attention should be paid to features that make the software uniquely suited to the given task.
3. Have students collaborate to use presentation packages like PowerPoint to prepare and
present information on selected topics to the class. Using the guidelines for creating the tools
used, another group will observe the presentation and provide feedback. Students should then
review their work and post the final version on the class webpage or wiki.
4. Have students participate in an emerging technology showcase activity. Students (individually
or in small groups) based on an agreed schedule will prepare to creatively showcase an app of
the day or a tool of the day. They should include how the app or tool could be used to solve
real life problems.
5. Have students use computer-based or online tools to prepare and share relevant information
on key concepts in the Module with the class. These should be posted on the class webpage.
RESOURCES

www.w3schools.com
https://www.interaction-design.org/literature/book/the-encyclopedia-of-human-computer-
interaction-2nd-ed/wearable-computing

UNIT 2
MODULE 3: SOCIAL, ORGANISATIONAL AND PERSONAL ISSUES
GENERAL OBJECTIVE
1. develop an understanding of the potential risks as well as strategies for mitigating these in
Information Technology;
2. develop an awareness of laws and policies associated with information systems; and,
3. develop an awareness of the ethical, legal and social considerations associated with
information technology.

1. identify systems where Information Systems including modes of interaction between

Technology plays a significant role people.
in human activities;
Impact of automation of existing processes;
process innovation.
Knowledge management; impact on job skills,

job opportunities, retraining.
Education: e-learning.
Need for organization and national information

policies and strategies.
Economy and economic opportunities (trade
agreements), commercial transactions,
e-commerce and e-business, online shopping;
e-governance, taxation, telecommuting;
technology transfer; emergence of new
organisations (virtual organisations).
Entertainment: culture, gaming.
Health care: e-surgery.
Safety and security: privacy, surveillance, Secure

Sockets Layer, e-policing.
Politics.
Identification of biases in data: cultural biases

gender and diversity related issues.
2. discuss various computer and Including propaganda; computer fraud,

cybercrimes; industrial sabotage; malware (including viruses,
Trojan horses and worms; ransomware),

UNIT 2
MODULE 3: SOCIAL, ORGANISATIONAL AND PERSONAL ISSUES (cont’d)
electronic eavesdropping; cyber terrorism, cyber

bullying, hacking; identity theft, spoofing, phishing,
hardware theft and vandalism, piracy, information
theft, spam, denial of service, pharming.
3. discuss how Information System Hardware, software, network, users, procedures and
components can be exposed to data. System misuse and abuse; system failure:
threats, vulnerabilities, attacks and defective hardware, software glitches or bugs;
compromises in organisations; threats posed by Bring Your Own Device (BYOD)
policies, disruptions from natural disasters and other
hazards; the pros and cons of encryption; difficulties
experienced by organisations in the disposal of
obsolete equipment.
4. evaluate legal and ethical Including laws, procedures, guidelines; the misuse of
considerations and policies related information, such as manipulation of information to
to the handling and management give false representations, identity theft; invasion of
of information assets; privacy; phishing, pharming.
Policies (including Internet policies, email policies

and practices; security policies) for example,
providing Internet access to employees may expose
the organisation to lawsuits, viruses and hacking;
5. examine various other computer Computer security risks including Internet and
security, health and safety, and network attacks, unauthorised access and use;
environmental risks; hardware theft and vandalism; software and
information theft,
Health and safety risks including repetitive strain

injury, carpal tunnel syndrome, computer vision
syndrome, computer addiction.
Environmental risks including energy consumption,

environmental pollution, e-waste.
6. discuss key mitigation strategies Including disaster recovery plan, backup;

(mechanisms and measures) to uninterruptible power supply (UPS); surge
counter risks; protectors, firewalls; authentication: usernames,
passwords, key cards, biometric devices, encryption;
intrusion detection software; antivirus software;
audit trails; transaction logs.

UNIT 2
Ergonomics and workplace design; therapy and

support groups (to address IT issues such as
cyber bullying of computer addiction); green
computing.
7. distinguish among intellectual Differences among terms: intellectual property

property terms; rights; proprietary data and software, copyright,
patent and trademark.
8. describe licensing arrangements; Open Source, Proprietary Software, Freeware,

Shareware, software licensing including
agreements, shareware, freeware, site licenses,
enterprise licenses and single user licenses;
product activation; digital rights management.
9. examine the issue of plagiarism and Definition of plagiarism, forms of plagiarism (e.g.
its implications; word-for-word, paraphrasing, failure to cite,
incorrect citation, claiming sole ownership),
digital media as intellectual property.
Negative implications of plagiarism:

repercussions for individuals and business
entities (for example, lawsuits, blacklisting,
costly settlements).
10. examine the consequences of Including enacting legislations, establishing

software piracy; policies, loss of revenue for developers.
11. examine the social implications of Social media; cyberbullying; cybercrime; online
interacting in an online games; adult content.
environment;
Implications for example addictions, financial
loss, psychological and physical.
12. examine the expanding role of Non-human interactions for business operations
machine interactions with (for example, robots, chatbots, video tellers in
individuals/customers; and, customer service, banking, reservations, billing,
queries).
13. evaluate the expanding role of Definition and role of wearable computing.
wearable computing devices.
Wearable computing devices, examples and
applications: stand-alone, frontend/backend
systems, location based, internet based).

UNIT 2
Suggested Teaching and Learning Activity
1. Engage students to work in groups to search and find resource materials relevant to different
topics in this Module. These should be peer reviewed using agreed criteria. Those that meet
the requirements should be placed on the class webpage.
2. Invite resource persons with the relevant expertise to share their experience with issues such
as threats, risks, vulnerabilities, countermeasures, handling and managing information
technology assets, health and safety and plagiarism.
3. Use case studies to demonstrate concepts such as threats, countermeasures, computer crimes,
internet entertainment, copyright, patent and trademark laws.
4. Use concept maps and concept frames to organise and illustrate the interrelationships
between various pieces of information.
5. Conduct teacher-guided classroom discussion. Students should be encouraged to discuss and

debate the ethical, social, economic, legal and political implications of the use of Information
Technology.
6. Have students obtain brochures from vendors and service providers and review them based on
the relevant criteria. Students will share their feedback with the class.
7. Allow students to work in groups to engage in research or a WebQuest activity on job

opportunities or careers in the field of information technology. They should creatively share
the information with the class.
RESOURCES


https://www.interaction-design.org/literature/book/the-encyclopedia-of-human-computer-
interaction-2nd-ed/wearable-computing

 OUTLINE OF ASSESSMENT
Candidates’ performance will be reported as an overall grade and a grade on each Module. The
scheme of assessment will comprise two components, one external and one internal.
EXTERNAL ASSESSMENT (80%)
Paper 01 Forty-five multiple-choice items, 15 from each (30%)

(1 hour 30 minutes) Module. Each item is worth 1 mark.
Paper 02 The paper will consist of six compulsory questions, (50%)

(2 hours 30 minutes) two on each Module. Each question is worth 15
marks. Candidates will be expected to answer all
questions.
Paper 032 This paper will consist of three questions. Each (20 %)
(1 hour, 30 minutes) question is worth 20 marks. Candidates will be
expected to answer all questions
SCHOOL-BASED ASSESSMENT (20%)
Paper 031
This paper consists of a project.
Unit 1: Information Technology Theory
The aim of the project is to develop candidates’ appreciation for and use of the problem-solving
process.
Requirements
Candidates are required to identify and examine a problem in their own environment which requires
an Information Technology based solution. Candidates should define the problem, collect data
relevant to that problem, identify and examine options and present the selected solution with
justification. The candidates should ensure that the selected solution is an Information Technology
based solution. The student should produce a report of no more than 1500 words. Students are
encouraged to work in groups.
Unit 2: Application and Implications
The aim of the project is to provide opportunity for the candidates to demonstrate proficiency in the
use of Information Technology tools to solve real-life problems and have an appreciation for the
factors that mitigate against and manage risk associated with Information Technology.
Requirements
Candidates are expected to implement an Information Technology based solution, which should
include either a database or a website, to an identified problem in their environment and present that

solution using appropriate productivity tools and/or web pages. The project should also include a
report of approximately 600–700 words which outlines the problem and addresses any implications
which may arise from the implementation of the solution.
MODERATION OF SCHOOL-BASED ASSESSMENT
A School-Based Assessment Record Sheet will be sent each year to schools submitting students for the
examinations.
All School-Based Assessment Record Sheets must be submitted online using the SBA data capture
module of the Online Registration System (ORS). A sample of assignments will be requested by CXC®
for moderation purposes. This sample must be electronically submitted. These samples will be
reassessed by CXC® Examiners who moderate the School-Based Assessment. Teachers’ marks may be
adjusted as a result of moderation. The Examiners’ comments will be sent to schools.
Copies of the students’ submissions must be retained by the school until three months after
publication by CXC® of the examination results.
ASSESSMENT DETAILS
External Assessment
Paper 01, Paper 02 and Paper 032
The external assessment consists of written papers. They are externally set and externally assessed.
Together the Paper 01 and 02 contribute 80 per cent, and the Paper 032 contributes 20 per cent of
of the final mark.
Paper 01 (1 hour 30 minutes)
1. Composition of the Paper
The paper will consist of 45 multiple-choice items, 15 from each Module. All questions are
compulsory and knowledge of the entire Syllabus is expected. The paper will assess the
candidate’s knowledge across the breadth of the Syllabus.
2. Mark Allocation
The paper is worth 45 marks, with each question being allocated 1 mark.
3. Question Type
Questions may be presented using diagrams, data, graphs, prose or other stimulus material.
Paper 02 (2 hours 30 minutes)

This paper has three sections and consists of six questions, two on each Module. Candidates
are required to answer all questions.
2. Mark Allocation
The paper is worth 90 marks, each module being allocated 30 marks, comprising of two
questions being allocated 15 marks each.
3. Question Type
Each question presents a situation based on concepts in the Module and consists of three or
four sub-questions. The required responses to a sub-question may range in length from one
sentence to two paragraphs.
4. Award of marks
Marks will be awarded for knowledge and comprehension, application and analysis and
synthesis and evaluation.
Paper 032 (1 hour 30 minutes)
This paper has three questions. Candidates are required to answer all questions.
6. Mark Allocation
The paper is worth 60 marks. Each question is allocated 20 marks.
7. Question Type
Each question is based on concepts in the Module and consists of sub-questions. The required
responses to a sub-question may range in length from one sentence to two paragraphs.
8. Award of marks
Marks will be awarded for knowledge and comprehension, application and analysis and
synthesis and evaluation.
School-Based Assessment (20% of Total Assessment)
School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are
associated with the subject. The activities for the School-Based Assessment are linked to the syllabus
and should form part of the learning activities to enable the student to achieve the objectives of the
syllabus. Students are encouraged to work in groups.
During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute
to the final marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment. The
guidelines provided for the assessment of these assignments are intended to assist teachers in

awarding marks that are reliable estimates of the achievement of students in the School-Based
Assessment component of the course. In order to ensure that the scores awarded by the teachers are
not out of line with the CXC® standards, the Council undertakes the moderation of a sample of the
School-Based Assessment assignments marked by each teacher.
School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet

the needs of students. It facilitates feedback to the student at various stages of the experience. This
helps to build the self-confidence of students as they proceed with their studies. School-Based
Assessment also facilitates the development of critical skills and ability emphasised by this CAPE®
subject and enhances the validity of the examination on which candidate performance is reported.
School-Based Assessment, therefore, makes a significant and unique contribution to both the
development of relevant skills and the testing and rewarding of students for the development of those
skills.
The Caribbean Examinations Council seeks to ensure that the School-Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended
to assist in doing so.
Candidates’ total School-Based Assessment mark for any Unit should be divided in three and allocated
to each Module equally. Students are encouraged to work in small groups to complete the SBA.
Fractional marks should not be awarded. Wherever the Unit mark is not divisible by three, then:
(a) when the remainder is 1 mark, it should be allocated to Module 1; and,
(b) when the remainder is 2, one of the marks should be allocated to Module 2 and the other
mark to Module 3.
1. Integration of Project into the course
(a) The activities related to Project work should be integrated into the course so as to
enable candidates to learn and practise the skills of undertaking a successful project.
(b) Some time in class should be allocated for general discussion of project work. For
example, discussion of how data should be collected, how data should be analysed
and how data should be presented.
(c) Class time should also be allocated for discussion between teacher and students, and
student and student.
2. Management of Project
(a) Planning
An early start to planning project work is highly recommended and the schedule of
the dates for submission should be developed by teachers and candidates.
(b) Length
The length of the report of the project should be 1500 words for Unit 1 and 600–700
words for Unit 2 excluding diagrams, graphs, tables and bibliographies.
(c) Guidance

