Edexcel GCSE Computer Science (1CP2) Exam Questions

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

• Focus the lens/autofocus (1)
• Control the shutter (speed) (1)
• Control the flash/decide when the flash is needed (1)
• Measure the light level to set the exposure/the aperture (1)
• Stabilise the lens/image stabilisation (1)
• Zoom the lens in and out (1)
• Detect a face/smile (1)

Do not accept 'take a photograph'/'take a picture'/'capture an image', as taking photographs is the function of the camera, which is given in the question.

Do not accept 'press the button' as this is an action of the user, not a function performed by the embedded system.

Do not accept vague answers such as 'use the camera', 'turn the camera on and off' or 'make the camera work', which do not name a function that the embedded system performs.

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 description such as:

• The processor/CPU can only execute machine code/binary instructions (1) so the assembly instructions must be converted into machine code before the program can run (1)
• Each assembly instruction/mnemonic matches/corresponds to one machine code instruction (1) so each line must be replaced with the machine code the processor executes (1)
• The program is written using mnemonics (1) that must be translated into machine code for the processor to carry out the instructions (1)
• The hardware/processor does not understand assembly language directly (1) so it must be translated into machine code that the processor can execute (1)

Do not accept 'assembly language is a low-level language'.

Do not accept 'it is hard to understand' or 'it is not English'.

Do not accept benefits, such as 'machine code runs faster' or 'the program will run more quickly'.

Do not accept 'an assembler/a translator converts it' on its own, with no reference to the processor only being able to execute machine code/binary.

Do not accept responses about high-level languages or about compilers/interpreters.

Indicative content

How malware could affect the charity's computers

• A virus could damage or delete the charity's files, such as its records of donations.
• Spyware could record keystrokes and send staff passwords or personal data to a hacker.
• A Trojan horse could hide malicious code inside a useful-looking program that a volunteer downloads, so it is installed without the user knowing.
• Malware could spread from one laptop to another through files shared on the charity's network, so more laptops become infected and more files are lost.

How anti-malware software finds and deals with malware

• It scans files and compares their code with a database of known malware patterns (signatures) to identify a match.
• It can apply rules (heuristics) to decide whether a program is behaving suspiciously.
• A suspicious file can be run in a sandbox to see whether its behaviour is malicious.
• When malware is found, the file is quarantined so that it cannot run, and it can be deleted.
• Downloads and email attachments can be scanned before a member of staff opens them.

What else the charity must do for the anti-malware software to be effective

• The database of malware definitions must be kept up to date, or new malware will not be recognised.
• Staff and volunteers should be trained not to open unexpected attachments or download from unreliable sites.
• Backups are still needed, because anti-malware cannot repair files that malware has already damaged.
• Scheduled scans must be allowed to run on all 15 laptops, so that malware is found even if no one opens the file.

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 how malware could affect the computers and how anti-malware software finds or deals with it; a brief deal-with point and an unexplained update point, with no identification method and no effect on the charity's files, are Level 1.

Do not accept anti-malware software described as a firewall, or 'scans files'/'finds viruses' on its own as a method of identifying malware.