Edexcel GCSE Computer Science (1CP2) exam questions

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Practice paper

3 questions · 14 marks

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1Explain2 marksWired Connections Swap Remove

A video production company stores large video files on a server. It is replacing the copper cables in its office with fibre optic cables.

Explain how using fibre optic cables instead of copper cables could improve the bandwidth of the company's network.

[2 marks]

Mark scheme

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

Fibre optic cables have a higher bandwidth than copper cables (1) so a greater amount of data can be transferred each second (1)
Fibre optic cables carry data as pulses of light (1) so a greater amount of data can be carried each second than by the electrical signals in a copper cable (1)
Fibre optic cables are not affected by electromagnetic interference (1) so the maximum amount of data the cable can carry is not reduced by nearby electrical equipment (1)

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

Do not accept 'faster' on its own without expansion as to what is faster, such as a greater amount of data being carried each second.

Do not accept 'more reliable' or 'less interference' on its own without linking it to the amount of data that can be carried.

Do not accept answers about the cost of the cables or their installation.

Example answers and how they were marked

Full marks2/2

Fibre optic cables have a higher bandwidth than copper cables, so more data can be transferred every second, which means the large video files transfer more quickly.

Why: Higher bandwidth (1) and the linked reason that more data can be transferred each second (1).

Some marks1/2

Fibre optic cables have a much higher bandwidth than copper cables.

Why: Higher bandwidth (1) but no linked reason about the amount of data that can be carried.

No marks0/2

Fibre optic cables are newer and more expensive than copper, so the network can carry more data.

Why: Cost and age are not accepted, so the 'carry more data' expansion has no valid point to link to (0).

2Discuss6 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.

3Discuss6 marksLow and High Level Languages Swap Remove

A school computing club is creating a quiz game. The game will be written by students who are new to programming. It will store the names and scores of players in a list. The club wants to choose a language that helps the students finish the game quickly and with few errors.

Discuss the characteristics of a high-level programming language that make it suitable for writing the quiz game.

Your answer should include:

how easy the language is to learn, use and debug
the data structures it provides for storing the players' names and scores
the built-in functions and library routines it provides.

[6 marks]

Mark scheme

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.

Example answers and how they were marked

Full marks6/6

A high-level language is suitable for the quiz game because its statements use English-like words and mathematical symbols, so students who are new to programming can read the code and see what each part of the quiz does. This also makes the game easier to debug, because the students can compare a line that updates a player's score with the rule they intended. The language gives the students lists or arrays, so all the players' names and scores can be stored under one name, and a loop can then go through the list to display the results. A record, or a dictionary in Python, can keep one player's name and score together, which is clearer than using separate variables. The language also provides built-in functions and library routines such as input, print and a random number generator, so the students do not have to write these from scratch. They can use input to ask for a player's name and print to show the score, and a random number routine to choose a question. This lets the club spend its time on the quiz questions and rules, so the students can finish the game quickly with fewer errors.

Why: Covers all three bullet areas with linked reasoning: readable English-like statements and debugging, lists/records for names and scores, and built-in input/print/random routines, all applied to helping new students finish quickly with fewer errors. This meets Level 3.

Some marks3/6

High-level languages use English words, so the students can understand the code for the quiz game and find mistakes more easily. They provide lists or arrays, so the players' names and scores can be stored together, and a loop can be used to display the scores. This makes the game easier to write for students who are new to programming.

Why: Level 2, 3 marks: covers ease of learning/use and data structures with some application to the quiz game, but gives no built-in facilities and limited development of why this helps the club finish quickly, so it is not Level 3.

No marks0/6

High-level code is already machine code, so the computer can run the quiz game without a translator. The students do not need to learn any syntax.

Why: Contains the machine-code misconception and a generic claim that the scheme does not credit; no creditworthy point is made, so Level 0.

Edexcel GCSE Computer Science (1CP2) Exam Questions

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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)