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Edexcel GCSE Computer Science (1CP2) Exam Questions

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4 questions · 11 marks

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1Short recall1 markSecondary Memory Swap Remove

Data is stored on optical discs as pits and lands.

Name the component in an optical disc drive that reads this data.

[1 mark]
Mark scheme

Award one mark for:

  • Laser (1)

Allow laser beam

Do not accept read/write head

Do not accept pits

Do not accept lands

Do not accept reflective surface

Do not accept magnet/magnetic

Example answers and how they were marked
Full marks1/1

Laser

Why: Laser is the creditworthy answer (1).

No marks0/1

A read/write head

Why: Read/write head is not accepted by the mark scheme; it reads magnetic media, not optical discs, so no marks are awarded.

No marks0/1

Pits and lands

Why: Pits and lands are what the laser reads, not the component that reads the data, so the mark scheme does not accept them.

2Describe2 marksStored Program Computers Swap Remove

The control unit (CU) is a component inside the CPU.

Describe the role of the control unit in the fetch-decode-execute cycle.

[2 marks]
Mark scheme

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

  • Decodes each (fetched) instruction (1) to work out which operation is needed / which components should carry it out (1)
  • Coordinates/directs the other components (1) by sending control signals along the control bus (1)
  • Fetches the next instruction (1) by sending its address to main memory along the address bus (1)
  • Sends a read/write control signal to main memory (1) so that the instruction or data is transferred during the fetch/execute stage (1)

Do not accept answers about synchronising the CPU or timing the cycles (that is the role of the clock).

Do not accept answers about carrying out arithmetic or logical operations (that is the ALU).

Do not accept answers about holding data or the results of instructions (that is registers/main memory).

Do not accept generic answers that only say the CU controls the CPU or processes instructions, with no linked development.

Only award one mark for a response that only repeats that the CU sends control signals; the second mark needs a linked outcome such as coordination, a memory read/write, or fetching an instruction.

Do not accept 'during the decode stage' as the development for the decoding point, as it restates the question.

Example answers and how they were marked
Full marks2/2

It decodes the instruction that has been fetched so that it knows which operation the CPU must carry out and which components should do it.

Why: Decoding named with the acceptable wording 'each (fetched) instruction' (1), plus the linked development that this identifies the operation and components (1).

Some marks1/2

It decodes each instruction during the decode stage of the cycle.

Why: Earns (1) for decoding the instruction. 'During the decode stage' restates the question and is not accepted as a development, so the second mark is not earned.

No marks0/2

It carries out the calculations and comparisons when the instruction is executed.

Why: Calculations and comparisons are the ALU's role, which the 'Do not accept' line rules out, so no mark is earned.

3Explain2 marksEmbedded Systems Swap Remove

A fitness tracker is worn on the wrist and uses an embedded system to count the wearer's steps.

Explain one reason why an embedded system is used in a fitness tracker.

[2 marks]
Mark scheme

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

  • The battery lasts longer/needs charging less often (1) because embedded systems have low power consumption/use less power (1)
  • It can be made small/light enough to wear on the wrist (1) because the processor, memory and input/output are combined on a single chip/microcontroller (1)
  • It can carry out the step-counting function reliably (1) because it runs a single/dedicated program and cannot install other software (1)
  • It has a low cost per unit (1) because it uses fewer/less powerful components than a general purpose computer (1)

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

Award one mark for a valid point stated on its own, e.g. 'it is small/light enough to wear on the wrist' (1) or 'its battery lasts longer before it needs charging' (1).

Accept the same linked ideas in either order, e.g. 'it uses less power (1) so the battery lasts longer (1)'.

Do not accept 'it uses less power'/'low power' on its own as a complete explanation; it must be linked to the battery lasting longer/needing charging less often for the second mark.

Do not accept an expansion that simply restates the point, e.g. 'it is small (1) so it fits on the wrist' earns only the point mark; 'fits on the wrist' is not a linked cause and is not enough for the second mark.

Do not accept 'the battery is small' as the linked reason for low power consumption.

Do not accept responses that say other software/apps can be installed on an embedded system (0); embedded systems have a single/dedicated function and cannot install new software.

Example answers and how they were marked
Full marks2/2

The battery lasts longer before it needs charging because an embedded system has low power consumption.

Why: Point (1) and linked reason (1); low power consumption explains why the battery lasts longer.

