Edexcel GCSE Computer Science (1CP2) exam questions

Build a practice paper from 600 exam-style questions, each with its mark scheme and example answers. Print it, or answer it on paper and then open the mark schemes. Or browse the questions by topic.

Practice paper

5 questions · 18 marks

Pick again

1Short recall2 marksUnits & Conversion Swap Remove

Data storage is measured in binary multiples.

Define the term bit.

[2 marks]

Mark scheme

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

A binary digit (1)
Has the value 0 or 1 (1)
The smallest unit of data storage (1)
A single 0 or 1 (1)

Allow binary digit/binary place value for binary digit

Allow a single binary digit for a single 0 or 1

Do not accept a group of 8 bits/half a nibble of 4 bits, which describe a byte or a nibble

Do not accept a binary number/binary on its own

Example answers and how they were marked

Full marks2/2

A binary digit that can have the value 0 or 1.

Why: A binary digit (1) and has the value 0 or 1 (1).

Some marks1/2

It is the smallest unit of data storage.

Why: Smallest unit of data storage (1), but does not state that it is a binary digit or that it has the value 0 or 1.

No marks0/2

A group of 8 bits.

Why: Describes a byte, not a bit; no creditworthy point and named in the Do not accept line.

2Describe2 marksLow and High Level Languages Swap Remove

A programmer has written a program in assembly language.

Describe why it is necessary to translate the program into machine code before it can be run.

[2 marks]

Mark scheme

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

The processor/CPU can only execute machine code/binary instructions (1) so the assembly instructions must be converted into machine code before the program can run (1)
Each assembly instruction/mnemonic matches/corresponds to one machine code instruction (1) so each line must be replaced with the machine code the processor executes (1)
The program is written using mnemonics (1) that must be translated into machine code for the processor to carry out the instructions (1)
The hardware/processor does not understand assembly language directly (1) so it must be translated into machine code that the processor can execute (1)

Do not accept 'assembly language is a low-level language'.

Do not accept 'it is hard to understand' or 'it is not English'.

Do not accept benefits, such as 'machine code runs faster' or 'the program will run more quickly'.

Do not accept 'an assembler/a translator converts it' on its own, with no reference to the processor only being able to execute machine code/binary.

Do not accept responses about high-level languages or about compilers/interpreters.

Example answers and how they were marked

Full marks2/2

The processor can only execute machine code, so the assembly instructions must be converted into machine code before the program can run.

Why: States what the processor can execute (1) and links it to converting the program's instructions into machine code (1).

Some marks1/2

Each assembly instruction matches one machine code instruction.

Why: Correct point about the one-to-one match (1) but no development saying that this is because the processor only executes machine code.

No marks0/2

Because an assembler translates assembly language into machine code.

Why: Names the translator but gives no reason tied to the processor only being able to execute machine code, so no mark; this is in the 'Do not accept' guidance.

3Explain2 marksProtocols & Layers Swap Remove

The TCP/IP model has four layers.

Explain one function of the transport layer when a file is sent over a network.

[2 marks]

Mark scheme

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

Splits the data/file into packets (1) so each packet can be sent separately across the network (1)
Adds a packet/sequence number to each packet (1) so the packets can be put back into the correct order at the destination (1)
Detects lost/missing packets (1) so they can be requested/resent (1)
Creates a connection between the two computers/hosts (1) before the file is sent (1)

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

Allow 'segments' for 'packets' (TCP divides the data into segments, which become packets at the internet layer).

Do not accept 'sends the data/file' on its own without saying what the transport layer does to the data.

Do not accept naming TCP or a port number on its own without expansion.

Do not accept routing/addressing packets using IP addresses, which is the internet layer.

Example answers and how they were marked

Full marks2/2

The transport layer splits the data into packets (1) so each packet can be sent separately across the network (1).

Why: Linked point (1) and reason (1): splitting into packets lets each one be sent separately.

Some marks1/2

It splits the data into packets (1).

Why: Point (1) identified, but no linked reason given, so only the first mark is awarded.

