gcse (9-1) computer science - pearson qualifications...
TRANSCRIPT
GCSE (9-1)Computer Science
Sample Assessment MaterialsPearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Computer Science (1CP1)First teaching from September 2016First certification from 2018 Issue 4
Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus
About Pearson
Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com
References to third party material made in these sample assessment materials are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this document is correct at time of publication.
Original origami artwork: Mark Bolitho Origami photography: Pearson Education Ltd/Naki Kouyioumtzis
ISBN 978 1 446 95847 6
All the material in this publication is copyright © Pearson Education Limited 2018
Summary of Pearson Edexcel Level 1/Level 2GCSE in Computer Science — Issue 4 changes
Summary of changes made between previous issue and this current issue
Page number
The NEA project is no longer being assessed in this qualification, however a computer programming project must be completed by all students although it will not contribute to their final grade.
The following changes have been made to the sample assessment materials to reflect this change.Instructions for the Computer Science Programming project brief have been amended to reflect the fact that the project is no longer assessed.
97
The component code for the Computer Science Programming project has been removed as it is no longer assessed.
97
Marks have been removed from the Computer Science Programming project brief. 99 - 100
If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.
Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus
About Pearson
Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com
References to third party material made in these sample assessment materials are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this document is correct at time of publication.
Original origami artwork: Mark Bolitho Origami photography: Pearson Education Ltd/Naki Kouyioumtzis
ISBN 978 1 446 95847 6
All the material in this publication is copyright © Pearson Education Limited 2018
Summary of Pearson Edexcel Level 1/Level 2GCSE in Computer Science — Issue 4 changes
Summary of changes made between previous issue and this current issue
Page number
The NEA project is no longer being assessed in this qualification, however a computer programming project must be completed by all students although it will not contribute to their final grade.
The following changes have been made to the sample assessment materials to reflect this change.Instructions for the Computer Science Programming project brief have been amended to reflect the fact that the project is no longer assessed.
97
The component code for the Computer Science Programming project has been removed as it is no longer assessed.
97
Marks have been removed from the Computer Science Programming project brief. 99 - 100
If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.
Contents
Introduction 1
General marking guidance 3
Component 1 5
Components 1 and 2 and the Programming Project – 23 Pseudo-code command set
Component 1 Mark scheme 31
Component 2 45
Components 1 and 2 and the Programming Project – 71 Pseudo-code command set
Component 2 Mark scheme 79
Programming project 97
Components 1 and 2 and the Programming Project – 101 Pseudo-code command set
Introduction
The Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science is designed for use in schools and colleges. It is part of a suite of GCSE qualifications offered by Pearson.
These sample assessment materials have been developed to support this qualification and will be used as the benchmark to develop the assessment students will take.
1Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
General marking guidance
• All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than be penalised for omissions.
• Examiners should mark according to the mark scheme – not according to their perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners shouldalways award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification/indicative content will not be exhaustive.
• When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, a senior examiner must be consulted before a mark is given.
• Crossed-out work should be marked unless the candidate has replaced it with an alternative response.
2 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
General marking guidance
• All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than be penalised for omissions.
• Examiners should mark according to the mark scheme – not according to their perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners shouldalways award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification/indicative content will not be exhaustive.
• When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, a senior examiner must be consulted before a mark is given.
• Crossed-out work should be marked unless the candidate has replaced it with an alternative response.
3Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Turn over
Centre Number Candidate Number
Write your name here
Surname Other names
Total Marks
Paper Reference
Pearson Edexcel Level 1/Level 2 GCSE
*S49766A0117*S49766A©2016 Pearson Education Ltd.
1/1/1/1/1/1/1/1/1
Instructions
• Use black ink or ball-point pen.
• Fill in the boxes at the top of this page with your name, centre number and candidate number.
• Answer all questions.
• Answer the questions in the spaces provided – there may be more space than you need.
Information
• The total mark for this paper is 80.
• The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question.
• You are not allowed to use a calculator.
Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Check your answers if you have time at the end.
You will need: Booklet containing pseudo commands
1CP1/01Sample Assessment MaterialTime: 1 hour 40 minutes
Computer ScienceComponent 1: Principles of Computer Science
4 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Turn over
Centre Number Candidate Number
Write your name here
Surname Other names
Total Marks
Paper Reference
Pearson Edexcel Level 1/Level 2 GCSE
*S49766A0117*S49766A©2016 Pearson Education Ltd.
1/1/1/1/1/1/1/1/1
Instructions
• Use black ink or ball-point pen.
• Fill in the boxes at the top of this page with your name, centre number and candidate number.
• Answer all questions.
• Answer the questions in the spaces provided – there may be more space than you need.
Information
• The total mark for this paper is 80.
• The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question.
• You are not allowed to use a calculator.
Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Check your answers if you have time at the end.
You will need: Booklet containing pseudo commands
1CP1/01Sample Assessment MaterialTime: 1 hour 40 minutes
Computer ScienceComponent 1: Principles of Computer Science
5Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A0217*2
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an answer, put a line through the box and then mark your new answer with a cross .