Candidates should know the requirements of the project and its assessment process.
Although candidates may consult with resource persons besides the teacher the
candidate’s submission should be his or her own work.
Candidates are not expected to work on their own. The teacher is expected to give
appropriate guidance at all stages of project work, for example, chapters to read,
alternative procedures to follow and other sources of information.
(d) Authenticity
Teachers are required to ensure that all projects are the candidates’ work. A
recommended procedure is to:
(i) engage candidates in discussion;
(ii) ask candidates to describe procedures used and summarise findings either
orally or written; and,
(iii) ask candidates to explain specific aspects of the analysis.
MARK SCHEME FOR SCHOOL-BASED ASSESSMENT

UNIT 1
Problem definition (2 marks)

• Complete accurate description of the problem 2 marks
• Partial accurate description for the problem 1 mark
GANTT chart (2 marks)

• Complete - showing all stages from analysis of the problem to justification of 2 marks
solution with realistic times and appropriate use of chart
• Partially complete – showing some stages, timelines incomplete or unrealistic
with inappropriate use of chart 1 mark
Analysis of the problem (3 marks)

• Thorough analysis applying at least three appropriate fact finding techniques to 3 marks
establish the major cause or causes of the problem
• Thorough analysis applying two appropriate fact finding techniques that identify 2 marks
a cause of the problem
• Thorough analysis using one fact finding technique that identifies a cause of the 1 mark
problem
Identification of possible solutions (2 marks)
• Identification of TWO or MORE possible solutions 2 marks
• Identification of ONE possible solution 1 mark
Evaluation of possible solutions (3 marks)

• Complete evaluation of TWO or MORE solutions identified with appropriate 3 marks
treatment of elements such as hardware tools, software tools, other equipment,
personnel, cost, and other relevant entities.
• Partial evaluation of TWO or MORE solutions identified as it pertains to the
treatment of the elements identified above. 2 marks

• Evaluation of ONE solution identified 1 mark
Solution (2 marks)
• Selection of the MOST feasible solution 2 marks
• Selection of a solution 1 mark
Justification of solution (4 marks)

• Thorough analysis of the issues and appropriate justification of 4 marks
ALL strategies recommended
• Thorough analysis of the issues and appropriate justification of 3 marks
MOST strategies recommended
• Some analysis of a few of the issues and appropriate justification of some 2 marks
strategies
• Appropriate justification of few or partial analysis 1 mark
Presentation and communication of information (2 marks)

• Paper is organised and well structured
• Cover, content page and abstract present and complete
• Layout of References (MLA or APA)
ALL THREE 2 marks
ANY TWO 1 mark (20 marks)
UNIT 2
Problem definition (1 mark)

• Complete description of the problem, including description of the background in 1 mark
which the problem occurs
Analysis of the problem (2 marks)

• Thorough analysis of facts to identify the causes of the problem 2 marks
• Partial analysis of facts to identify a cause of the problem 1 mark
Identification and justification of IT tools used in the solution (2 marks)

• Identification and justification of all appropriate tools 2 marks
• Identification and justification of some of the appropriate tools 1 mark
Assessment of the implications of the solutions (3 marks)

• Discussion of various issues that may impact the individual or entity 1 mark
• Discussion of strategies to address the issues
- Discussion of ALL strategies to address issues 2 marks
- Discussion of SOME strategies to address issues 1 mark
SOLUTION
Implementation of the IT based solution (12 marks)
• Appropriate use of IT tools (1 mark)
- Appropriate use of ALL tools 1 mark
• Human Computer Interface
- Logical and user friendly navigation with appropriate labelling 2 marks
- Limited navigation available with appropriate labelling 1 mark
• Appropriate use of feature tools
• Selection and appropriateness of ALL relevant features 2 marks
1 mark

• Selection and appropriateness of SOME relevant features
• Either Working Solution (Database) (7 marks)

- Solution includes MOST of the relevant tables 1 mark
- Evidence of appropriate relationships and integrity checks 1 mark
- Security features included 1 mark
- MOST features work (Award 1 mark for SOME features work) 2 marks
- Solution implemented does solve the problem 2 marks
• OR Working Solution (Website, Minimum of THREE pages)) (7 marks)
Home page (2 marks)
- Possesses MOST standard features (Logo or banner, Title, Navigation links) 2 marks
- Possesses SOME standard features 1 mark
Navigational Features
(2 marks)
- MOST features /Links working
2 marks
- SOME features/Links working 1 mark
Design and layout
- Appropriate use of font sizes and style (3 marks)
- Appropriate use of colours 1 mark
- Appropriate use of spacing (readability) 1 mark
1 mark
 REGULATIONS FOR PRIVATE CANDIDATES

Candidates who are registered privately will be required to sit Paper 01, Paper 02 and Paper 032.
Paper 032 will test the student’s acquisition of the skills in the same areas of the syllabus identified
for the School-Based Assessment. Consequently, candidates are advised to respond to three project-
based questions that are similar to the tasks that the school candidates would normally complete and
submit for School-Based Assessment. It should be noted that private candidates would not be required
to submit a project document.
 REGULATIONS FOR RESIT CANDIDATES

Resit candidates must complete Paper 01 and Paper 02 of the examination for the year for which they
reregister.
CAPE® candidates may reuse any moderated SBA score within a two-year period. In order to assist
candidates in making decisions about whether or not to reuse a moderated SBA score, the Council will
continue to indicate on the preliminary results if a candidate’s moderated SBA score is less than 50 per
cent in a particular Unit. Candidates reusing SBA scores should register as “Resit candidates” and must
provide the previous candidate number when registering.
Resit candidates must be entered through a school, approved educational institution or the local
Registrar’s office.

 ASSESSMENT GRID
The Assessment Grid contains marks assigned to papers and to Modules and percentage
contributions of each paper to total scores.
Papers Module 1 Module 2 Module 3 Total (%)
External Assessment
Paper 01
Multiple Choice
(1 hour 30 minutes) 15 15 15 45 30
(30) (30) (30) (90)
Weighting
Paper 02 30 30 30 90
Essay
50
(2 hours 30 minutes)
(50) (50) (50) (150)
Alternative to the SBA-Paper
032
(1 hour 30 minutes)
and 20 20 20 60 20
School-Based Assessment
Paper 031
Weighted Module
Total 100 100 100 300 100
* Weighted scores in brackets

 GLOSSARY
WORD DEFINITION/MEANING NOTES
analyse examine in detail
annotate add a brief note to a label Simple phrase or a few words

only.
Make inferences/conclusions.
apply use knowledge/principles to solve
problems
assess present reasons for the importance of Compare the advantages and
particular structures, relationships or disadvantages or the merits and
processes demerits of a particular
structure, relationship or
process.
calculate arrive at the solution to a numerical Steps should be shown; units

problem must be included.
classify divide into groups according to

observable characteristics
comment state opinion or view with supporting

reasons
compare state similarities and differences An explanation of the
significance of each similarity
and difference stated may be
required for comparisons which
are other than structural.
construct use a specific format to make and/or Such representations should

draw a graph, histogram, pie chart or normally bear a title,
other representation using data or appropriate headings and
material provided or drawn from legend.
practical investigations, build (for
example, a model), draw scale
diagram
deduce make a logical connection between

two or more pieces of information;
use data to arrive at a conclusion
define state concisely the meaning of a word or This should include the
term defining equation/formula
where relevant.
demonstrate show; direct attention to...

derive to deduce, determine or extract from This relationship etc., may be

data by a set of logical steps some general or specific.
relationship, formula or result
describe provide detailed factual information Description may be in words,

of the appearance or arrangement of a drawings or diagrams or any
specific structure or a sequence of a appropriate combination.
specific process Drawings or diagrams should be
annotated to show appropriate
detail where necessary.
determine find the value of a physical quantity
design plan and present with appropriate Where hypotheses are stated
practical detail or when tests are to be
conducted, possible outcomes
should be clearly stated and/or
the way in which data will be
analysed and presented.
develop expand or elaborate an idea or

argument with supporting reasons
diagram simplified representation showing the

relationship between components
differentiate/ state or explain briefly those differences

distinguish between or among items which can be
(between/ used to define the items or place them into
among) separate categories
discuss present reasoned argument; consider

points both for and against; explain the
relative merits of a case
draw make a line representation from In the case of drawings

specimens or apparatus which shows an specimens, the magnification
accurate relation between the parts always be stated.
estimate make an approximate quantitative

judgement
evaluate weigh evidence and make judgements The use of logical supporting
based on given criteria reasons for a particular point of
view is more important than
the view held; usually both
sides of an argument should be
considered.

explain give reasons based on recall; account for

find locate a feature or obtain as from a graph
formulate devise a hypothesis

Identify name or point out specific components or
features
illustrate show clearly by using appropriate

examples or diagrams, sketches
interpret explain the meaning of
justify explain the correctness of
investigate use simple systematic procedures to

observe, record data and draw logical
conclusions
label add names to identify structures or parts

indicated by pointers
list itemise without detail
measure take accurate quantitative readings using

appropriate instruments
name give only the name of No additional information is

required.
note write down observations
observe pay attention to details which Observations may involve all

characterise a specimen, reaction or the senses and/or extensions of
change taking place; to examine and note them but would normally
scientifically exclude the sense of taste.
outline give basic steps only
plan prepare to conduct an investigation
predict use information provided to arrive at a

likely conclusion or suggest a possible
outcome
record write an accurate description of the full This includes the values for any
range of observations made during a variable being investigated;
given procedure where appropriate, recorded
data may be depicted in graphs,
histograms or tables.

relate show connections between; explain how

one set of facts or data depend on others
or are determined by them
sketch make a simple freehand diagram showing

relevant proportions and any important
details
state provide factual information in concise

terms outlining explanations
suggest offer an explanation deduced from No correct or incorrect solution

information provided or previous is presumed but suggestions
knowledge. (... a hypothesis; provide a must be acceptable within the
generalization which offers a likely limits of scientific knowledge.
explanation for a set of data or
observations.)
test to find out, following set procedures
Western Zone Office

8 April 2021

CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Advanced Proficiency Examination®

CAPE ®
Specimen Papers and

Mark Schemes/Keys
Specimen Papers and Mark Schemes:
Unit 1 Paper 01
Unit 1 Paper 02
Unit 1 Paper 032
Unit 2 Paper 01
Unit 2 Paper 02
Unit 2 Paper 032
TEST CODE 02129010
SPEC 2020/02129010
CARIBBEAN E XAM I NAT I O N S COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
UNIT 1 – Paper 01
1 hour 30 minutes
SPECIMEN PAPER
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1. This test consists of 45 items. You will have 1 hour and 30 minutes to answer them.
2. In addition to this test booklet, you should have an answer sheet.
3. Do not be concerned that the answer sheet provides spaces for more answers than there are
items in this test.
4. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item
you are about to answer and decide which choice is best.
5. On your answer sheet, find the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.
Sample Item
Which of the following pairs represents general-purpose software tools?

