Edexcel GCSE Computer Science (1CP2) Exam Questions

• C 128 (1)
• The only correct answer is C. The correct answer is 128.
• A is not correct because 6 bits give only 64 different combinations
• B is not correct because 127 is the largest 7-bit value, not the number of characters that 7 bits can represent
• D is not correct because 256 characters need 8 bits, as used by 8-bit extended ASCII

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

• Parts of a file are moved so they are stored together/in consecutive locations (1) so the read/write head has less distance to travel to read the file (1)
• Files are rearranged so that each file is stored in one block (1) which reduces the time taken to open/load the file (1)
• Free space on the disk is collected into one area (1) so new files can be saved without becoming fragmented (1)
• The parts of each fragmented file are put in order (1) so fewer movements of the read/write head are needed to read it (1)

Do not accept responses about compressing files, deleting files or increasing the amount of storage, as these are not what defragmentation software does.

Do not accept 'it makes the disk faster' without saying how the files are changed.

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

• Each router chooses the best route at the time (1) so when a route becomes busy/congested or fails, later packets are forwarded along a different path (1)
• Routers forward each packet separately (1) so the path a packet takes depends on the traffic conditions when that packet arrives (1)
• A router may send a packet to a different next router (1) if its routing table shows a better/less congested route for that packet (1)
• Traffic on the internet changes (1) so no single path is kept for the file and each packet can use whichever route is best when it is sent (1)

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

Allow reference to a routing table, or to how a router decides the route, as part of the linked reason.

Do not accept 'the packets have different IP addresses' because all packets from the same file have the same destination IP address, even though their routes can differ.

Do not accept 'the internet is busy' or 'there is a lot of traffic' on its own without linking this to the router choosing a different route.

Do not accept 'different routers send the packets' on its own without a reason why a different router/route is chosen.

Do not accept an answer that only says the packets take different routes without explaining why.

Indicative content

User accounts

• Each student and teacher should have their own user account, so the operating system can identify the person who is logged on.
• The operating system keeps a record of all valid users on the computer, so unknown users are not allowed to log in.
• A separate home area or folder can be created for each account, so a student's saved work is kept apart from other users' work.
• An account can be disabled when a student leaves the school, so they can no longer access the computers.

Authentication

• A username and password can be required at login, so only users with the correct details can use the computer.
• The operating system checks the entered password against the stored password for that account before allowing access.
• Users should be encouraged to choose a strong password, which makes it harder for someone else to guess and log in.
• The operating system can lock an account after several failed login attempts, which reduces the chance of someone trying passwords repeatedly.

Benefits for the school

• Many students can share the same computers because each person's files are kept separate.
• Work is less likely to be deleted or changed by another student, because users only see their own files.
• The school can see which account was used on a computer, so misuse can be traced to a user.
• Teachers can be confident that only authorised people can use the library computers.
• The school does not need a separate computer for every student, so it saves money.

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 user accounts and authentication, and apply them to the school library.

Do not accept general operating system functions such as file management or process management unless they are explicitly linked to managing users.

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.