Menu
Exam Questions

Edexcel GCSE Computer Science (1CP2) Exam Questions

Build a practice paper from 514 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.

Build a paper

Topics (none ticked: all of them)
Question types (none ticked: all of them)

Practice paper

4 questions · 10 marks

Pick again
Print
1Multiple choice1 markTranslators Swap Remove

Identify the type of translator that translates the whole program into machine code before it is run.

[1 mark]
  • AAssembler
  • BCompiler
  • CInterpreter
  • DLinker
Mark scheme
  • B Compiler (1)
  • The only correct answer is B. The correct answer is compiler.
  • A is not correct because an assembler translates assembly language code into machine code, not a high-level program
  • C is not correct because an interpreter translates and executes the code line by line, without producing a complete machine code program first
  • D is not correct because a linker combines object code files into a single executable, it does not translate source code
Example answers and how they were marked
Full marks1/1

B Compiler

Why: Selected the compiler, the translator that translates the whole program into machine code before it is run (1).

No marks0/1

C Interpreter

Why: Near miss: an interpreter translates and executes the code line by line, so it does not translate the whole program into machine code before it is run.

No marks0/1

A Assembler

Why: Confuses the translators: an assembler translates assembly language code into machine code, it does not translate a high-level program as a whole.

2Short recall1 markTranslators Swap Remove

An interpreter translates high-level code.

State what happens to the translation of a program when an interpreter finds a syntax error.

[1 mark]
Mark scheme

Award one mark for any of the following:

  • Translation/execution stops (when the error is found) / the rest of the program is not translated/executed (1)

Allow stops/terminates/halts when the error is found

Do not accept shows/displays an error message on its own

Do not accept the whole program is translated and errors are reported at the end

Do not accept translates line by line on its own

Example answers and how they were marked
Full marks1/1

The translation stops as soon as the error is found, so the rest of the program is not translated.

Why: Translation stops when the error is found (1).

No marks0/1

An error message is displayed.

Why: Only an error message; it does not say translation stops, and the scheme does not accept a displayed error message on its own.

No marks0/1

The whole program is translated and all the errors are reported at the end.

Why: Describes a compiler; the scheme does not accept errors being reported at the end of translating the whole program.

3Short recall2 marksLow and High Level Languages Swap Remove

Programs written in a high-level language are often machine independent.

Define the term machine independence.

[2 marks]
Mark scheme

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

  • The (same) program/source code can run on different types/makes of computer/processor (1)
  • With few/no changes (to the program code) (1)
  • The same source code can be translated for each type of processor (1)
  • A different compiler/interpreter is used for each type of processor (1)
  • The program does not depend on one specific type of processor/hardware (1)
  • Only one version of the program needs to be written/kept (1)
  • The program is portable between different computers (1)

Allow 'different computers' as meaning different types of computer/processor.

Do not accept a program that will only run on one type of computer / the computer it was written on.

Do not accept written in machine code/binary, is translated into machine code, compiled/interpreted, is a low-level language.

Example answers and how they were marked
Full marks2/2

The same program can run on different types of computer (1) without being changed (1).

Why: Two creditworthy parts: runs on different types/makes of computer/processor (1); with few/no changes (1).

Some marks1/2

A program can run on different computers.

Why: Creditworthy point: can run on different types/makes of computer/processor (1), with 'different computers' allowed by the guidance. No second part about changes or translation.

No marks0/2

A program is written in machine code so the computer can understand it.

Why: Misconception: machine code is not machine independence; the mark scheme does not accept this, and no other creditworthy point is given.

4Discuss6 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.

Questions by topic

2.1 Binary

Build a paper on this topic 58
Adding Binary Numbers 6 questions Binary and Hexadecimal Basics 10 questions Binary Shifts 6 questions Binary to Denary Conversion 6 questions Binary to Hexadecimal Conversion 6 questions Denary to Binary Conversion 6 questions Denary to Hexadecimal Conversion 6 questions Denary to Negative Binary Conversion 6 questions Hexadecimal to Binary Conversion 6 questions

2.2 Data representation

Build a paper on this topic 56
Character Sets 18 questions Images 19 questions Sound 19 questions

2.3 Data storage and compression

Build a paper on this topic 24
Compression 18 questions Units & Conversion 6 questions

3.1 Hardware

Build a paper on this topic 77
Embedded Systems 17 questions Fetch Decode Execute Cycle 15 questions Primary Memory 15 questions Secondary Memory 15 questions Stored Program Computers 15 questions

3.2 Software

Build a paper on this topic 124
File Management 18 questions Memory Management 16 questions Peripheral Management 11 questions Process Management 12 questions Purpose & Function of Operating Systems 17 questions Software Basics 13 questions User Management 18 questions Utility Software 19 questions

3.3 Programming languages

Build a paper on this topic 37
Low and High Level Languages 19 questions Translators 18 questions

4.1 Networks

Build a paper on this topic 138
Addressing 16 questions LANs & WANs 16 questions Network Speed 5 questions Packet Switching 16 questions Protocols & Layers 17 questions The Internet 16 questions Topologies 17 questions Wired Connections 17 questions Wireless Connections 18 questions

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

Activities Flashcards Revision notes

Teachers: build a paper, print it with the mark schemes at the end, and sign your school up to set your classes activities on every topic.

Fetch Decode Explain isn't affiliated with or endorsed by Pearson Edexcel.