Sample Answer
(A) Spreadsheet and database software
(B) Word processor and accounting software A B C D
(C) Student record system and database software
(D) Insurance processing and spreadsheet software
The best answer to this item is “spreadsheet and database software”, so (A) has been shaded.
6. If you want to change your answer, erase it completely before you fill in your new choice.
7. When you are told to begin, turn the page and work as quickly and as carefully as you can.
If you cannot answer an item, go on to the next one. You may return to that item later.
8. You may do any rough work in this booklet.
9. You may use silent, non-programmable calculators to answer questions.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2019 Caribbean Examinations Council

All rights reserved.
02129010/CAPE/SPEC 2020
-2-
1. Which of the following refers to the Items 4-5 refer to the following options.
transmitting and receiving of data, from
voice to video across a distance via a (A) data
communication channel? (B) wisdom
(C) information
(A) Protocol (D) knowledge
(B) Modem
(C) Network Match EACH item below with ONE of the
(D) Telecommunications options above. Each option may be used
once, more than once or not at all.
2. Which of the following sequences lists 4. The temperatures at three different locations
the data storage devices in order of the in- across the country were recorded. The
creasing size of the device? temperatures recorded are an example of
(A) Floppy disk, CDROM , USB flash

drive, hard disk 5. Susan decided to take along an umbrella
(B) CDROM, USB flash drive, floppy with her after learning of the daily average
disk, hard disk temperature. This is an example of
(C) USB flash drive, CDROM, hard
disk, floppy disk
(D) Hard disk, floppy disk, USB flash 6. All of the following are real time
drive, CDROM communication tools used in information
technology EXCEPT
3. One characteristic that books traditionally
have as an information source is that they (A) Mailing list
usually (B) Internet relay chat
(C) Video conferencing
(A) are easily updated (D) Voice over Internet Protocol
(B) provide information on the most
current topics
(C) provide an in-depth examination of 7. The IEEE/ACM sub-disciplines for
the topic computing include all the following
(D) take a short time to publish EXCEPT
(A) information systems

(B) artificial technology
(C) computer engineering
(D) software engineering
GO ON TO THE NEXT PAGE

02129010/CAPE 2020/SPEC
-3-
8. Miss Jane prepared a practice exam for her class on her personal computer and would like to make
this file available on the Internet for her students to download. Which of the following tools should
she use to make this file available online?
(A) FTP
(B) Telnet
(C) Newsgroup
(D) Internet Relay Chat
9. A large tanker, carrying toxic waste, overturns on a major highway. The Office of Disaster
Management needs to inform drivers and the surrounding communities of the disaster. Which of
the following information sources is the MOST appropriate to use for sending out the information?
(A) Website
(B) Television
(C) Newspaper
(D) Social media

Item 10 refers to the following diagram.
10. What does X represent?
(A) Telnet
(B) Channel
(C) Receiver
(D) Transmitter

02129010/CAPE 2020/SPEC
-4-
11. As one of his references, a student used a 14. What is software engineering?
text book that was written in 1982. Which
of the following characteristics of informa- (A) A discipline which is concerned
tion sources can be challenged by his tutor. with all aspects of software
programming.
(A) Cost (B) A discipline which is concerned
(B) Reliability with all aspects of software
(C) Coverage production.
(D) Currency (C) A discipline which is concerned
with all aspects of software
integration.
12. What is the name of the first electronic (D) A discipline which is concerned
computer? with all aspects of software
modification.
(A) Abacus
(B) ENIAC
(C) ARPANET 15. The decimal equivalent of the ASCII
(D) Calculator representation for ‘E’ is 69. What is the
ASCII decimal representation for ‘A’?
13. Which of the following sequences repre- (A) 1

sents the CORRECT timeline of invention (B) 74
for the following hardware technologies? (C) 65
(D) 75
I. Transistors
II. Vacuum tubes
III. Integrated circuits Item 16 refers to the text below.
(A) Transistors, Integrated circuits, http://www.cxc.org

Vacuum tubes
(B) Integrated circuits, Vacuum tubes, 16. The text is an example of
Transistors
(C) Vacuum tubes, Integrated circuits, (A) IP
Transistors (B) URL
(D) Va c u u m t u b e s , Tr a n s i s t o r s , (C) HTML
Integrated circuits (D) HTTP

02129010/CAPE 2020/SPEC
-5-
17. Which of the following components are Item 22 refers to the following scenario.
NOT a part of an information system?
SME College used protocols to create a
(A) Data network service on which it provides a
(B) Reports set of services for its students. However,
(C) Software a neighbouring school has made a special
(D) Procedures request to be able to log on remotely so they
can have access to some of the services.
18. Which of the following types of HCI is 22. Which of the following terms is used to
typically used by customers to order food describe connectivity that has been extended
through a drive-through lane at a fast food to another entity?
restaurant?
(A) Internet
(A) Menu-driven (B) Intranet
(B) Command-line (C) Extranet
(C) Graphical user (D) Ethernet
(D) Direct
23. Which of the following protocols forms
part of a URL?
19. To convert a document from text into a
coded text, ensuring data security, it is (A) TCP/IP
BEST to use (B) HTTP
(C) SMTP
(A) encryption (D) TCP
(B) biometrics
(C) access logs
(D) file transfer protocol Item 24 refers to the following scenario.
A financial company has branches in

20. The physical layout of a network is called five different locations throughout the
a(n) country. At present, each location has a
small, internal network for the purpose
(A) design of sharing resources. Management wants
(B) topology each location to benefit efficiently from the
(C) presentation resources available at all other locations.
(D) implementation
24. What is the name given to the network at
each branch?
21. Reports are produced monthly to show
the total number of students registered per (A) MAN
course as well as total fees paid. Year-to- (B) VPN
date totals are also provided. The type of (C) WAN
system that would MOST likely provide (D) LAN
this information is a/an
(A) knowledge work system

(B) office automation system
(C) transaction processing system
(D) management information system

02129010/CAPE 2020/SPEC
-6-
25. What type of user interface is commonly 30. Which of the following statements about
utilized by mobile phones? web pages are TRUE?
(A) Graphic I. They are written using HTTP.

(B) Menu-driven II. Hyperlinks connect web pages to
(C) Command-line form a website.
(D) Natural language III. They can contain multimedia
content.
26. When Janis, a new computer user, installed (A) I and II only
a program and attempted to use it, she was (B) I and III only
confused because all she saw on the screen (C) II and III only
was a green bar with 5 evenly spaced words. (D) I, II and III
When she clicked on each of them, a list of
additional words was displayed.
31. Which of the following could correctly
Which HCI is Janis MOST likely using? represent “read name” as part of a flow
chart?
(A) Graphic user
(B) Menu-driven
(C) Event-driven read
(A)
(D) Command-line name
27. To access information on the Internet, it

would be MOST appropriate to use
(B) read name
(A) FTP
(B) Telnet
(C) E-mail
(D) Browsers
(C) read name
28. Ron opened an email and downloaded a

document. When he opened the document,
the contents were illegible. The document
was read name
(D)
(A) encrypted
(B) corrupted
(C) protected
(D) authenticated 32. The top-level data flow diagram is called the
(A) data diagram

29. Which of the following is NOT an example (B) context diagram
of wireless telecommunication transmission (C) data store diagram
media? (D) data process diagram
(A) Radio
(B) Satellite
(C) Microwave
(D) Fibre optic cable GO ON TO THE NEXT PAGE
02129010/CAPE 2020/SPEC
-7-
33. The review stage in problem-solving 34. Which of the following statement(s) is/are
TRUE about algorithms?
(A) involves defining a problem
(B) focuses on collecting data from I. Clearly defined and unambiguous
users II. Infinite number of steps
(C) involves finding the cost of III. Problem-solving strategy
implementing the system
(D) examines the system to see if any (A) II only
changes are required (B) I and III only
(C) II and III only
(D) I, II and III
Item 35 refers to the table below.
Task Task Name

No. Mon Tue Wed Thur Fri Mon Tue Wed Thur Fri Mon
1 Discuss project
2 Assign tasks
3 Gather data
4 Sort relevant data
5 Compile information
35. Above is a copy of a Gantt chart used Item 36 refers to the following diagram.
by a group of students to guide them in
completing a project. How many TOTAL
days will it take to complete tasks 2,3 and
4?
(A) 4
(B) 5
(C) 6
(D) 11
36. Which of the following flowchart diagrams

can be used to represent an
IF-THEN-ELSE control structure?
(A) I and II only

(B) I and III only
(C) II and III only
(D) I, II and III

02129010/CAPE 2020/SPEC
-8-
37. Which of the following DFDs depicts the correct flow of data as it relates to student data being stored
in a student information system?
(A) Student Name, id Student file
I Student
(B) Name, id Accept details
Student Student file
student
info
Student
data
(C) Student Name, id details Student file
entry
clerk
I
data
(D) Student file Name, id Student Name, id
entry
Name, id Accept
student
clerk
info

Item 38 refers to the following statement.
FOR J FROM 20 to 15 DO

WRITE J
END FOR
38. What values would be printed for J?
(A) 20, 19, 18, 17, 16, 15

(B) 15, 16, 17, 18, 19, 20
(C) 20, 19, 18, 17, 16
(D) 19, 18, 17, 16
39. Into which of the following paradigms are the programming languages C++ classified?
(A) Declarative
(B) Functional
(C) Procedural
(D) Object-oriented

02129010/CAPE 2020/SPEC
-9-
Item 40 refers to the flowchart below.
40. Which of the following is the correct pseudocode for the algorithm?
(A) READ Num1,Num2 (C) READ Num1,Num2

If Num1 > Num2 Then If Num1 > Num2 Then
Num1=Num2 Print Num2,Num1
Num2=Num1 Num1=Num2
Print Num1,Num2 Num2=Num1
Print Num2, Num1 Print Num2, Num1
Endif Endif
(B) READ Num1,Num2

If Num1 < Num2 Then (D) READ Num1,Num2
Print Num2, Num1 If Num1 > Num2 Then
Else Num1=Num2
Num1=Num2 Num2=Num1
Num2=Num1 Print Num1,Num2
Print Num1,Num2 ELSE
Endif Print Num2, Num1
Endif

02129010/CAPE 2020/SPEC
- 10 -
41. To gather information from 700 users about Item 43 refers to the diagram below.
the usefulness of a particular system, which
of the following tools would be MOST
efficient?
(A) Investigation
(B) Observation
(C) Questionnaires
(D) Interviews
42. Which line of the following algorithm

illustrates the control structure of iteration?
(A) read num

(B) if 0 < num < 10 then
num = num + 1
(C) while 0 < num < 10 do
(D) print num
43. From the flow chart above, what action
takes place if X > 100?
(A) An error message is printed.

(B) Nothing takes place.
(C) X is printed.
(D) The flow chart is terminated.
02129010/CAPE 2020/SPEC
- 11 -
Items 44-45 refer to the following diagram.
N Y
44. What is the final value of A and B when A = 4, B = 3 is the input?
(A) A = 4, B = 1
(B) A = 10, B = 3
(C) A = 10, B = 6
(D) A = 10, B = 11
45. What control structures are used in the data flow diagrams shown?
I. Loop
II. Sequence
III. Selection
(A) I only
(B) II only
(C) I and III only
(D) II and III only
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
02129010/CAPE 2020/SPEC
SECONCARY EDUCATION CERTIFICATE

EXAMINATION
CAPE INFORMATION TECHNOLOGY UNIT 1
SPECIMEN PAPER 2020
Item Key Syllabus Module Item Key Syllabus Module

No. Reference No. Reference
1 D 1.9 1 31 D 3.8 3
2 A 1.2 1 32 B 3.8 3
3 C 1.7 1 33 D 3.2 3
4 A 1.3 1 34 B 3.9 3
5 D 1.3 1 35 A 3.7 3
6 A 1.9 1 36 C 3.12 3
7 B 1.1 1 37 B 3.8 3
8 A 1. 9 1 38 A 3.1 3
9 D 1.4 1 39 D 3.12 3
10 C 1.9 1 40 D 3.11 3
11 D 1.5 1 41 C 3.7 3
12 B 1.2 1 42 B 3.12 3
13 D 1.2 1 43 A 3.1 3
14 B 1.1 1 44 B 3.1 3
15 C 1.8 1 45 D 3.1 3
16 B 2.18 2
17 B 2.2 2
18 A 2. 6 2
19 A 2.16 2
20 B 2.13 2
21 D 2.1 2
22 C 2.10 2
23 B 2.18 2
24 A 2.10 2
25 A 2.6 2
26 B 2.6 2
27 D 2.18 2
28 B 2.17 2
29 D 2.10 2
30 C 2.18 2
Module 1 – FUNDAMENTALS OF INFORMATION TECHNOLOGY

Module 2 – INFORMATION SYSTEMS
Module 3 – INFORMATION AND PROBLEM-SOLVING
TEST CODE 02129020
SPEC 2020/02129020 MAY/JUNE 2020
UNIT 1 – Paper 02
2 hours 30 minutes
SPECIMEN PAPER
1. This paper consists of THREE sections and SIX questions.
2. Answer ALL questions.
3. Write your answers in the spaces provided in this booklet.
4. Do NOT write in the margins.
5. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra lined page(s) provided at the back of this
booklet. Remember to draw a line through your original answer.
6. If you use the extra page(s) you MUST write the question number clearly
in the box provided at the top of the extra page(s) and, where relevant,
include the question part beside the answer.

