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Edexcel GCSE Computer Science (1CP2) Exam Questions

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4 questions · 10 marks

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1Multiple choice1 markStored Program Computers Swap Remove

Identify the bus that carries addresses in one direction only, from the CPU to main memory.

[1 mark]
  • AAddress bus
  • BControl bus
  • CData bus
  • DSystem bus
Mark scheme
  • A Address bus (1)
  • The only correct answer is A. The correct answer is address bus. Do not accept 'address' on its own.
  • B is not correct because the control bus carries control signals in both directions between the CPU and other components
  • C is not correct because the data bus carries data in both directions between the CPU and main memory
  • D is not correct because the system bus is the collection of all three buses
Example answers and how they were marked
Full marks1/1

A Address bus

Why: Correct option: the address bus carries addresses in one direction only, from the CPU to main memory (1).

No marks0/1

C Data bus

Why: The data bus carries data in both directions, so it is not the bus that carries addresses in one direction only from the CPU to main memory; no creditworthy point.

No marks0/1

B Control bus

Why: The control bus carries control signals in both directions, not addresses in one direction only; this is the common control/address bus confusion, so no mark.

2Multiple choice1 markCharacter Sets Swap Remove

ASCII is a character set used for representing text.

Identify the number of bits used to encode each character in ASCII.

[1 mark]
  • A6
  • B7
  • C8
  • D16
Mark scheme
  • B 7 (1)
  • The only correct answer is B. The correct answer is 7 bits.
  • A is not correct because 6 bits give only 64 different characters
  • C is not correct because 8 bits are used by extended ASCII to give 256 characters
  • D is not correct because 16 bits give 65 536 different characters, which is far more than the 128 in ASCII
Example answers and how they were marked
Full marks1/1

B 7

Why: B is the only correct answer: each ASCII character is encoded using 7 bits (1).

No marks0/1

C 8

Why: Near miss scoring 0: 8 bits is extended ASCII, and the scheme's C line says extended ASCII, not ASCII, is not the answer.

No marks0/1

A 6

Why: Misconception scoring 0: 6 bits give only 64 different characters, so it cannot be ASCII.

3Short recall2 marksFetch Decode Execute Cycle Swap Remove

Von Neumann architecture uses the stored program concept.

Define the term stored program concept.

[2 marks]
Mark scheme

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

  • Instructions/programs are held/stored in main memory (RAM) (1)
  • The data the program uses is stored in the same memory as the instructions (1)
  • Instructions are fetched (one at a time) from main memory by the CPU (1)
  • Instructions (fetched from main memory) are decoded and executed (1)

Allow 'memory' for main memory/RAM.

Do not award two marks for a single statement that only says the program/instructions are stored in memory.

Do not accept answers that state the program is stored in secondary storage (such as a hard disk).

Example answers and how they were marked
Full marks2/2

The program instructions and the data it uses are both held in main memory, and the CPU fetches each instruction from main memory in turn to decode and execute it.

Why: Instructions/programs are held/stored in main memory (RAM) (1) and the data the program uses is stored in the same memory as the instructions (1). The fetching and executing points are also present but the maximum is two marks.

Some marks1/2

The instructions of a program are stored in main memory.

Why: Instructions/programs are held/stored in main memory (RAM) (1). Only one part of the definition is given, so one mark.

No marks0/2

The program is kept on the hard disk and is loaded when it is needed.

Why: The answer places the program in secondary storage, which the mark scheme says not to accept, so no 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

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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

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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

4.2 Network security

Build a paper on this topic 36
Network Security Risks 18 questions Preventing Network Security Risks 18 questions

5.1 Environmental

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E-waste 17 questions Manufacturing Technology 19 questions

5.2 Ethical and legal

Build a paper on this topic 18
Data Protection Act 14 questions Impact of AI 4 questions

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