Edexcel GCSE Computer Science (1CP2) Exam Questions

• A Embedded system (1)
• The only correct answer is A. The correct answer is embedded system.
• B is not correct because a general purpose computer can run many different application programs
• C is not correct because a networked computer is connected to other computers to share resources
• D is not correct because a server computer provides services or resources to other computers on a network

• B 4 (1)
• The only correct answer is B. The correct answer is 4 (2 bits give 2^2 = 4 values).
• A is not correct because 2 is the number of bits used to store each sample
• C is not correct because 8 different amplitude values would need 3 bits
• D is not correct because 16 different amplitude values would need 4 bits

Award one mark for any of the following up to a maximum of two marks:

• An arithmetic operation, e.g. addition/subtraction/multiplication/division (1)
• A logical operation, e.g. comparing two values (is A > B?) / using AND, OR, NOT (1)

Do not accept decoding instructions, fetching instructions or controlling the timing of the CPU, as these are carried out by the control unit.

Award up to two marks for a linked description such as:

• Parts of a file are moved so they are stored together/in consecutive locations (1) so the read/write head has less distance to travel to read the file (1)
• Files are rearranged so that each file is stored in one block (1) which reduces the time taken to open/load the file (1)
• Free space on the disk is collected into one area (1) so new files can be saved without becoming fragmented (1)
• The parts of each fragmented file are put in order (1) so fewer movements of the read/write head are needed to read it (1)

Do not accept responses about compressing files, deleting files or increasing the amount of storage, as these are not what defragmentation software does.

Do not accept 'it makes the disk faster' without saying how the files are changed.

Award up to two marks for a linked description such as:

• Instructions can manipulate/control the hardware/memory/registers directly (1) so the driver can control the specific device it is written for (1)
• The code is written for one specific processor/architecture (1) so it works with the exact hardware it will control (1)
• The programmer controls exactly how memory/registers are used (1) so the code is efficient and needs little memory, which suits a device that has limited memory (1)
• Each instruction maps to one machine code instruction (1) so the driver code is small enough to fit in the memory of the device (1)

Extra detail, such as naming the device the driver controls, is not needed to earn the marks.

Do not accept 'it is closer to machine code' on its own: it must be developed to show how this helps the driver, e.g. it can control the hardware directly.

Do not accept 'it is faster/quicker' with no link to the hardware/device, e.g. the device responds quickly.

Do not accept 'it is easier to learn', 'it is easier to debug' or 'it takes less time to write'.

Award one mark for each correct nibble in the correct order:

• 0100 (1)
• 0000 (1)

0 marks if the response is not 8-bit binary.

Indicative content

File management

• The operating system organises the practice's patient records into folders, so staff can find a patient's record quickly during an appointment.
• It carries out file operations such as saving, moving, renaming and deleting, so a dentist can save updated notes to the correct record.
• It sets permissions on shared folders and files, so that only authorised staff, such as dentists, can open a patient's clinical records; this reduces the risk of confidential records being seen by the wrong staff.
• It can give read-only access to some files, so receptionists can view appointment details but cannot change clinical notes.
• It shows the size of files and the free space on the practice's shared storage, so managers can see when more storage is needed for records.

User management

• The operating system creates a user account for each member of staff, with a username and password, so that each person has their own access to the system.
• It allocates access rights to each account, so receptionists, dentists and managers each see only the folders and files their role needs.
• It allows accounts to be grouped by role, so a new dentist can be given the same permissions as the existing dentists quickly instead of setting each one by hand.
• It can require strong passwords, which makes it harder for one member of staff to log on using another person's account and open patient records.
• It can disable or delete an account when a member of staff leaves, so that they can no longer open patient records.

Levels

• Level 0 (0 marks): No rewardable content.
• Level 1 (1–2 marks): Basic, independent points are made, showing elements of understanding of key concepts/principles of computer science. (AO1) The discussion will contain basic information with little linkage between points made or application to the context. (AO2)
• Level 2 (3–4 marks): Demonstrates adequate understanding of key concepts/principles of computer science. (AO1) The discussion shows some linkages and lines of reasoning with some structure and application to the context. (AO2)
• Level 3 (5–6 marks): Demonstrates comprehensive understanding of key concepts/principles of computer science to support the discussion being presented. (AO1) The discussion is well developed, with sustained lines of reasoning that are coherent and logically structured, and which clearly apply to the context. (AO2)

Level 3 responses must cover both file management and user management and develop how each supports the practice, for example linking permissions to who can open patient records. Answers that only state basic, undeveloped points such as 'the operating system puts files in folders' or 'users have a username and password', with little reference to the practice, are limited to Level 1 (maximum 2 marks).

Do not accept backup, disk defragmentation or anti-malware software as operating system file management, or encryption, as these are outside the operating system's file management; they are utility software or security measures.

Indicative content

How each translator deals with a syntax error

• An interpreter stops as soon as it finds a syntax error and displays an error message.
• With an interpreter, the lines before the error have already been executed, so the student can see how far the program got before it stopped.
• A compiler reports errors at the end of translation, so the student gets a list of all the syntax errors in the program in one go.

How much of the program is translated at a time

• An interpreter translates one line at a time and executes each line immediately.
• A compiler translates the whole program in one go before any of it is run.
• A compiler produces object code, so after every change the whole program must be compiled again before the student can run it.
• An interpreter produces no object code, so the student does not have to wait for the whole program to be translated before it runs.

How this affects the student's testing

• An interpreter suits this student because the program can be run straight away after each small change.
• The interpreter stops at the first error found, so the student fixes that error and runs the program again, but may only find the next error on the next run.
• Reporting every error at the end of compilation means the student can fix several errors at once, but cannot run the program until the whole program compiles.
• The student should use an interpreter while testing, and compile the finished program once it works.

Levels

• Level 0 (0 marks): No rewardable content.
• Level 1 (1–2 marks): Basic, independent points are made, showing elements of understanding of key concepts/principles of computer science. (AO1) The discussion will contain basic information with little linkage between points made or application to the context. (AO2)
• Level 2 (3–4 marks): Demonstrates adequate understanding of key concepts/principles of computer science. (AO1) The discussion shows some linkages and lines of reasoning with some structure and application to the context. (AO2)
• Level 3 (5–6 marks): Demonstrates comprehensive understanding of key concepts/principles of computer science to support the discussion being presented. (AO1) The discussion is well developed, with sustained lines of reasoning that are coherent and logically structured, and which clearly apply to the context. (AO2)

Level 3 responses must relate the way each translator works to the student's testing, not just describe the two translators.

Do not accept answers about run-time or logic errors where no comparison of the translators is made.