02129020/CAPE/SPEC 2020 ‘‘*’’Barcode Area”*”
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
SECTION I: FUNDAMENTALS OF INFORMATION TECHNOLOGY
Answer ALL questions.
1. (a) Distinguish between ‘data’ and ‘information’. Give ONE example of EACH.
i ..............................................................................................................................................
E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
[3 marks]
(b) The manager of the Nutritional Centre in the Health Ministry would like to conduct
research on the eating habits of students in schools.
(i) State TWO sources of information that the manager can use to assist with her
research and provide ONE characteristic of each source.
.................................................................................................................................
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escribe FOUR characteristics common to all of the information sources listed in (a) (i).
.................................................................................................................................
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[4 marks]

02129020/CAPE/SPEC 2020
‘‘*’’Barcode Area”*”
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(ii) Describe TWO characteristics that the manager can use in selecting information
corresponding to this research.
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[4 marks]

02129020/CAPE/SPEC 2020
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(c) Describe FOUR steps that the manager would take to present the findings and carry out
the recomendations of this research, using the automated information processing cycle.
E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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[4 marks]
Total 15 marks

02129020/CAPE/SPEC 2020
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2. (a) Data and information can be represented by various methods. For each of the following
outputs, draw a labeled sketch to illustrate the representation
(i) Graphical
(ii) Analogue
E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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[4 marks]

02129020/CAPE/SPEC 2020
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(b) A friend doing research on professional careers is told to use the Internet to find sources
of information. The Internet has several research tools.
(i) State, with reasons, THREE Internet research tools that your friend could use.

E in .................................................................................................................................
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[6 marks]
(ii) Suggest THREE fields that are suitable for a career in Information Technology.
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[3 marks]

02129020/CAPE/SPEC 2020
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(iii) Recommend TWO professional organisations that the friend may find useful.
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E n .................................................................................................................................
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E n .................................................................................................................................
[2 marks]
Total 15 marks

02129020/CAPE/SPEC 2020
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SECTION II: INFORMATION SYSTEMS
3. An information system can be described as a collection of components used to produce quality

information.
(a)
Explain TWO important roles of users as components of an information system. functions
of an operating system.
i ..............................................................................................................................................
E in ..............................................................................................................................................
i ..............................................................................................................................................
E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
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E in ..............................................................................................................................................
i ..............................................................................................................................................
E in ..............................................................................................................................................
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E in ..............................................................................................................................................
[4 marks]
(b) Define the term ‘human computer interaction or interface (HCI)’.
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E in ..............................................................................................................................................
[1 mark]

02129020/CAPE/SPEC 2020
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(c) Describe THREE types of HCI.
i ..............................................................................................................................................
E in ..............................................................................................................................................
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E in ..............................................................................................................................................

i ..............................................................................................................................................
E in ..............................................................................................................................................
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E in ..............................................................................................................................................
i ..............................................................................................................................................
E in ..............................................................................................................................................
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E in ..............................................................................................................................................
[6 marks]

02129020/CAPE/SPEC 2020
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(d) Harry is the senior systems administrator in a large organization. The computer network
comprises several servers, each running a major system. His job requires that he and his
team operate the computer systems quickly, to resolve (troubleshoot) any problem in the
shortest possible time.
(i) Identify ONE type of HCI that would be MOST appropriate for the job that Harry is
required to do. Justify your response.
.....................................................................................................................................
E n .....................................................................................................................................
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E n .....................................................................................................................................
[2 marks]
(ii) Explain what type of network Harry could use to remotely access the computer
network.
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E n .................................................................................................................................
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E n .................................................................................................................................
[2 marks]
Total 15 marks

02129020/CAPE/SPEC 2020
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4. Computer networks help businesses organize their IT resources for maximum use and effective
management.
(a) An organization wishes to configure a network of five computers and one printer in
the HR department.
(i) Draw a diagram to represent a network topology that would allow the computers and
printer to be connected in such a way that the failure of any one of the computers
(or its connection) will not affect the function of the network as a whole.
[5 marks]
(ii) Identify the topology drawn in (a) (i) and state why it would be able to prevent
network failure in the event that one computer (or its connection) fails.
................................................................................................................................

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[2 marks]

02129020/CAPE/SPEC 2020
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(b) A major concern facing individuals and companies is the security of their IT systems and
data. Explain the following concepts.
(i) Encryption
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[2 marks]
(ii) Authentication
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[2 marks]

02129020/CAPE/SPEC 2020
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(c) Distinguish between ‘logical access control’ and ‘physical access control’ measures. Give
ONE example of EACH.
i ..............................................................................................................................................
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Total 15 marks

02129020/CAPE/SPEC 2020
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SECTION III: INFORMATION AND PROBLEM-SOLVING
Answer ALL questions
5. (a) A Dataflow Diagram (DFD) is an important software engineering tool.
(i) Define the term ‘data flow diagram’.
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[1 mark]
(ii) Outline ONE difference between a ‘context level data flow diagram’ and a ‘Level
1 data flow diagram’.
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02129020/CAPE/SPEC 2020
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(iii) Draw the symbols used in DFDs to represent EACH of the following.
Data flow
Process
External entities
Data stores
[4 marks]

02129020/CAPE/SPEC 2020
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(b) A payroll system involves the payroll clerk entering the hours worked by weekly paid
employees. This results in the calculation of the net pay and the printing of payslips. The
payslips are given to the employees and the payroll database is updated.
Draw a context diagram for the payroll system described above.
[8 marks]
Total 15 marks

02129020/CAPE/SPEC 2020
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6. (a) Repetition is one of the control constructs that may be used in developing algorithms.
Describe TWO other control structures that can be used in developing an algorithm.
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[4 marks]
(b) Examine the algorithm shown below.
sum = 0
counter = 0
for x = 1 to x = 20
if x mod 3 = 0
counter = counter +1
sum = sum + x
x = x+1
z = sum/counter
print counter print z
(i) Explain the function of the algorithm shown above.
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(ii) State the output of the algorithm.
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[2 marks]
(c) Design a flowchart to represent the algorithm shown in 6 (b).
[5 marks]
Total 15 marks
END OF TEST
02129020/CAPE/SPEC 2020
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EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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02129020/CAPE/SPEC 2020
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02129020/CAPE/KMS 2020
C A R I B B E A N E X A M I N A T I O N S C O U N C I L
UNIT 1 – Paper 02
KEY AND MARK SCHEME
SPECIMEN PAPER MAY/JUNE 2020

2
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
SECTION I
FUNDAMENTALS OF INFORMATION TECHNOLOGY
Question 1
Specific Objectives: 1.3, 1.4, 1.5, 1.6, 1.7
(a) Data - a collection of unprocessed items while Information is

processed data / that conveys meaning (1)
Examples of Data: include text, numbers, images audio, video (1).
Examples of information include a grocery list, a recipe,

directions (1).
[3 marks]
(b) (i) Any two sources could include: books, journals, magazines,
newspapers, online libraries, electronic databases, web
sites, people.
(1 mark + 1 mark) [Any 2 x 1 mark]
Characteristic of each source could include:

Books – comprehensive (depth), not very current
Journal – reliable, authoritative, current, have depth
Magazines – current, may incur cost
Newspapers – available, current, little or no cost, needs to
be evaluated, may not have depth
Online Libraries/Electronics databases – reliable, may be

costly
People – available, relevant, not the most reliable
1 mark + 1 mark for identifying a characteristic of each

source)
[4 marks]
3
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
(ii) ANY TWO characteristics for selecting information could

include (but is not limited to):
 how appropriate or relevant the information is (e.g.

does information is (e.g. does information exist on the
country or area in which the research is to be done, it
is related to the age group being studied),
 whether multiple sources are required (e.g. background
information may come from journals and students could be
surveyed or interviewed to obtain primary information),
 the amount of depth required (e.g. will students need to
interviewed, will only a small number of schools be
selected or will it be an island-wide survey),
 the audience for a publication, stakeholders in the
Health Ministry or the entire country at large)
(2 + 2)
[4marks]
(c) Conducting of research and presentation of findings

Any FOUR:
Automated information processing cycle includes the following
steps
- (input) - Data captured or entered from
surveys/questionnaires/interviews
- (processing) for example, data needs to be analysed,
- (Storage) data stored for later use and
- (Output/transmit) information presented using charts, graphs,
diagrams etc.;
- (Feedback/ data and information can be evaluated/updated via
the input stage
Description is expected, not the list of IPOS
If the steps are stated, then maximum of 2 marks only
(1 + 1 + 1 + 1)
[4 marks]
Total 15 marks
4
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 2
Specific Objectives:1.1, 1.2, 1.8, 1.9

(a)
Graphical Analogue
Chart or graph depicting some Sound (bell ringing)
output Siren (blinking lights of siren
Example of output Example of output
Sketch – 2 x 1 mark
Labels – 2 x 1 mark
(2 x 2 marks = 4 marks)
(b) (i) Internet research tools:

tools for use with research –
search engine, social media tools, conferencing tools, cross-
platform messaging tools (1mark x 3 examples)
Reasons: Appropriate, timely, current, reliable

(1mark x 3 reasons)
(3x 2 marks = 6 marks)
(ii) Three Information Technology careers: computing, software

engineering, computer engineering, Information systems
(3 x 1 mark = 3 marks)
(iii) Any Two professional organisations: IEEE, BCS, ACM, AIS

(Any two: 2 x 1 marks = 2 marks)
TOTAL 15 marks
5
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
SECTION II
INFORMATION SYSTEMS
Question 3
(a) Roles of users as a component of an IT system:
 Users provide input to the system (1 mark) (via various devices)

for the correct functioning of the system (1 mark)
 Users receive output from the system (1 mark) via various output
devices and formats (1 mark) and interpret these outputs
 Users monitor the system (1 mark) to detect problems (1 mark)
OR provide solutions/decision-making and feedback when problems
occur (1 mark)
Any TWO: 2 x 2 marks each = [4 marks]
(b) The section of software which defines how a user interacts/works

with/responds to a computer (1 mark)
(1 mark)
(c) Command Line (1 mark): instructions or commands (1 mark) are typed
from a console
OR No (1 mark) option to choose an item from a menu or selecting

an icon (1 mark)
(any key terms in description = 1 mark)
Menu driven (1 mark): provides a list of options similar to a

meal menu (1 mark), user makes a selection in order to activate a
process (1 mark).
(any key terms in description = 1 mark)
Graphical User Interface (1 mark): uses pointers or pointing

devices (1 mark), icons, menus, desktop and other computer
graphics capabilities to facilitate a process / communicate with
users(1 mark).
[Identifying the types of HCI - 1 mark, description – 1 mark]

6
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
(d) (i) Command line (1 mark): accesses a computer's operating

system or an application faster (1 mark); uses less memory (1
mark); a set of commands can be linked together or typed in a
batch file (1 mark) to achieve a range of results
[Identification of HCI – 1 mark, PLUS complete justification of choice

– 3 marks, partial justification – 2 marks, statement – 1 mark]
(2 marks)
(ii) A Virtual private network (VPN) (1 mark); it provides a user
with a secure connection to a company network.
[Identifying the type of network - 1 mark, explanation – 1 mark]
TOTAL 15 marks
7
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 4
Specific Objectives: 2.10, 2.12,2.13, 2.16
(a) (i) Diagram:
or
2 marks for the star layout