Some marks1/2

It is small so it fits on the wearer's wrist.

Why: Point 'small' earns (1); 'fits on the wrist' restates the point rather than giving the linked cause (components combined on a single chip), so no second mark.

No marks0/2

It can run other apps as well because it is a tiny computer.

Why: Misconception that embedded systems can install other software; no creditworthy point or linked reason.

4Discuss6 marksSecondary Memory Swap Remove

A school is buying new computers. Each computer needs storage for the operating system, applications and students' work. The computers have RAM and will be used in classrooms.

Discuss the role of secondary storage in these computers.

Your answer should include:

  • why secondary storage is needed
  • the difference between primary and secondary storage
  • a suitable type of secondary storage for the school's computers and a reason why it is suitable.
[6 marks]
Mark scheme

Indicative content

Why secondary storage is needed

  • Secondary storage is non-volatile, so it keeps the operating system, applications and students' work when the power is turned off.
  • It stores programs and files that are not currently in use, so they are not lost when the computer is switched off.
  • It provides a larger capacity than primary storage for files such as students' work, videos and photographs.
  • It allows each computer to keep many students' files and the software the school has installed.

The difference between primary and secondary storage

  • Primary storage (RAM) is volatile and directly accessible by the CPU; secondary storage is non-volatile and not directly accessible by the CPU.
  • RAM holds the data and instructions currently in use; secondary storage holds data and programs long term.
  • Primary storage is faster but smaller and more expensive per gigabyte; secondary storage is slower but larger and cheaper.
  • The school's computers need both: RAM to run the operating system and applications, and secondary storage to keep them when the computer is switched off.

A suitable type of secondary storage for the school's computers and a reason why it is suitable

  • A solid state drive (SSD) is suitable because it has no moving parts, so it is durable and quiet, and has fast read/write speeds, which helps the computers start up quickly.
  • A magnetic hard disk drive (HDD) is suitable because it is cheap and offers a very large capacity, which is useful for storing many students' files.
  • Either type could be used; a small SSD for the operating system and applications plus a large HDD for files would balance speed and cost.

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

  • Award credit for a type of secondary storage only when a reason is given that is linked to the school's computers; a named type alone (e.g. 'SSD') is not creditworthy. Do not accept RAM as secondary storage or the claim that secondary storage is the same as RAM. Do not accept CD/DVD/Blu-ray as the main storage for the school's computers because their capacity is too low and write speeds are slow.
  • For Level 3, the answer must cover all three bullets and apply at least one point to the school's computers. A 6-mark answer is well developed with sustained reasoning and a justified choice; a 5-mark answer covers all three but with limited development or application. Comparisons of speed and cost between primary and secondary storage are creditworthy as part of the difference.
Example answers and how they were marked
Full marks6/6

The school needs secondary storage because it is non-volatile, so the operating system, applications and students' work stay on the computer when the power is turned off. RAM is volatile and only holds data currently in use, while secondary storage keeps files long term. Secondary storage is also larger and cheaper per gigabyte than RAM, so it can hold many students' files. An SSD would be suitable because it has no moving parts, so it is durable in a classroom, and it has fast read/write speeds, so the computers start up quickly. A magnetic HDD would give a larger capacity for the same cost, which is useful for storing videos.

Why: Covers all three bullets: why secondary storage is needed (non-volatile, stores OS/apps/work, larger capacity), the difference from RAM (volatile, directly accessible, faster, smaller), and suitable types (SSD durable and fast; HDD cheap and high capacity) applied to the school's computers. Sustained and well structured. Level 3.

Some marks3/6

Secondary storage is needed to store data when the power is off. It is non-volatile, unlike RAM which is volatile. RAM is directly accessed by the CPU and is faster, but secondary storage is bigger. The school could use a hard disk because it has a lot of space.

Why: All three bullets covered with basic points: non-volatile storage when power off (1), difference volatile vs non-volatile (1), HDD with reason of capacity (1). Limited development and application to the school, so low Level 2, 3 marks.

Some marks1/6

Secondary storage is non-volatile so it keeps data when the power is off. It is the same as RAM, which is why it is fast. The school should use a CD because it is cheap and portable.

Why: One creditworthy basic point: non-volatile keeps data (1). Misconception that secondary storage is the same as RAM, and CD is not accepted as suitable main storage, so Level 1.

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