Cambridge A Level Information Technology (ICT): IT in society (9626) – Practice Questions

These are original questions written for Marlbridge, for revision and practice on this content. They are not reproduced past-paper questions, and they do not replicate the exam’s exact structure, question count or mark tariffs – examination boards hold copyright in their own papers. Use these alongside the official past papers from your board or school.

These questions cover topic 12, IT in society (sections 12.1–12.5) of the Cambridge International AS & A Level Information Technology 9626 syllabus for examination in 2025, 2026 and 2027 (version 3). This is A Level only content. The syllabus states that Paper 3 (Advanced Theory) questions are based on sections 12–21. All questions can be answered on paper.

Learn the content first with the study guide and the revision notes. The course hub is Cambridge A Level IT, the 9626 checklist lists every outcome, and a free diagnostic shows where to start.

Questions

1. A city’s buses accept a transport card. Leila loads her card with 30.00 and makes eight journeys at 2.40 each.

(a) Describe what is meant by a stored value card. [2] (b) Calculate the value left on Leila’s card. [1] (c) Calculate how many further complete journeys she can make without topping up. [1]

2. Explain how a blockchain makes it difficult for someone to alter a cryptocurrency transaction after it has been recorded. [4]

3. A hospital is using data mining to predict which patients are likely to be readmitted. Identify the stage of the data mining process for each activity.

(a) Agreeing that the aim is to predict readmission within 30 days. [1] (b) Removing records that have no discharge date. [1] (c) Checking whether the model’s predictions meet the accuracy the hospital agreed. [1] (d) Adding the model to the patient records system so doctors see a risk score. [1]

4. A bank builds a data mining model to detect fraudulent card payments. A test sample contains 425 fraudulent payments. The model flags 400 payments, of which 340 are confirmed as fraudulent.

(a) Calculate the percentage of flagged payments that were fraudulent. [2] (b) Calculate the percentage of all fraudulent payments that the model detected. [2] (c) The bank’s objective was to detect at least 90% of fraudulent payments. State the stage of data mining this check belongs to, and suggest what the bank should do next. [2]

5. Data mining is used by many organisations.

(a) Explain how data mining can be used for national security. [2] (b) Explain how data mining can be used in scientific research. [2] (c) Describe two ethical or privacy concerns about data mining. [2]

6. A small building company is choosing between instant messaging and email for communicating with its site workers. Compare the two services for this purpose. [4]

7. Discuss the impact of social networking platforms on governments. [6]

8. Explain one impact of IT on each of the following.

(a) Manufacturing [2] (b) News [2]

9. A company plans to monitor its employees’ emails and internet use. Evaluate this plan. [6]

10. A university plans to replace its live video-conferenced introductory course with a massive open online course (MOOC). Discuss the likely impact on student and teacher motivation, and on students’ achievement and autonomy. [8]

11. Discuss the impact and risks of cryptocurrencies for individuals and for businesses. [8]

Answers

1. (a) A card that holds a monetary value loaded in advance [1]; each payment reduces the stored value until it is topped up. [1] (b) 30.00 − (8 × 2.40) = 30.00 − 19.20 = 10.80 [1] (c) 10.80 ÷ 2.40 = 4.5, so 4 complete journeys [1] [4] Examiner insight: In (c) a bare “4.5” does not answer “complete journeys”; round down and state the whole number.

2. The ledger is copied on many nodes, not held by one organisation. [1] Each block stores the hash of the previous block. [1] Altering a transaction changes that block’s hash, so it no longer matches the hash stored in the next block. [1] The other nodes still hold the original version and must agree before changes are accepted, so the altered copy is rejected. [1] [4] Examiner insight: “It is encrypted so it cannot be hacked” earns nothing; each mark needs a separate feature of the mechanism (copies, hash link, broken link, consensus).

3. (a) Business understanding [1] (b) Data preparation [1] (c) Evaluation [1] (d) Deployment [1] [4] Examiner insight: Use the syllabus stage names exactly; “cleaning” for (b) describes the action but does not name the stage.

4. (a) 340 ÷ 400 × 100 [1] = 85% [1] (b) 340 ÷ 425 × 100 [1] = 80% [1] (c) Evaluation. [1] The 90% target is not met, so the bank should not deploy yet; it should go back to modelling or data preparation, for example by adding more examples of fraud, and retest. [1] [6] Examiner insight: Check which total goes in the denominator: (a) divides by payments flagged, (b) by all fraudulent payments; swapping them loses the method mark.