1 mark for labelling hub or switch in centre
2 marks for labelling computers and printer
[5 marks]
(ii) A star. (1 mark) It depends on the central node called a hub or

a switch for the transmission of data. All data is passed
through this device so that the network is not dependent on
inter computer connections for communication. (1 mark)
[2 marks]
(b) (i) Encryption: coding or scrambling of information (1 mark)

so that it can only be decoded (1 mark) and read by someone
who has the correct decoding key; used in secure documents.
(1 mark) [Any 2 points = 2 marks]
(ii) Authentication: individual, company, entity or account

holder has their identity confirmed to allow access to
accounts and services. (1 mark) It usually refers to the
entry of a series of username and password, PIN codes,
security keys, commands or biometric data for comparison
and matching or verification to information (1 mark) stored
in a database. [Any 2 points = 2 marks]
[4 marks]
8
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 4 cont’d
(d) Physical access control measure – a tangible measure or device

is used to allow someone to gain access to the computer system
(1 mark)
Logical access control measure – access is reduced through

procedures and security principles, limited privileges and
segregation of duties (1 mark)
Physical: lock; swipe card, firewall hardware;

biometric device (Any 1 = 1 mark)
Logical: (user id) and password; encryption; antivirus

software; firewall software, etc. (Any 1 = 1 marks)
(4 marks)
TOTAL 15 marks
9
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
SECTION III
INFORMATION AND PROBLEM-SOLVING
Question 5
Specific Objectives:3.7, 3.8
(a) (i) Definition of ‘data flow diagram’
A DFD is a graphical representation (1 mark) used to show the

flow of data (1 mark) through an information system. [1 mark]
[Any one difference: 1 mark]
(ii)
Context level first level

1. Shows the system as a large, 1. Describes a system with
single process much more detail
2. Little or no detail about 2. Showing individual sub-
the internal operations of systems
the system
3. Does not generally show 3. Shows data stores needed
data stores
4. Shows data stores only when 4. How data flows between
they are owned by external various parts of the system
systems.
[Any one difference between each: 1 x 2 marks = 2 marks]
(iii) Symbols used for DFDs:
a)
b)
c)
d)
1 mark for each correct symbol [4 marks]

10
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 5 cont’d
(d) An example:
Payroll Clerk
Transaction-Information/Payroll Detail
Payslip
Employee Payroll
System
Updates to Payroll Database
Payroll Database
Entities – 2 marks
Process – 1 mark
Datastore – 1 mark
Data flows – 2 marks
Accuracy (including flows) – 2 marks [8 marks]
TOTAL 15 marks
11
02129020/CAPE/KMS 2020
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 6
Specific Objectives: 3.9, 3.12
(a) Sequence: shows the next processing step; is usually simple
Selection: demonstrates that a choice is being made
Recursive: a call by the function to repeat itself
[Any two: identifying – 1 mark, description or statement – 1 mark]

(b) (i) Function of the algorithm:
The algorithm determines the average (1 mark) of all the

multiples of 3 (1 mark) between 0 and 20 (1 mark) and prints the
result (1 mark)
[4 marks]
(ii) Output of algorithm:
6 [1 mark]
63 [1 mark]
(iii) Flow chart:
Sum=0
Counter=0
x=x+1
No
Yes
Yes z=sum/count
X mod
X=20? Print count
3=0? Print z
No
Counter=counter+1
x=x+1
Sum= sum+x
Correct symbols, decision boxes = 2 marks (at least 2 symbols)

Correct, Counters, variables = 1 mark
Looping = 1 mark
Print count, z = 1 mark
[5 marks]
TOTAL 15 marks
TEST CODE 02129032
SPEC 2020/02129032
SPECIMEN PAPER
UNIT 1 – Paper 032
1 hour 30 minutes
1. This paper consists of THREE questions.
4. DO NOT write in the margins.
5. If you need to re-write any answer and there is not enough space to do so on
the original page, there are two extra pages provided at the back of this booklet.
Remember to draw a line through your original answer and correctly number
your new answer in the box provided.
6. If you use extra pages you MUST write your registration number and question
number clearly in the boxes provided at the top of EVERY extra page.

02129032/CAPE 2020/SPEC Sequential Bar Code
-2-
1. With reference to a problem that you have researched, answer the following questions.
(a) Write a problem statement that can be the basis of developing an Information Technology
based solution.
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[3 marks]
(b) Briefly discuss TWO causes of the problem identified in 1 (a).
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[4 marks]

02129032/CAPE 2020/SPEC
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-3-
(c) Other than surveys, describe TWO tools or instruments that you can use for data gathering
in order to properly analyze the problem.
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[4 marks]

02129032/CAPE 2020/SPEC
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-4-
(d) Choose ONE of the instruments described in 1 (c) and discuss TWO advantages and ONE
disadvantage of this instrument when compared with surveys.
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[9 marks]
Total 20 marks

02129032/CAPE 2020/SPEC
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-5-
2. (a) Based on the problem statement in 1 (a), discuss THREE possible solutions.

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[9 marks]

02129032/CAPE 2020/SPEC
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-6-
(b) State FIVE factors that you should consider to determine an optimal solution.
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[5 marks]

02129032/CAPE 2020/SPEC
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(c) For any THREE of the factors stated in 2 (b), discuss the implication/impact of EACH for
one of your possible solutions.

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[6 marks]
Total 20 marks

02129032/CAPE 2020/SPEC
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-8-
3. Once the solutions have been evaluated, one should be selected as the optimal or MOST feasible
solution.
(a) Describe the approach that you would take in order to select the most feasible solution.
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[4 marks]
(b) It is said that “the selection of the optimal solution is based on a prevailing factor such as
cost at the given point in time”. Discuss this statement.
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[4 marks]
02129032/CAPE 2020/SPEC
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(c) You are required to produce a report which includes the problem statement and analysis
of the possible solutions.
(i) Which software application would be MOST appropriate? Justify your response.
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[3 marks]


02129032/CAPE 2020/SPEC
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- 10 -
(ii) Discuss THREE word processing features that would enhance the organisation
and structure in the presentation of the report.
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[9 marks]
Total 20 marks
END OF TEST
02129032/CAPE 2020/SPEC
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02129032/CAPE/KMS 2020
KEY AND MARK SCHEME

2
02129032/CAPE/KMS 2020
KEY AND MARK SCHEME
Question 1
a) A problem statement should answer the following questions
i. Who or what is being affected?

ii. How are they being affected?
iii. What could be the result if the situation is not
rectified?
1 mark for each element present in the problem statement
3 marks
b) Two valid causes identified 1 mark each
Brief discussion of each valid cause 1 mark each
4 marks
c) Other tools can include
i. Interviews
ii. Observations
iii. Review of literature/documents Any two – 1 mark
each
Description of the tool
Full description of tool 2 marks each
Partial description 1 mark
4 marks
d) Advantage associated with tool correctly stated

1 mark (x2)
Discussion of the identified advantage
2 marks (x2)
elements in discussion can include
-time taken
-steps necessary to validate data collected
-cost etc.
Disadvantage of the chosen tool identified 1 mark

Discussion of the disadvantage to using the
identified tool 2 marks
9 marks
Total 20 marks
3
02129032/CAPE/KMS 2020
KEY AND MARK SCHEME
Question 2
a) Unique, IT based solutions identified 1 mark each(x3)

Full discussion/description of each unique possible solution
2 marks each(x3)
9 marks
b) List is not exhaustive, any other unique cost may be used

i. time (time to develop)
ii. human (layoffs/redundancies)
iii. infrastructure (equipment/plant)
iv. staffing (highly skilled employees)
v. training in use of the system required
1 mark each (x5)
5 marks
c) Implication/issue identified 1 mark each (x3)

(ONLY implications/issues to be considered)
Discussion of implication/issue 1 mark each (x3)
6 marks
Total 20 marks
4
02129032/CAPE/KMS 2020
KEY AND MARK SCHEME
Question 3
a) A description of a method that can be used to select a

solution
Description should include a relevant example
Clear description with a relevant explanatory example
4 marks
Description is somewhat clear with a relevant explanatory
example 3 marks
Description is not clear but a relevant, explanatory example
is given 2 marks
Description is not clear and example given is not relevant
1 mark
4 marks
b) Discussion 4 marks
c) i. Any named word processor 1 mark

Justification – should include unique features or tools that
make using a word processor ideally suited for producing
text-based documents
3 marks
4 marks
ii. Examples include
Cover page, Table of Contents, References, Headers,
Footers, Section Breaks, Font Sizes,
Font Style
1 mark each (x3)
Discussion of use and placement in report
2 marks each (x3)
9 marks
Total 20 marks
TEST CODE 02229010
SPEC 2020/02229010
UNIT 2 – Paper 01
1 hour 30 minutes
SPECIMEN PAPER
1. This test consists of 45 items. You will have 1 hour and 30 minutes to answer them.
2. In addition to this test booklet, you should have an answer sheet.
3. Do not be concerned that the answer sheet provides spaces for more answers than there are
items in this test.
4. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item
you are about to answer and decide which choice is best.
5. On your answer sheet, find the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.
Sample Item
Which of the following pairs represents general-purpose software tools?

Sample Answer
(A) Spreadsheet and database software
(B) Word processor and accounting software A B C D
(C) Student record system and database software
(D) Insurance processing and spreadsheet software
The best answer to this item is “spreadsheet and database software”, so (A) has been shaded.
6. If you want to change your answer, erase it completely before you fill in your new choice.
7. When you are told to begin, turn the page and work as quickly and as carefully as you can.
If you cannot answer an item, go on to the next one. You may return to that item later.
8. You may do any rough work in this booklet.
9. You may use silent, non-programmable calculators to answer questions.

02229010/CAPE/SPEC 2020
-2-
Items 1–2 refer to the following database. Item 5 refers to the symbol below.
5. Which activity in a Data Flow Diagram

(DFD) does the symbol represent?
(A) Data store

1. The feature of the database that Arrow 1 is (B) Process
pointing to is a (C) Source
(D) Entity
(A) field
(B) query
(C) report 6. A relational database is being created of all
(D) record the banks and their respective branches in
St. Lucia. What kind of relationship would
MOST likely exist between the bank table
2. The shaded row denoted by Arrow 2 is and the branch table?
MOST likely indicating a
(A) One-to-one
(A) field (B) None-to-one
(B) record (C) One-to-many
(C) relationship (D) Many-to-many
(D) primary key
7. Which of the following is NOT a type of

3. The duplication of data in a database is database organization model?
referred to as data
(A) Archival
(A) documentation (B) Network
(B) inconsistency (C) Relational
(C) redundancy (D) Hierarchical
(D) integration
8. Normalization is used to
4. Normal forms do NOT affect databases in
terms of I. save storage space
II. minimize data redundancy
(A) integrity III. increase security
(B) security
(C) consistency (A) I only
(D) performance (B) II only
(C) I and II only
(D) II and III only

02229010/CAPE 2020/SPEC
-3-
9. Which of the following is NOT a benefit Item 11 refers to the following tables.
of a database approach?
BOOKS TABLE
(A) Improved data integrity Field Name Data Type Description
(B) Program independence
Book ID Number
(C) Less memory usage
(D) Integrated data Book Title Text
Author ID Number
Num pages Number
Item 10 refers to the following table named
LIST.
AUTHORS TABLE
StudentID StudentFName StudentLName Grade
Field Name Data Type Description
21 Jan Smith C
Author ID Number
5 Kerry Walls C
Firstname Text
13 John Todd B
Lastname Text
23 Eli Hunte A
Biography Text
Query: SELECT STUDENTFNAME Email Text
FROM LIST WHERE STUDENTFNAME
CONTAINS ‘e’
11. The field “Author ID” in the Books table
Using the data in the table and the query is a
above, how may records will be extracted?
(A) foreign key
(A) 1 (B) primary key
(B) 2 (C) candidate key
(C) 3 (D) secondary key
(D) 4

02229010/CAPE 2020/SPEC
-4-
Items 12–13 refer to the following table named Contact.
Contact
ID First Name Last Name Address Date of Birth Phone

1 Sarah Sankar 78 Here Street 10-09-90 555-3210
2 Melissa Simmons 51 There Street 04-01-89 941-3990
3 Robert Detour 87 Somewhere Road 11-11-91 721-1100
12. Which of these SQL type commands will remove “Melissa Simmons” from the table?
(A) Drop from Contact where ID= 2

(B) Delete from First Name where ID = ‘2’
(C) Delete where ID = 2
(D) Delete from Contact where First Name = ‘Melissa’
13. Which SQL command would return the names of all persons in the table born before 01 January
1991?
(A) SELECT * from Contact where Date of Birth < 01-01-91

