Edexcel GCSE Computer Science (1CP2) Exam Questions

• B At the end of translating the program (1)
• The only correct answer is B. The correct answer is at the end of translating the program.
• A is not correct because a compiler translates the whole program and does not report an error after each line; reporting after each line is how an interpreter behaves
• C is not correct because a compiler does not stop at the first error; it finishes translating and reports the errors it finds at the end
• D is not correct because syntax errors are found during translation, before the object code is run

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

• The smallest element/area of a bitmap image (1)
• The smallest identifiable part of an image (1)
• Stores/represents a single colour as a binary value (1)
• Stores/represents a single colour using a number of bits/colour depth (1)

Allow 'picture element' for element/part in the first two bullets, but not on its own

Allow 'bit depth' for colour depth

Do not accept 'picture element'/'pixel' on its own

Do not accept 'a group of pixels' or 'a dot' on its own; allow 'dot' only when it is described as the smallest element/area of the image

Do not accept 'single colour' on its own for the second mark; it must be linked to a binary value/number of bits

Do not accept 'lots of coloured dots' (it contradicts a single colour)

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

• The program (and its data) is copied/loaded from secondary storage into main memory/RAM (1) so that the CPU can fetch/execute its instructions (1)
• An area of main memory is allocated/reserved for the program (1) that is large enough to hold the program and its data (1)
• The operating system checks that there is enough free main memory (1) before the program can be started/loaded, otherwise it cannot run/an error is reported (1)
• The operating system keeps a record of the memory addresses used by the program (1) so that its instructions and data can be found when it runs (1)

Allow 'loaded into RAM', 'stored in memory' and 'put into main memory' as equivalent to copied into main memory.

A single statement that the program is loaded/stored in main memory, with no linked development, can be given one mark only.

Do not accept descriptions of the CPU fetching/executing instructions that do not refer to the operating system loading or allocating memory.

Do not accept responses about virtual memory (moving processes to secondary storage) or about which process runs next on the CPU.

Do not accept the program being run from secondary storage/hard disk.

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

• Statements are written in English-like words/use maths symbols (1) so the programmer can understand more easily what each one does (1)
• The language uses meaningful names for variables/structured constructs such as loops (1) so the code is easier to read/follow (1)
• One statement translates into several machine code instructions (1) so there are fewer instructions to learn/understand for the same task (1)

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

Do not accept 'it is easier' / 'it is simpler' on its own, without saying what is easier/simpler.

Do not accept 'the computer understands it directly' / 'it does not need translating'.

Do not award answers about the program running faster or using less memory, as these are not about ease of learning.

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

• The twisted pair/shielded cable resists interference from the cutting machines (1) so the signal is not disrupted/corrupted and data does not need to be resent, so the network speed/throughput stays high (1)
• The cable is less affected by the interference (1) so fewer data packets are corrupted/need resending, so effective throughput/speed is not reduced (1)
• A wired connection gives a consistent/stable speed (1) because the signal is not disrupted by the machines, so data is not resent and speed is not reduced (1)

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

Allow 'consistent/stable speed' as a point, but the linked reason must say that interference no longer disrupts the signal so data is not resent/throughput is not reduced.

Do not accept 'wired connections are faster' on its own without saying why the interference no longer affects the signal/speed.

Do not accept 'there is less interference' on its own without saying what this does to the signal/data (e.g. it is not disrupted/corrupted, so data is not resent).

Do not accept 'reliable' on its own without linking it to speed/throughput.

Do not accept answers about the length of the cable or the number of devices on the network.

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

• 1111 (1)
• 0010 (1)

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

Indicative content

the role of RAM in the stored program concept

• In the von Neumann stored program concept, a program's instructions and the data it uses are held together in main memory.
• RAM holds the instructions and data of the program that the CPU is currently processing.
• The CPU fetches each instruction from RAM during the fetch-decode-execute cycle, so a program must be in RAM before it can be run.
• RAM is directly accessible by the CPU, so instructions can be fetched quickly enough for the CPU to keep working.

what happens to a program when it is opened

• When a program is opened, a copy of its instructions and data is transferred from secondary storage, such as the hard drive, into RAM.
• The operating system loads the program into RAM so that the CPU can start fetching and executing its instructions.
• When the program is closed, it is removed from RAM, and the space it used is free for another program.
• If a computer does not have enough RAM, the program may not open, or another open program has to be closed first.

why the CPU cannot execute a program directly from secondary storage

• Secondary storage, such as a hard disk drive, is much slower to access than RAM.
• The CPU can process instructions much faster than secondary storage can supply them, so the CPU would have to wait and would not be working at full speed.
• RAM is fast electronic memory with no moving parts, so data can be read from it in a fraction of the time taken by a magnetic hard disk drive.
• Running the school's programs directly from secondary storage would make the computers in the IT room very slow to use.

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

• Level 3 responses must cover both the role of RAM in the stored program concept and the speed difference between RAM and secondary storage, with a reason such as the CPU having to wait for instructions.
• Answers that make only basic, independent points, such as what RAM is, that a program is copied into RAM when it is opened, or that RAM is faster than a hard drive, without linking them to explain why the CPU would have to wait for instructions, are limited to Level 1.
• Do not accept statements that RAM is permanent storage, that RAM replaces secondary storage, or that secondary storage is read-only.

Indicative content

Range and number of values

• With a bit depth of 3, the keyboard can store only 2^3 = 8 different amplitude values.
• The 3-bit codes run from 000 to 111, so the loudest and quietest amplitudes the keyboard can record are fixed by those codes.
• Because only eight levels of loudness are available, the keyboard cannot store the full variation in amplitude of the original recording.
• Any sound in between two of the eight values cannot be stored at all, so much of the detail of the original sound has no code to represent it.

Accuracy of the stored sample

• Each true amplitude must be rounded to the nearest of the eight available values, so the stored sample is not the same as the amplitude that was measured.
• The difference between the true amplitude and the rounded value is the quantisation error, which makes every stored sample less accurate.
• The eight values are far apart, so there is a large step between one stored amplitude and the next and the stored sound rises and falls in big jumps rather than following the original wave.
• A quiet sound whose amplitude is smaller than one step may be stored with the same code as silence, so that part of the recording is lost.

Effect on the user

• When the keyboard plays back the recording, the large steps between stored amplitudes are heard as distortion or noise rather than a smooth copy of the original sound.
• Quiet parts of the recording may not be heard at all, because they are stored as the same value as silence.
• The reproduced sound may not be recognisable as the instrument or voice that was recorded.

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 explain that 3 bits gives only 8 amplitude values and link the large steps between those values to the distortion or the loss of quiet sounds that the user hears; an explicit binary range of 000 to 111 is not required for Level 3.

Level 2 requires one point to be developed with a reason, e.g. eight values means each amplitude is rounded to the nearest and the quantisation error is large enough to be heard; stating 8 values, reduced accuracy and distortion as separate basic points without a reason is Level 1. Do not accept bit depth described as the number of samples taken per second, or a bare statement that the quality is worse with no explanation.