No marks0/2

It routes the packets using IP addresses (0) so they reach the right destination.

Why: Routing using IP addresses is the internet layer, not the transport layer, so no credit is given.

4Discuss6 marksSoftware Basics Swap Remove

A dental practice has a network of computers used by receptionists, dentists and managers. Patient records are stored in shared folders and staff have different levels of access.

Discuss how the operating system's file management and user management support the dental practice.

Your answer should consider:

file management
user management

[6 marks]

Mark scheme

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.

Example answers and how they were marked

Full marks6/6

The operating system's file management lets the practice keep each patient's records in folders, and it carries out the saving, moving and deleting of those files, so a dentist can add notes to the right record after an appointment. File management also sets permissions on the shared folders, so receptionists can be given read-only access to appointment details but cannot change clinical notes, while dentists have write access. This reduces the risk of confidential patient records being seen or changed by the wrong staff. User management supports this because the operating system gives every member of staff their own account with a username and password, so anything done to a record can be traced to the person who did it. Accounts can be grouped by role, so when the practice takes on a new dentist the account can be given the same rights as the other dentists quickly rather than setting each permission by hand. When a member of staff leaves, their account can be disabled so they can no longer open patient records. Together this means the practice can share records across reception, dentists and managers while each person only reaches what their role needs.

Why: Level 3: both file management (folders, saving, permissions, read-only access) and user management (accounts, grouping by role, disabling accounts) are covered and developed, with sustained reasoning linking them to the practice's shared records and staff access.

Some marks2/6

File management puts the patient records into folders so they can be found. User management gives each member of staff a username and password so they can log on to the computer.

Why: Level 1: two basic, independent points, one on each area, with little development and little application to how they support the practice, so it is capped by the Level 1 guidance at 2 marks.

Some marks1/6

File management is when the operating system backs up all the files every night. User management is when the computer has a username so it stops viruses.

Why: Level 1 (1 mark): backup is not accepted as operating system file management, but the basic point that a user account has a username is creditworthy; the claim that it stops viruses is not creditworthy.

5Discuss6 marksTranslators Swap Remove

A student is writing a program in a high-level language. The student runs the program after every small change to check that it works.

Discuss whether the student should use an interpreter or a compiler while writing and testing the program.

Your answer should include:

how each translator deals with a syntax error
how much of the program is translated at a time
how this affects the student's testing.

[6 marks]

Mark scheme

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.

Example answers and how they were marked

Full marks6/6

The student should use an interpreter while testing. An interpreter translates one line at a time and executes each line straight away, so as soon as the student has made a small change the program can be run without waiting for the whole program to be translated. If there is a syntax error, the interpreter stops at that line and displays an error message, and the lines before it have already been executed, so the student knows exactly where the problem is. A compiler translates the whole program in one go and only reports the errors at the end, so the student would get a list of all the syntax errors, but could not run any of the program until the whole program compiled successfully.

Why: Explains how each translator deals with a syntax error, how much is translated at a time (one line executed immediately against the whole program at once) and links both to the student's testing, with a conclusion. Level 3.

Some marks4/6

An interpreter translates one line at a time and stops when it finds an error, so the student can see where the error is. A compiler translates the whole program and reports all the errors at the end. The interpreter is better for testing because the student can run the program straight away after a change.

Why: Adequate: correct points about error reporting and one line at a time, with a recommendation, but the effect on testing is only asserted rather than reasoned through, so the linkage is not sustained. Level 2.

Some marks1/6

The student should use a compiler because it translates the program one line at a time and stops at the first error, which makes testing quicker.

Why: The roles of the two translators are reversed, so the answer only makes a basic point about testing more quickly. Level 1.

Edexcel GCSE Computer Science (1CP2) Exam Questions

Build a paper

Practice paper

Questions by topic

2.1 Binary

2.2 Data representation

2.3 Data storage and compression

3.1 Hardware

3.2 Software

3.3 Programming languages

4.1 Networks

4.2 Network security

5.1 Environmental

5.2 Ethical and legal

More ways to revise Edexcel GCSE Computer Science (1CP2)