(B) SELECT (First Name, Last Name) from Contact where Date of Birth = 01-01-91
(C) SELECT * from Contact where Date of Birth > = 01-01-91
(D) SELECT (First Name, Last Name) from Contact where Date of Birth < 01-01-91
14. Which of the following functional 15. A table is said to be in first normal form if
dependencies are redundant?
(A) it contains no non-key dependencies
I. ModelNo → Manufacturer (B) it contains no partial dependencies
II. ModelNo, ChassisNo → Year (C) it contains no repeating attributes
III. ModelNo → Year or groups of attributes
(D) every determinant in the relation is
(A) I and II only a candidate key
(B) I and III only
(C) II and III only
(D) I, II and III

02229010/CAPE 2020/SPEC
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Item 16 refers to the following table. 17. Which one of the following would be
considered a primary source of information?
A B C D
1 First Name Last Name Gender Score (A) Newspapers
(B) Catalogs
2 Karen Richards F 25 (C) Diaries
3 Nicole Smith F 50 (D) Books
4 John Adams M 32
5 Don James M 38
18. IT tools are typically used to
16. After the spreadsheet has been sorted in
descending order according to score, it will I. reduce human errors
appear as II. speed up the process time of
transactions
III. store and retrieve large volumes of
(A) A B C D
data
1 First Name Last Name Gender Score
2 Nicole Smith F 50 (A) I and II only
3 Don James M 38 (B) I and III only
4 John Adams M 32 (C) II and III only
5 Karen Richards F 25 (D) I, II and III
19. O.K. Photo wishes to store a large quantity

(B) A B C D of digital images for easy retrieval and
1 First Name Last Name Gender Score sharing with clients via the web. Which
2 John Adams M 32 of the following sources would be MOST
3 Don James M 38 appropriate?
4 Karen Richards F 25
(A) CDs
5 Nicole Smith F 50
(B) DVDs
(C) Hard Disk
(D) Online Database
A B C D
(C)
2 Don James M 38 20. An operating system MOST suitable for a
3 John Adams M 32 mobile phone is
(A) Unix
5 Nicole Smith F 50 (B) MacOS
(C) Android
(D) Windows
(D) A B C D
3 John Adams M 32
4 Don James M 38
5 Nicole Smith F 50

02229010/CAPE 2020/SPEC
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21. Which of the following reports are used in 25. A connection to a web page is through
organizations?
(A) an email
I. Ad hoc (B) a browser
II. Summary (C) a hyperlink
III. Preformatted (D) a home page
(A) I and II only

(B) I and III only 26. A political party wants to prepare and
(C) II and III only present its manifesto to the citizens of the
(D) I, II and III country. Which of the following tools is
likely to be LEAST useful in the process?
22. The MOST appropriate format to display (A) Graphics

information on phone sales for the last six (B) Presentation
months is (C) Spreadsheet
(D) Word-processor
(A) text
(B) chart
(C) graph Item 27 refers to the following table.
(D) table
Last First
Form Mark
Name Name
23. A local radio station received information Ali Ahmod 3S 82
concerning an alleged terrorist plot. Which
Dillon Raj 3S 75
of the following characteristics should NOT
be considered as the radio station evaluates Mark Mike 3P 72
the information? John Alex 3N 70
Peters Shane 3P 63
(A) Currency
(B) Criticality 27. The data shown above is an extract from a
(C) Reliability database table. What sort order and field
(D) Availability named is used to sort the data?
(A) Ascending, Last Name

24. John and his classmates were assigned a (B) Decending, Last Name
Mathematics project in statistics by their (C) Ascending, Mark
teacher. Each student is required to present (D) Descending, Mark
his/her findings to the class. The MOST
appropriate software tool to use is the
28. Which HTML tag is used to bold a text?
(A) database management system
(B) word processor (A) <br>
(C) spreadsheet (B) <b>
(D) presentation (C) <body>
(D) <big>

02229010/CAPE 2020/SPEC
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29. What is the correct HTML syntax for 33. What is the name given to someone
creating a hyperlink for the O.K. Photo who uses a network to destroy or harm
website? computers for political reasons?
(A) <a>http://www.okphoto.com</a> (A) Cracker

(B) <a url=”http://www.okphoto. (B) Spammer
com”>O.K. Photo</a> (C) Programmer
(C) <a href=”http://www.okphoto. (D) Cyberterrorist
com”>O.K. Photo</a>
(D) <a name=”http://www.okphoto.
com”>O.K. Photo</a> 34. Which of the following measures are used
to prevent unauthorized personnel from
PHYSICALLY entering sensitive areas?
30. Which HTML code will insert a second
level heading into an HTML document? (A) Grills, lock and key, audit log
(B) Password, username, firewalls
(A) < p > Textheading 2 < / p > (C) Security guards, grills, user names
(B) <HEAD Level 2> Text heading (D) Biometric devices, lock and key,
</ Head level 2 swipe card
(C) < H1 > Text Heading < / H1 >
(D) < H2 > Text Heading < / H2 >
35. The method of putting messages into secret
codes to safeguard the privacy of data during
31. Anna receives an email which goes directly transmission is known as
into her junk folder. The email can BEST
be described as (A) validation
(B) encryption
(A) spam (C) verification
(B) phishing (D) integrity
(C) spoofing
(D) pharming
32. Which of the following is an example of

anti-viral software commonly used in the
Caribbean?
(A) McAfee
(B) Mozilla
(C) Auto CAD
(D) Adobe Dreamweaver

02229010/CAPE 2020/SPEC
-8-
Items 36–37 refer to the following choices 40. Which of the following is an example of
below. malware?
(A) Fraud (A) Release of a worm

(B) Sabotage (B) Information theft
(C) Eavesdropping (C) Hacking
(D) Espionage (D) Piracy
Which of the above computer crimes have

been committed? 41. A student copies a paragraph of text from
Wikipedia for a school project without
36. Phillip has deliberately deleted important acknowledging his source. Which of
files from the company database because the following computer crimes has he
of a disagreement with his employer. committed?
(A) Hacking
37. XYZ Software Developers has approached (B) Phishing
an employee of its major competitor (C) Authoring
to coerce him into leaking information (D) Plagiarism
about their latest software projects being
undertaken.
42. Mr T had his computer system plugged
38. A firewall is BEST described as a into a device that offered protection to
his PC. While working at home on the
(A) wall that makes a server room machine one day, he did not realize that
fireproof there was an electrical outage until he
(B) wall that keeps out intruders and attempted to turn on the television. Which
prevents fire of the following devices did Mr T MOST
(C) computer program that protects likely have his computer system plugged
users from viruses in to?
(D) computer program that protects a
computer system from malware (A) UPS
(B) Power strip
(C) Surge protector
39. Which of the following would be used by a (D) Voltage regulator
company to identify a product that has been
officially registered and legally restricted to
the use only by the owner or manufacturer? 43. To perform a backup of a document
created during the day, it is BEST to perform
(A) Patent a partial backup of
(B) Copyright
(C) Trademark (A) all files on the system
(D) Intellectual property (B) all files changed during the day
(C) all files changed during that week
(D) all program files changed during
the day

02229010/CAPE 2020/SPEC
-9-
44. In the main town of your country there are people selling DVD’s with movies that are currently in
the cinema. These movies are not the original and are being sold for less. Which of the following
terms is the name given to the unauthorized copying and distribution of software?
(A) Copyright
(B) Computer fraud
(C) Software piracy
(D) Intellectual property right
45. Harry has been using the computer consistently over the last couple of days. He now realizes that
he is affected by back pain, neck pain along with pain in other parts of his body. Which of the
following terms describes the health risk that is MOST likely to affect him?
(A) Carpal tunnel syndrome

(B) Computer vision syndrome
(C) Computer addiction
(D) Repetitive strain injury
END OF TEST
02229010/CAPE 2020/SPEC
SECONCARY EDUCATION CERTIFICATE

EXAMINATION
CAPE INFORMATION TECHNOLOGY UNIT 2
SPECIMEN PAPER 2020
Item Key Syllabus Module Item Key Syllabus Module

No. Reference No. Reference
1 A 1.1 1 31 A 3.2 3
2 B 1.1 1 32 A 3.2 3
3 C 1.5 1 33 D 3.2 3
4 B 1.10 1 34 D 3.6 3
5 A 1.6 1 35 B 3.6 3
6 B 1.12 1 36 B 3.2 3
7 A 1.4 1 37 D 3.2 3
8 C 1.9 1 38 C 3.6 3
9 C 1.3 1 39 A 3.7 3
10 B 1.13 1 40 A 3.2 3
11 C 1.12 1 41 D 3.9 3
12 D 1.13 1 42 A 3.6 3
13 D 1.13 1 43 B 3.6 3
14 C 1.11 1 44 C 3.2 3
15 C 1.10 1 45 D 3.5 3
16 A 2.2 2
17 C 2.7 2
18 D 2.1 2
19 D 2.1 2
20 C 2.4 2
21 D 2.5 2
22 B 2.6 2
23 D 2.8 2
24 D 2.2 2
25 B 2.9 2
26 C 2.2 2
27 D 2.2 2
28 B 2.10 2
29 C 2.10 2
30 D 2.10 2
Module 1 – INFORMATION MANAGEMENT

Module 2 – USE OF INFORMATION TECHNOLOGY TOOLS
Module 3 – SOCIAL, ORGANISATIONL AND PERSONAL ISSUES
TEST CODE 02229020
SPEC 2020/02229020 MAY/JUNE 2020
UNIT 2 – Paper 02
2 hours 30 minutes
SPECIMEN PAPER
1. This paper consists of THREE sections and SIX questions.
4. Do NOT write in the margins.
5. If you need to rewrite any answer and there is not enough space to do so on
the original page, you must use the extra lined page(s) provided at the back of
this booklet. Remember to draw a line through your original answer.
6. If you use the extra page(s) you MUST write the question number clearly
in the box provided at the top of the extra page(s) and, where relevant,
include the question part beside the answer.

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NOTHING HAS BEEN OMITTED.

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SECTION I: INFORMATION MANAGEMENT
1. Generally, data should be fully normalised as a relational database.
(a) Define the term ‘normalisation’.

Descrand must exhibit certain characteristics.
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i[2 marks]
i(b) State THREE reasons why normalisation should be used in the design of the database.

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(c) Explain what is meant by the term ‘3NF’, highlighting the benefit it brings to a database.
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[3 marks]
(d) Using standard notation, write the 3NF for the ModuleResult relation, ensuring that the
primary key attribute(s) is/are underlined. The structure of the database is shown below:
StudentID FirstName LastName Module_Code Semester_Code Module_Score
Programme Total_Mark Grade
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(e) Draw an Entity-Relationship diagram between three relations given the fields in Part (d)
.
EE in
[4 marks]
Total 15 marks

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2. (a) A database developer may use various strategies for organizing data.
Explain ONE method in which data is organized and accessed using the Direct Access
strategy.
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es[2 marks]
(b) A Point of Sale (POS) system in a supermarket operates as follows:
• Each item has a barcode.

• Data (Item ID, Description, Price) on each item is stored in a database.
• A cashier scans each item with a barcode reader and enters the quantity for each
item to be sold.
• The total to be paid by the customer is calculated.
• The customer pays for the items purchased.
• A detailed receipt is printed and given to the customer.
(i) Using the system described above, identify:

ONE entity
................................................................................................................................
................................................................................................................................
ONE datastore
................................................................................................................................
................................................................................................................................
TWO dataflows
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................................................................................................................................
[4 marks]

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(ii) Draw a Level 1 DFD with no more than three processes, to depict the flow of data
in the POS system described above.
[6 marks]
(iii) The management of the supermarket has decided to allow some of its loyal
customers to pay at the end of the month, rather than at the time when the items
are purchased. Suggest ONE change that should be made to the DFD. Justify
your response.
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es
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[3 marks]

Total 15 marks

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SECTION II: USE OF INFORMATION TECHNOLOGY TOOLS
3. Ms Singh works as a receptionist at a dentist’s office. She takes dental appointments from patients
in person but mostly on the telephone, and writes these in a large appointment book on her desk.
Telephone calls are made to patients one day in advance to remind them of their appointment
date. Paper receipts for payments of services done are provided to patients, with a copy kept
by Ms Singh to assist in providing weekly reports on income and any expenses made. She is
considering using information tools to automate her tasks.
(a) Discuss TWO reasons why Ms. Singh would consider using information tools to automate
the tasks.
.
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[4 marks]
(b) There are a variety of communication software to access and communicate with remote
information sources. State TWO communication methods that Ms Singh can utilize.
Justify your answer.
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(c) A school will be having a barbecue at the end of the school year. Identify TWO software
applications and describe fully how the use of these applications could assist the school
with planning the barbecue.
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[4 marks]
(d) For the scenario below, identify the MOST appropriate format to present the information.
Justify your choice.
Chris Bravo told the architect that he wanted a two-storey house with a kitchen, a study,
a laundry room, a two-car garage, two patios, an entertainment room with its own bathroom,
and five bedrooms, each with its own bathroom. All bedrooms with bathrooms should be
on the top floor. All other rooms should be downstairs. The architect must submit this
information to the Town Planning department for approval.
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[3 marks]

Total 15 marks

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4. At ABC International Airport, large volumes of data are stored, retrieved and transmitted daily in
relation to flights, passengers and other aspects of the airport’s business.
(a) Explain how the absence of EACH of the following may affect the airport’s business:

(i) Updates

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.................................................................................................................................

