Edexcel GCSE Computer Science (1CP2) Exam Questions

Award one mark for:

• Several/multiple machine code instructions (1)

The answer must refer to instructions.

Do not accept machine code on its own.

Do not accept binary on its own.

Do not accept 'one or more machine code instructions' as it does not show that one statement becomes several instructions.

Do not accept assembly code/compiled code/low-level code on their own.

Do not accept 'a line of code'/'a statement' as this repeats the question.

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

• The same source code can be used on different processors (1) because a compiler/interpreter for each processor translates it into that processor's machine code/instructions (1)
• The program is machine/processor independent (1) because the code is translated into the machine code/instructions of each processor it is run on (1)
• A different compiler/interpreter is used for each type of processor (1) so the same source code can be translated into each processor's machine code/instructions (1)
• The program can be moved/copied to a computer with a different processor (1) because a compiler/interpreter that produces code for that processor exists (1)

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

Do not accept 'it is portable' without a linked reason about translation for different processors.

Do not accept 'it is easier to use/read/write' on its own without a linked reason about translation/processors.

Do not accept 'it is not written in binary'/'it is not machine code'/'it is not written in assembly language' as the reason without saying that the code is translated into each processor's machine code/instructions.

Do not accept the misconception that the program runs directly on any processor without being translated.

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

• The compiler translates the whole program into machine code before it is run (1) so no translation is needed while the program is executing (1)
• The machine code/object code is already produced before execution (1) so the CPU can carry out the instructions directly without translating them (1)
• The compiled program does not need an interpreter at run time (1) so no time is spent translating each line before it is executed (1)

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

A statement that translation happens before execution, with no linked reason for faster running, earns 1 mark only.

Do not accept 'faster to run' or 'quicker' on its own without a reason linked to translation before/during execution.

Do not accept 'compiled code is optimised' or 'compilation takes less time' without linking this to translation before execution/at run time.

Do not accept answers about the compiler being installed or available.

The question asks why a compiled program usually runs faster, so answers must refer to when translation happens, not just general performance claims.

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.