5. (a) Large amounts of travel, financial or communication data are searched for patterns [1] that may reveal planned attacks or suspects, so action can be taken early. [1] (b) Researchers search very large experimental data sets, such as genetic or climate data [1], to find relationships that would be too slow to find by hand, leading to new hypotheses. [1] (c) Any two: data is used for purposes people did not consent to [1]; individuals can be profiled or treated unfairly based on patterns [1]; or large stores of personal data can be breached. [6] Examiner insight: For “Explain”, say what the data mining finds and why that helps; naming the area alone gives little to credit.

6. Instant messaging is real time, so workers on site can get quick answers [1], whereas email may not be read until later. [1] Email gives a formal, searchable record with attachments such as plans or contracts [1], whereas instant messages are less suitable for formal records. [1] [4] Examiner insight: “Compare” needs both services in each point; two separate descriptions with no “whereas” or “but” leave the comparison to the examiner and earn less.

7. Governments can distribute useful information and news directly to citizens quickly. [1] They can announce updated regulations and give advice on current issues. [1] Citizens can give feedback, so policy can respond to public opinion. [1] However, platforms can spread false or distorted information about government. [1] Some governments may use censorship of platforms to control debate. [1] Conclusion: platforms improve communication with citizens, but only if information is accurate and freedom of expression is protected. [1] [6] Examiner insight: “Discuss” asks for both sides; an answer with only benefits misses half the content, so include drawbacks and a reasoned conclusion.

8. (a) Robots and computer-controlled machines work continuously with consistent accuracy [1], increasing output and quality but reducing the number of unskilled jobs. [1] (b) News can be published online and shared instantly [1], so people get updates as events happen, but unchecked stories can spread before being verified. [1] [4] Examiner insight: Each part needs the technology and its effect; “IT makes manufacturing better” does not earn either mark.

9. Monitoring can detect data leaks or malware brought in through risky websites, protecting company data. [1] It can show whether staff are working, improving productivity. [1] It provides evidence if an employee misuses systems. [1] However, staff may feel distrusted, lowering morale. [1] It intrudes on privacy, especially for personal messages, and staff should be told about it. [1] Conclusion: justified for security if it is limited and transparent, but blanket monitoring may cost more in morale than it gains. [1] [6] Examiner insight: “Evaluate” needs a judgement; finish with a justified conclusion rather than repeating points already made.

10. Motivation: students can study short videos and quizzes with instant feedback, which some find motivating [1], but with no live teacher or classmates some feel isolated and lose motivation. [1] Achievement: material can be replayed as often as needed, helping weaker students [1], but questions cannot be answered live, so misunderstandings may go uncorrected. [1] Autonomy: students choose when, where and how fast to study [1], but need self-discipline without fixed lesson times. [1] Teachers’ motivation may fall if live teaching is replaced, or rise if content is reused. [1] Conclusion: a MOOC suits self-motivated learners; adding some live sessions would reduce the drawbacks. [1] [8] Examiner insight: Cover every named area; an excellent answer on motivation alone cannot reach full marks.

11. Individuals: payments can be sent quickly and cheaply, including abroad [1], and a mobile wallet gives access without a bank account. [1] Risks: values can fall sharply, reducing savings [1]; losing a private key or password means losing the funds, and payments cannot be reversed. [1] Businesses: lower transaction fees and faster settlement than card payments [1], and access to new customers. [1] Risks: takings can lose value before conversion, and unclear regulation and tax rules add cost and uncertainty. [1] Conclusion: useful for fast, cheap transfers, but volatility and weak consumer protection make them risky as a main way to save or trade. [1] [8] Examiner insight: Keep individuals and businesses separate; repeating the same point for both groups adds little, so give each group its own impacts and risks.

Where marks are usually lost

• Describing a blockchain as encrypted or “unhackable” instead of explaining hashes, copies and consensus.
• Calling debit and credit cards “cryptocurrency” because they are digital.
• Mixing up data understanding (checking quality) and data preparation (fixing it).
• Swapping denominators in percentage questions about model accuracy.
• Writing one-sided answers to “Discuss” and “Evaluate” questions.
• Describing two services separately when the command word is “Compare”.
• Ignoring one of the named groups or areas in an extended question.
• Generic points such as “IT is faster” with no technology or effect named.

Next steps

• IT in society revision notes
• IT in society study guide
• Related: eSecurity and The digital divide
• Cambridge A Level IT hub and 9626 checklist
• All free 10-minute diagnostics
• Book a free trial class

Official syllabus

Cambridge International AS & A Level Information Technology 9626 syllabus for examination in 2025, 2026 and 2027, version 3 (published July 2025), Cambridge International, part of Cambridge University Press & Assessment. Topic 12, IT in society, sections 12.1–12.5.