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[2 marks]
(ii) Data accuracy
.................................................................................................................................

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[2 marks]
(iii) Accessibility

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[2 marks]

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(b) Outline TWO appropriate information sources which can be used to retrieve information
or disseminate information to passengers at ABC International Airport.
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[4 marks]
(c) Identify TWO emerging technologies and describe how ONE technology identified may
assist a visually challenged person.

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[5 marks]
Total 15 marks

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SECTION III: SOCIAL, ORGANISATIONAL AND PERSONAL ISSUES
5. (a) Cyber terrorism is one of the criminal activities aided by computer systems.
(i) Identify THREE other types of computer crimes that are likely to occur in a school
or university.
.................................................................................................................................

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[3 marks]
(ii) Discuss TWO strategies that may be implemented to prevent computer crimes.
.................................................................................................................................

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[6 marks]

02229020/CAPE/SPEC 2020
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(b) In order to protect the private information of all employees, the Human Resources
department of an organization has created a policy for its employees to follow when
handling private information.
Outline TWO privacy protection guidelines that this policy may contain.
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[4 marks]

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(c) State TWO ways in which Information Technology has impacted education in the last five
years.
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[2 marks]
Total 15 marks

02229020/CAPE/SPEC 2020
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6. (a) Distinguish between ‘copyrights’ and ‘patents’.
.............................................................................................................................................

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[2 marks]
(b) (i) Using an example, illustrate ONE form of plagiarism.
.................................................................................................................................

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[2 marks]
(i) Using your example in Part (i) above, explain the implications of plagiarism.
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[2 marks]

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(c) Consumers should be aware of the security, health and safety, and environmental risks
associated with computer use.
(i) Identify TWO environmental risks associated with computer use.
.................................................................................................................................

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[2 marks]
(ii) State THREE health and safety risks associated with extensive computer use.

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[3 marks]

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(iii) Describe TWO data protection mechanisms that a company may use to secure its
information assets when communicating over a network.
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[4 marks]
Total 15 marks
END OF TEST
02229020/CAPE/SPEC 2020
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EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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02229020/CAPE/SPEC 2020
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02229020/KMS/CAPE 2020
ADVANCED PROFICIENCY EXAMINATION
UNIT 2 – PAPER 02
KEYS AND MARK SCHEME

2
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
SECTION I
INFORMATION MANAGEMENT
Question 1
Specific Objectives: 1.9, 1.10, 1.11, 1.12
(a) Normalization is the process of organizing data efficiently (1 mark)

in a database so as to minimize redundancy (1 mark).
[2 marks]
(b) It improves redundancy (1 mark); creates data consistency (1 mark);

improves data integrity (1 mark); saves space (1 mark); improves
overall efficiency (1 mark)
[ANY THREE = 3 marks]
(c) The third normal form (1 mark); columns that are not fully
dependent (1 mark) on the primary key (1 mark) in a table are
removed. (3 marks)
(d) ModuleResult (StudentID, Module_Code, Semester_Code, Module_Score)
All attributes of concatenated key – 2 marks

[Any two attributes of concatenated key – 1 mark]
All other attributes of relation – 1 mark
[3 marks]
(e)
Student
1 1
M M
ModuleResult StudentGrade
Three correctly drawn and labelled entities 2 marks

One or two correctly drawn/labelled entities – 1 mark
Correct relationship between
Student/ModuleResult – 1 mark 2 marks
Student/StudentGrade – 1 mark
Note: reject relationship between ModuleResult and StudentGrade
[4 marks]
TOTAL 15 marks
3
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 2
Specific Objectives: 1.4, 1.6
(a) Direct Access – data is stored in any order depending on

available space. (1 mark) Data can be accessed randomly (1 mark)
[2 marks]
(b) (i) Entity: Customer or Cashier
Any one: 1 mark
Data store: Item or inventory database

Any one: 1 mark
Data flows: Item, Item ID, Quantity Sold, Payment Amount,

Receipt Details, Item Description, Receipt
Information
Any two: 1 mark EACH [4 marks]
(ii) An example of a DFD solution
CASHIER CUSTOMER
Qty Sold Payment Amount
1 2 3
Item Item Id Receipt
CUSTOMER Scan Calculate Print
Details
Barcode Total Receipt
Item
Receipt Info
Data
Item (Database) CUSTOMER
 All external entities (customer, cashier) - 1 mark

 At least 3 processes - 2 marks
- Two processes – 1 mark
 4 – 6 data stores - 1 mark
 Accurate, logically sequenced - 2 marks
- Partially accurate with one error – 1 mark
[6 marks]
4
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 2 cont’d
iii) Examples of suggested changes:
Add another data store, e.g. ONACCOUNT: to store details on

these customers (Customer Id, Name, Address, etc) and a
running balance on the amount owed.
No payment is made at the time of purchase. Customer presents

ID instead.
Statement of the change - 1 mark

Reasonable Justification - 2 marks
Limited justification – 1 mark [3 marks]
TOTAL 15 marks
5
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
SECTION II
USE OF INFORMATION TECHNOLOGY TOOLS
Question 3

(a)
Ms Singh could select any three of these reasons for automating
tasks include:
efficiency – effort and time taken to accomplish repetitive

tasks can be improved
speed at which information could be retrieved (e.g. instead of

flipping through the appointment book)
accuracy – preparation of reports by hand could have led to

inaccurate information and other errors, fewer mistakes can now
be made in handling appointment requests
presentation of information – e.g. reports etc. could be

enhanced through charts, graphs, tables
flexibility – easier to manage change e.g. rescheduling of

appointments
storage and retrieval – information can be stored in soft copy

so that if paper receipts are lost, the information still
exists for adulating purposes; information can be quickly
retrieved instead of searching through large physical cabinets
communication – storing patient information in databases for

example could lead to easier communication with patients
2 marks for each of the 2 reasons provided (2 * 2)

[4 marks]
(b) Any TWO examples: Email, skype, text messaging, web chat, fax
services, video conferencing – 1 mark
Justification: example: in setting up online consultation with the
dentist. Students can elaborate on these – 1 mark
2 + 2 marks
[4 marks]
6
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 3 cont’d
(c) Some examples (not an exhaustive list)
Word Processor:
 To generate letters to sponsors / parents / performers

 Memos to staff / teachers
 Print tickets for sale
Desktop Publishing:
 Newsletters to send to sponsors

 Posters advertising the event
Presentation:
 To create presentations for the School Board about the

event
 To create presentations for the function
 To create presentations to sponsors
Spreadsheet:
 Create price lists of items
Database:
 Store data on items to be bought

 Mailing lists to target customers
 Store data on donations received
2 x 2 marks = [4 marks]
(d) Graphics (1 mark): a diagram showing the dimensions (1 mark)

and elevation/orientation of room when compared with others
(1 mark).
Format – 1 mark
Full justification – 2 marks
Partial – 1 mark [3 marks]
TOTAL 15 marks
7
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 4
Specific Objectives: 2.5, 2.7, 2.8
(a) (i) Impact of absence of updates.
 If data related to landing and air traffic control are

not timely [1 mark] this could result in delayed or even
incorrect decisions (being made by the pilot resulting
in late arrivals or departures and even accidents in
some cases). [1 mark]
 If passengers receive data such as flight delays or

cancellations in an untimely manner [1 mark] it could
result in unnecessary waiting and other inconveniences
to the passenger. (This could also result in
overcrowding at the airport.) [1 mark]
2 marks for any 1

[1 mark for identifying scenario + 1 for an impact]
(ii) Impact of absence of data accuracy
 At ABC airport, incorrect data such as incorrect weight

of bags, [1 mark] can lead to loss of income (for
airlines and the airport as appropriate charges will not
be calculated and greater fuel consumption than expected
would be incurred.) [1 mark]
 Incorrect [1 mark] spelling of a passenger’s name can

result in lost time, missed opportunities and general
frustration (for a passenger who must now wait for his
name to be verified and additional security checks
done.) [1 mark]
2 marks for any 1

[1 mark for identifying scenario + 1 for impact]
(iii) Accessibility
 Ability for passengers to access flight information,

arrival and departure times (1 mark). Result in timely
arrival for the flight (1 mark).
8
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 4 cont’d
(b) Ways passenger can verify flight information
 Check the airline website/airport website using

his computer
 Make a phone call to the airport for the
information
 Check online using a cell phone or other mobile
device
- Passengers should be able to change tickets and

flights easily (1 mark). Emergencies or
cancellations could be easily done remotely
(1 mark).
2 marks per source - 1 mark each for any 2 [4 marks]
(c) Examples
 Electronic Mobility Aids

 JAWS Screen Reader
 Video Magnifiers
 Navigation Bracelets, Sonic Cane etc.
Examples of 2 emerging technologies – 2 marks

Concise description – 3 marks
Partial description – 2 marks
Description not related to visually challenged person 1
mark [5 marks]
TOTAL 15 marks
9
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
SECTION III
SOCIAL, ORGANISATIONAL AND PERSONAL ISSUES
Question 5
(a) (i)
 Hacking
 Spamming
 Phishing
 Identity Theft
3 × 1 = [3 marks]
(ii)
 Secure computer (1 mark) – use antivirus tools and
other security software (1 mark) to protect computer
from virus and other software-based attacks. (1 mark)
 Communicate securely (1 mark) – use passwords and

encryption mechanisms (1 mark) to prevent unauthorised
access to your files or data. (1 mark)
 Do not share private data (1 mark) – do not share

private information such as bank card numbers and other
personal data (1 mark) as these can be assessed and
used by criminals to commit fraud and other criminal
activities. (1 mark)
 Use physical security for computers (1 mark) – use

physical security mechanisms such as locks, biometrics
tools, etc (1 mark) so that access to your computer
equipment is difficult. (1 mark)
Any 2 × 3 = [6 marks]
(b)
 Disclosure of Private Information (1 mark) - Do not disclose
private information of any staff members to unauthorised
persons. (1 mark)
 Sharing of private information (1 mark) – do not share private

information about a staff with anyone, in any format, unless
an official request is made. (1 mark)
 Authorisation of access (1 mark) – only authorised personnel

can access and use private information for employees. (1 mark)
10
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 5 cont’d
 Protection of private data (1 mark) – all private and personal

information of an employee must be stored securely and
protected from unauthorised access at all times. (1 mark)
Any 2 × 2 = [4 marks]
(c)
 New technology such as smart phones (1 mark) facilitate
learning at anytime or place (1 mark)
 Free Courses (1 mark) - many courses are now available for

free online from the best universities in the world (1 mark)
 New methods of teaching and learning (1 mark) - technology

allows teachers to create new strategies for teaching and
delivering instruction (1 mark)
 Social Learning (1 mark) – social media technology facilitates

learning by allowing learners to connect and share
information and ideas socially (1 mark)
Suitable explanation of impact on education 1 mark each

= 2 marks
Total 15 marks
11
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 6
(a)Any ONE of:

 Copyrights protect ideas that are expressed in some tangible
form (1 mark) while patents protect ideas regardless if they
are expressed in a tangible form or not. (1 mark)
 Copyrights are generally granted automatically (1 mark) while

a patent must be applied for with the government and must go
through a process and pass all patent tests. (1 mark)
 A copyright does not necessarily make a piece of work a

monopoly (1 mark) while a patent generally grants temporary
monopoly to the owner. (1 mark)
Any 1 × 2 = [2 marks]
(b) (i) Suitable example of forms of plagiarism

