Edexcel GCSE Computer Science (1CP2) Exam Questions

• B To reduce the time taken to transmit a file (1)
• The only correct answer is B. The correct answer is to reduce the time taken to transmit a file.
• A is not correct because compression reduces file size, which can reduce the number of packets sent
• C is not correct because lossy compression can reduce the quality of a file
• D is not correct because encryption, not compression, can make a file harder to open

• D Time slice (1)
• The only correct answer is D. The correct answer is time slice.
• A is not correct because a process is a program that is being run
• B is not correct because round robin is a scheduling method that takes turns, not the period of CPU time itself
• C is not correct because a scheduler decides which process runs next

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

• Breaks messages/data into packets (1)
• Reassembles packets (at the destination) (1)
• Detects errors (1)
• Resends lost/missing packets/requests retransmission of lost packets (1)
• Creates/establishes a connection between two computers/hosts/sets up a connection before data is sent (1)

Do not accept routing packets or using IP addresses, which is the role of IP.

Do not accept encrypting data or providing security.

Do not accept vague answers such as 'transmits data' or 'sends data' without saying how TCP does this.

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

• Repeated words/patterns are found (1) and stored once in a dictionary with a code (1)
• Each repeated word/pattern is replaced by a shorter code (1) so fewer bits are needed to store the text (1)
• No data is removed (1) so the original text can be recreated exactly (1)
• The compressed file is smaller (1) but all the original characters can still be restored (1)

Do not accept answers that say data is permanently removed or quality is reduced.

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

• Only a limited number of different amplitude values can be stored (1) so each sample is rounded to the nearest available value and the digital wave does not match the analogue wave exactly (1)
• The wave is continuous but only a limited set of values can be represented (1) so amplitude detail/accuracy is lost (1)
• Quiet and loud parts of the sound may be stored as the same value (1) because there are too few values to tell them apart (1)
• The range of amplitudes that can be represented is limited (1) so the loudest/quietest parts of the sound cannot be stored accurately (1)

For both marks, the expansion must follow/associate with the statement.

Do not award marks for answers that say the sound cannot be stored or heard at all.

Do not award answers about the number of samples taken/sample rate, as the number of bits limits the amplitude values, not how often the wave is sampled.

Do not accept 'lower quality'/'less accurate'/'less detail' on its own without a link to the amplitude values that can be stored/the number of bit combinations.

Do not accept 'the file size is smaller' without a link to the accuracy or the range of values that can be stored.

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

• The programmer can control/manipulate the hardware directly (1) because low-level instructions can access registers/memory addresses/hardware features (1)
• The code can be made to work efficiently with a specific device (1) because low-level languages are processor/chipset specific, so the instructions match that hardware (1)
• The code produced is fast to execute (1) because it is optimised for the specific processor/uses few instructions (1)
• The code produced is small (1) so it fits in the limited memory/ROM available in the device (1)

For both marks, the expansion must follow/associate with the statement.

Fast execution and small code size are typical advantages of low-level languages; award them only where the linked reason relates to the device.

Do not accept 'it is easier to write/learn/understand' or 'it is faster to write' as a point or as the expansion, because low-level languages are not easier for these.

Do not accept 'it is close to the hardware' or 'it works with hardware' without expansion of what that allows the program to do.

Do not accept 'because it is low-level' as the expansion; the answer must say what the language/hardware allows.

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

• Data can avoid a busy/congested link (1) because the router can choose another path (1)
• Data can still arrive if a link fails (1) because the router sends it another way (1)
• Data can take the shortest/fastest path (1) because the router compares the routes and chooses the one with the fewest hops/least traffic (1)

For both marks, the expansion must follow/associate with the statement.

Allow other valid benefits with a linked reason, e.g. traffic can be shared across routes/load balanced (1) because the router can send some packets by another path (1)

Do not accept 'the route is always the same' as this is not a benefit of choosing a route.

Do not accept 'routers are fast' or 'packets are sent faster' on its own: the reason must say how the route is chosen, e.g. avoiding congestion or using a routing table.

Indicative content

Ease of learning, use and debug

• High-level language statements are written in English-like words and mathematical symbols, so the students can read the quiz game code and understand what each line does.
• The language is easier to learn than a low-level language, so students who are new to programming can start writing the quiz game quickly.
• Errors are easier to find and fix because the code is readable; for example, the students can check a line that updates a score against the rule they intended.
• The students do not need to know how the processor carries out each statement, so they can concentrate on the quiz questions and rules.

Data structures

• High-level languages provide lists or arrays, so the names and scores of all the players can be stored under one name and processed with a loop.
• A record can store a player's name and score as one item; in some languages a dictionary or class can be used instead, which keeps related data together.
• Using a data structure makes the code shorter and easier to understand than separate variables for every player's name and score.

Built-in functions and library routines

• High-level languages provide built-in functions such as print and input, so the students can display a question and read a player's answer without writing the underlying code.
• Library routines such as a random number generator can be used to choose quiz questions, saving the students time.
• String-handling routines can check or compare a player's answer, so the students do not have to write these routines themselves.
• Reusing tested routines reduces the amount of code the students write and can reduce errors in the quiz game.

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)

Additional guidance: Credit only points applied to the quiz game and the students; comparison with low-level languages is not required, but a correct contrast may support a point if it is applied. Do not award generic claims such as 'high-level programs run faster', 'work on any computer' or 'students do not need to learn syntax' unless they are justified for the quiz game.

Level 3 responses must cover all three bullet areas with linked reasoning that explains why the characteristic helps the students finish the game quickly with few errors; an answer covering only two bullet areas is limited to Level 2. Do not award the idea that high-level code is already machine code or is understood directly by the processor. Accept dictionaries or classes as equivalents of records.