Edexcel GCSE Computer Science (1CP2) Exam Questions

• C Data is restored to its original format (1)
• The only correct answer is C. The correct answer is data is restored to its original format.
• A is not correct because encryption changes data so that it cannot be read without a key; it does not restore the data
• B is not correct because permanently removing data to reduce the file size is lossy compression, not decompression
• D is not correct because storing data using fewer bits is compression, not decompression

• B Gold (1)
• The only correct answer is B. The correct answer is gold.
• A is not correct because fibreglass is used for casings and is not a valuable material recovered from e-waste
• C is not correct because plastic is used for casings and is not a valuable material recovered from e-waste
• D is not correct because water is not found in a device; it is used during manufacture

Award one mark for:

• It is shared between more devices, so each device gets less (bandwidth) (1)

Allow 'the bandwidth is divided/split between the devices'.

Allow 'there is less bandwidth for each device'.

Do not accept 'the speed decreases' / 'the connection slows down' on its own.

Do not accept 'the bandwidth decreases' unless it refers to the bandwidth available to each device.

Do not accept 'the bandwidth increases'.

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

• Instructions can manipulate/control the hardware/memory/registers directly (1) so the driver can control the specific device it is written for (1)
• The code is written for one specific processor/architecture (1) so it works with the exact hardware it will control (1)
• The programmer controls exactly how memory/registers are used (1) so the code is efficient and needs little memory, which suits a device that has limited memory (1)
• Each instruction maps to one machine code instruction (1) so the driver code is small enough to fit in the memory of the device (1)

Extra detail, such as naming the device the driver controls, is not needed to earn the marks.

Do not accept 'it is closer to machine code' on its own: it must be developed to show how this helps the driver, e.g. it can control the hardware directly.

Do not accept 'it is faster/quicker' with no link to the hardware/device, e.g. the device responds quickly.

Do not accept 'it is easier to learn', 'it is easier to debug' or 'it takes less time to write'.

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

• A patent gives the company the exclusive/only right to make/use/sell the invention (1) so other companies cannot copy it and sell their own version (1)
• The company must apply/register for the patent (1) so the invention is officially recognised as belonging to the company (1)
• A patent is only granted if the invention is new/not obvious (1) so the company must show how its processor is different from existing designs (1)
• A patent protects the invention for a fixed period of time (1) after which other companies are allowed to use it (1)
• The company can take legal action against anyone who copies the invention (1) to stop them making or selling it (1)

Do not award responses about copyright, trademarks or licencing.

Do not accept responses saying a patent protects the program code/source code, or that a patent stops hacking.

Do not accept responses saying a patent is granted automatically or lasts forever.

A prevention statement on its own, e.g. 'a patent stops other companies copying', earns one mark; award the second mark only for a linked development.

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

• Version B has more pixels in the same area (1) so each pixel represents a smaller part of the image (1)
• Version B has a higher pixel density (1) so finer detail can be represented (1)
• The pixels in Version B are smaller (1) so more detail can be captured in the same space (1)
• Version B has a higher resolution (1) because there are more pixels per unit of area (1)

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

Do not accept 'more pixels' on its own without saying same area/pixel density/smaller pixels.

Do not accept higher colour depth or more colours.

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

• (The attacker) watches/observes the user (1) as they type in their password/PIN (1)
• (The attacker) uses a camera/CCTV to record/film the user (1) as they type in their password/PIN (1)
• (The attacker) looks at the user's screen (1) and sees their password/account details (1)
• (The attacker) obtains the user's password/PIN by watching/observing them (1) so they can log in to the user's account (1)
• (The attacker) stands close to the user in a public place (1) so they can watch them type in their password/PIN (1)

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

The first mark is for the attacker watching/recording the user, or looking at their screen. The second mark is for naming what is obtained (a password/PIN or other information that is typed/displayed) or for how it is then used, e.g. to log in to the user's account.

Allow the first mark for watching/recording the user, or looking at their screen, even when the answer does not state what is typed or displayed.

Allow the second mark where the answer says what information is seen; the answer does not have to go on to describe the attack itself, e.g. logging in to an account.

Do not accept 'shoulder surfing' or 'looking over someone's shoulder' on its own, with no password/PIN or other information seen, as this repeats the question.

Do not accept 'the attacker steals/gets the password' without saying that it was obtained by watching/observing the user.

Do not accept other social engineering methods, such as phishing or baiting, that do not involve observing the user.

Award one mark for each correct nibble in the correct order:

• 1011 (1)
• 1000 (1)

0 marks if the response is not 8-bit binary.

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.

Indicative content

Methods of access control

• Usernames and passwords stop people who do not have an account from logging on to the network.
• A password policy requiring a minimum length, upper and lower case letters, symbols and regular changes makes passwords harder to guess.
• Access rights set on folders and files mean each member of staff can only open the records they need for their job.
• Biometric methods such as a fingerprint or facial recognition verify that the person logging on is who they claim to be.

How access levels protect the records

• Reception staff can see appointment details but not medical histories, so an account that is compromised exposes less sensitive data.
• Only senior staff are given permission to change or delete a record, which protects the accuracy of the patient records.
• Giving a nurse read-only access to a ward's records prevents accidental changes to them.
• If a password is stolen, the damage is limited to what that user was allowed to see and do.
• Logging each user in separately means actions on the network can be traced back to an account.

Limitations of access control

• Passwords can be guessed, phished or shared with colleagues, so someone else can log on with a user's access.
• Staff may write passwords down or leave a logged-on computer unattended.
• Access rights must be set correctly; a mistake can give a user far more access than their job needs.
• Access control does not stop an authorised member of staff deliberately misusing records they are allowed to see.
• A fingerprint reader can reject a legitimate user or be fooled by a copy of a fingerprint.

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 how access levels protect the records as well as methods and limitations.

Do not accept an acceptable use policy, a firewall or anti-malware software as a method of access control.