(Word-for-word, paraphrasing, failure to cite, incorrect
citation, claiming sole ownership) – 2 marks
(ii) Implications of plagiarism – 2 marks

 Poor Reputation (1 mark) – plagiarism may cause poor
reputation which could impact on work and professional
activities. (1 mark)
 Legal problems (1 mark) – plagiarism can lead to

criminal charges and consequently fines and jail terms.
(1 mark)
 Financial loss (1 mark) – a business or individual may

lose income if their work is plagiarised and sold off
by others. (1 mark)
 Other suitable responses

Any 2 × 2 marks = [2 marks]
(c) (i)
 Dumping of electronic waste
 Poisoning from exposure to computer electronic waste
 High energy consumption Any 2 = [2 marks]
(ii)
 Computer addiction/ excessive use of computers may lead
to addiction and related health issues. (1 mark)
 Carpal tunnel syndrome / – excessive use may lead to

damages to the carpal tunnel. (1 mark)
12
02229020/KMS/CAPE 2020
UNIT 2 – Paper 02
KEY AND MARK SCHEME
 Computer vision syndrome / long hours at the computer

could lead to damages to your eyes. (1 mark)
3 × 1 = [3 marks] OR Any other suitable response
(iii)
 Encryption (1 mark) – all data should be encrypted
before they are transmitted across a network so that
it is more difficult for hackers to intercept and
access data (1 mark)
 Password protect files (1 mark) – all data files should

be password protected before they are sent across a
network to prevent easy access to data. (1 mark)
 Use secure channels (1 mark) – all important data

should be sent only through secure and private data
channels for example a VPN to prevent anyone from
accessing and using the data. (1 mark)
2 × 2 = [4 marks] OR Any other suitable response
Total 15 marks
TEST CODE 02229032
SPEC 2020/02229032
SPECIMEN PAPER
1 hour 30 minutes
1. This paper consists of THREE questions.
4. DO NOT write in the margins.
5. If you need to re-write any answer and there is not enough space to do so on
the original page, there are two extra pages provided at the back of this booklet.
Remember to draw a line through your original answer and correctly number
your new answer in the box provided.
6. If you use extra pages you MUST write your registration number and question
number clearly in the boxes provided at the top of EVERY extra page.

02229032/CAPE 2020/SPEC Sequential Bar Code
-2-
1. With reference to an Information Technology problem which you have researched, answer the
following questions.
(a) Write a problem statement which can be the basis of developing a solution.

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[2 marks]
(b) Identify TWO tools that you could use to perform a thorough analysis of the problem
stated in (a). Provide clear justification for your answer.

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[6 marks]

02229032/CAPE 2020/SPEC
Sequential Bar Code
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(c) For EACH of the TWO tools identified in 1 (b), specify ONE advantage and ONE
disadvantage.

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[4 marks]
(d) Based on the facts you gathered in your research using the tools stated above, briefly
explain AT LEAST TWO causes of the problem.

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[2 marks]

02229032/CAPE 2020/SPEC
Sequential Bar Code
-4-
(e) (i) After the analysis of the problem, suggest THREE other steps that should be taken to
solve the problem identified.

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[3 marks]
(ii) Give THREE reasons why these steps are necessary to assist you in solving the
problem.

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[3 marks]
Total 20 marks

02229032/CAPE 2020/SPEC
Sequential Bar Code
-5-
2. The introduction of an Information Technology solution usually has an impact on the organization
in which it is implemented.
(a) Summarize your solution to the problem stated in 1 (a).

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[4 marks]
(b) For your solution described in 2 (a), discuss TWO of the likely impacts it may have on
the organization.

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..............................................................................................................................................

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..............................................................................................................................................

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[4 marks]
02229032/CAPE 2020/SPEC
Sequential Bar Code
-6-
(c) State the tools that you would use to implement the solution stated in 2 (a) and for EACH
tool, explain the main features that you would use. Provide justification for the use of the
features mentioned.

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[6 marks]

02229032/CAPE 2020/SPEC
Sequential Bar Code
-7-
(d) Describe the human computer interface (HCI) that would be appropriate for your solution.
Provide a sketch (a form or a webpage).

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Draw your sketch in the box below.

[6 marks]
Total 20 marks
02229032/CAPE 2020/SPEC
Sequential Bar Code
-8-
3. Your working solution should have included at least three entities or three webpages.
(a) State THREE entities or three webpages.

..............................................................................................................................................
..............................................................................................................................................

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..............................................................................................................................................
[3 marks]
(b) Users obtain information from the database or website. For your chosen application, write
ONE example for obtaining information. Your example must include:
one or more entities or webpages

two or more fields
specific criteria
example of output

..............................................................................................................................................
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[6 marks]

02229032/CAPE 2020/SPEC
Sequential Bar Code
-9-
(c) Recommend TWO operating systems, for EACH of the following, that would be suitable
for your solution if it was installed on
(i) a desktop computer.
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[2 marks]
(ii) a mobile phone.
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[2 marks]

02229032/CAPE 2020/SPEC
Sequential Bar Code
- 10 -
(d) Discuss TWO challenges that can be encountered on implementing your solution on one
of the devices stated in Part (c).

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[4 marks]
(e) State TWO features and ONE integrity check which you would implement in your solution.

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[4 marks]
Total 20 marks
END OF TEST
02229032/CAPE 2020/SPEC
Sequential Bar Code
02229032/CAPE/KMS 2020
KEY AND MARK SCHEME

2
02229032/CAPE/KMS 2020
KEY AND MARK SCHEME
Question 1
a) Problem statement should identify

i. who or what is experiencing the difficulty
ii. a symptom being experienced
iii. a possible outcome if the symptom is not dealt with
quickly.
All three 2 marks

Any 2 1 mark
2 marks
b) Identification of any two tools
i. Interviews
ii. Surveys
iii. Observations
iv. Review of literature/documents 1 mark each (x2)
Justification of each tool identified 2 marks each (x2)

6 marks
c) Advantage of using each tool 2 x 1 mark each

Disadvantage to using each tool 2 x 1 mark each
4 marks
d) Two causes of the problem identified 1 mark each
2 marks
3
02229032/CAPE/KMS 2020
KEY AND MARK SCHEME
e) (i) Identifying further steps in solving the problem

i. Identify possible solutions
ii. Analyse possible solutions
iii. Choose a solution
iv. Justify choice of solution
v. Implementing chosen solution
(Any 3 x 1 mark)
(ii) Reasons why these steps are necessary to assist you in

solving the problem.
Examples:
To ensure that all possible are considered
To ensure the solution addresses the problem
To eliminate impossible solutions
To cater to the users involved
3 x 1 mark
6 marks
Total 20 marks
4
02229032/CAPE/KMS 2020
KEY AND MARK SCHEME
Question 2
a) Summary of a suggested solution to the problem identified.

4 marks
b) Impacts identified 2 x 1 mark
Impacts discussed 2 x 1 mark
4 marks
c) Tools to implement the solution only (no tools for producing
the report)
Tools: DBMS
Free web page creator e.g Wix,
HTML editor 1 mark
Features of tool (two unique features) 2 marks
Justification for the use of the feature 3 marks
6 marks
d) Description and sketch must complement each

other 2 x 3 marks
6 marks
Total 20 marks
5
02229032/CAPE/KMS 2020
KEY AND MARK SCHEME
Question 3
This question would suggest that a Database or Webpage solution is
expected.
a) Three entities or Webpages listed
Example: Database: Customer, Orders, Supplies
Website: Homepage, Order Page, Contact us
3 x 1 mark
b) Database or Website
one or more entities or web pages
1 mark
two or more fields
2 marks
specific criteria 2 marks
example of output 1 mark
Database Example
SELECT OrderDescription, OrderQuantity from Order WHERE Order
No. = ‘111’
OUTPUT: Onions 20
Carrots 05
Garlic 10
Website Example
View list of orders for 7 April 2022
HOMEPAGE  Order Button
 ORDERPAGE: Date Button – Select date = ‘7 April

2022’, Orders = All.
SUBMIT
OUTPUT: Orders for Date 7 April 2022
143
156
171
6 marks
6
02229032/CAPE/KMS 2020
KEY AND MARK SCHEME
c) (i) Desktop computers: WINDOWS, Mac OS 2 marks

(ii) MobiIe phone: Android, iOS 2 marks
4 marks
d) 1 mark for challenge, 1 mark for explanation

(Any 2 x 2 marks)
Examples
Storage (limited storage for mobile if database is large,
large amounts of data extracted when querying)
Connectivity (WIFI for mobile, cable connection for desktop)

Download times (slow if website contains large graphics or
database is large)
Size (mobile phone may not be suitable for all users or laptop
screen size maybe too large)
4 marks
e) Security features given
Database: Username and Password, Backing up database, encryption
of data, privileges and user roles
Website: Backing up website, secure sockets layer, web
application firewall, using https.
(Any 2 x 1 mark)
Integrity check given 1 mark
Database: presence checks, range checks, format checks, broken
links (internal and external)
Website: presence checks, format checks, decreasing graphic
size (for faster download)
3 marks
Total 20 marks
Caribbean Examinations Council
Prince Road, Pine Plantation Road,
St Michael BB11091
Tel: (246) 227 1700
Email: [email protected]

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r m a t

ISBN 978-0-230-48290-6 AER

First published 2014

Designed by Macmillan Publishers Limited

CAPE® Information Technology Syllabus Extract 3

CAPE® Information Technology Syllabus 4

CAPE® Information Technology Specimen Papers 48

Unit 2 Paper 01 105

Information Technology is the study, design, development, implementation, support

UNIT 1: INFORMATION TECHNOLOGY THEORY

Module 1 – Fundamentals of Information Technology

UNIT 2: APPLICATION AND IMPLICATION

Module 1 – Information Management

Effective for examinations from May–June 2022

Telephone Number: + 1 (876) 630-5200

Copyright ©2021 by Caribbean Examinations Council

CXC A4/U2/21 www.cxc.org

SKILLS AND ABILITIES TO BE ASSESSED ..................................................................................... 2

PREREQUISITES OF THE SYLLABUS ........................................................................................... 3

APPROACHES TO TEACHING THE SYLLABUS .............................................................................. 4

UNIT 1: INFORMATION TECHNOLOGY THEORY .......................................................................... 5

MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY ........................................ 5

MODULE 2: INFORMATION SYSTEMS............................................................................ 9

MODULE 3: INFORMATION AND PROBLEM-SOLVING.....................................................14

UNIT 2: APPLICATION AND IMPLICATION.................................................................................18

MODULE 1: INFORMATION MANAGEMENT ..................................................................18

MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS ...............................................21

MODULE 3: SOCIAL, ORGANISATIONAL AND PERSONAL ISSUES .......................................24

OUTLINE OF ASSESSMENT .....................................................................................................28

REGULATIONS FOR PRIVATE CANDIDATES ...............................................................................34

REGULATIONS FOR RESIT CANDIDATES ...................................................................................34

ASSESSMENT GRID ...............................................................................................................35

CXC A4/U2/21 www.cxc.org

First issued in 1998

Please check the website www.cxc.org for updates on CXC®’s syllabuses.

CXC A4/U2/21 www.cxc.org

T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of

CXC A4/U2/21 www.cxc.org

CXC A4/U2/21 1 www.cxc.org

1. develop an awareness of the importance of information in the solution of many problems;

4. understand the importance of critically evaluating data in the production of information;

5. develop an understanding of users, hardware, software, networks, databases and information

6. develop an awareness of the history and importance of Information Technology;

9. develop an appreciation of emerging and innovative technologies that are designed to

 SKILLS AND ABILITIES TO BE ASSESSED

1. Knowledge and Comprehension;

2. Application and Analysis; and,

3. Synthesis and Evaluation.

CXC A4/U2/21 2 www.cxc.org

The ability to:

Application and Analysis

The ability to:

- use facts, concepts, principles and procedures in unfamiliar situations;

Synthesis and Evaluation

The ability to:

- use the computer and computer-based tools to solve problems; and,

- justify and apply appropriate techniques to the principles of problem-solving.

 PREREQUISITES OF THE SYLLABUS

CXC A4/U2/21 3 www.cxc.org