1 Computing devices are made up of many different types of internal components that hold, manipulate or transmit data.
(a) Name the component that holds instructions and data for programs waiting to be run by the CPU.
(1)
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(b) Identify the type of memory used to make up for the difference in speed of two internal components.
(1)
A ROM
B Cache
C Virtual
D Non-volatile
(c) The ASCII code for the character ‘D’ is 68 in denary.
Derive the ASCII code for the character ‘J’ in denary.(1)
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(d) Storage capacities and network data speeds require measurements.
(i) The capacity of some storage media is measured in bytes.
Calculate how many bytes there are in three kilobytes of disc storage.(2)
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*S49766A0317* Turn over
3
(ii) Calculate how many bits are being transmitted per second for a network described as three Mbps.
(2)
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(e) Identify a network protocol that is used for emails.(1)
A TCP/IP
B Wi-Fi
C HTTP
D IMAP
(f ) Describe the process for communication in the client-server network model.(4)
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(g) Identify the reason for using hexadecimal to represent data.(1)
A Hexadecimal uses letters instead of digits
B Hexadecimal takes up less memory in the machine
C Hexadecimal is easier for humans to read
D Hexadecimal is quicker for the machine to interpret
(Total for Question 1 = 13 marks)
6 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A0217*2
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an answer, put a line through the box and then mark your new answer with a cross .
1 Computing devices are made up of many different types of internal components that hold, manipulate or transmit data.
(a) Name the component that holds instructions and data for programs waiting to be run by the CPU.
(1)
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(b) Identify the type of memory used to make up for the difference in speed of two internal components.
(1)
A ROM
B Cache
C Virtual
D Non-volatile
(c) The ASCII code for the character ‘D’ is 68 in denary.
Derive the ASCII code for the character ‘J’ in denary.(1)
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(d) Storage capacities and network data speeds require measurements.
(i) The capacity of some storage media is measured in bytes.
Calculate how many bytes there are in three kilobytes of disc storage.(2)
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(ii) Calculate how many bits are being transmitted per second for a network described as three Mbps.
(2)
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(e) Identify a network protocol that is used for emails.(1)
A TCP/IP
B Wi-Fi
C HTTP
D IMAP
(f ) Describe the process for communication in the client-server network model.(4)
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(g) Identify the reason for using hexadecimal to represent data.(1)
A Hexadecimal uses letters instead of digits
B Hexadecimal takes up less memory in the machine
C Hexadecimal is easier for humans to read
D Hexadecimal is quicker for the machine to interpret
(Total for Question 1 = 13 marks)
7Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A0417*4
2 Different types of compression are used for different purposes.
(a) A travel company has designed some brochures that contain images and text in desktop publishing format. The travel company sends the documents electronically to a printing company for them to be printed.
Explain why the travel company uses lossless compression to send the documents.
(2)
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(b) Compression normally reduces file size.
State two other characteristics of lossy compression.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(c) Run length encoding (RLE) is a type of image compression. Some data for an image is shown.
b b b r g g g g r r
Show the result of compressing this data for the image using RLE.(2)
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(Total for Question 2 = 6 marks)
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3 Many different types of software are written by programmers and used in computing devices.
(a) An engineer complains that her disc is too slow. She has been abroad and has used her Wi-Fi in different locations. She has checked that her anti-virus software is up to date.
Explain how different types of utility software could be used to fix the problem.(3)
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(b) Give two reasons why high-level programming languages are preferred for some programming tasks.
(2)
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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(c) Explain how software can be protected as intellectual property. (2)
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8 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A0417*4
2 Different types of compression are used for different purposes.
(a) A travel company has designed some brochures that contain images and text in desktop publishing format. The travel company sends the documents electronically to a printing company for them to be printed.
Explain why the travel company uses lossless compression to send the documents.
(2)
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(b) Compression normally reduces file size.
State two other characteristics of lossy compression.(2)
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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(c) Run length encoding (RLE) is a type of image compression. Some data for an image is shown.
b b b r g g g g r r
Show the result of compressing this data for the image using RLE.(2)
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(Total for Question 2 = 6 marks)
*S49766A0517* Turn over
5
3 Many different types of software are written by programmers and used in computing devices.
(a) An engineer complains that her disc is too slow. She has been abroad and has used her Wi-Fi in different locations. She has checked that her anti-virus software is up to date.
Explain how different types of utility software could be used to fix the problem.(3)
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(b) Give two reasons why high-level programming languages are preferred for some programming tasks.
(2)
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(c) Explain how software can be protected as intellectual property. (2)
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9Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A0617*6
(d) Discuss the benefits of using subprograms when writing software solutions. (6)
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(Total for Question 3 = 13 marks)
*S49766A0717* Turn over
7
4 The ability to share data via networks has many advantages, but there are also disadvantages.
(a) Describe the role of protocols in a network.(2)
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(b) A patch for an instant messaging application is available.
Explain why users of the application should apply the patch. (2)
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10 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A0617*6
(d) Discuss the benefits of using subprograms when writing software solutions. (6)
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(Total for Question 3 = 13 marks)
*S49766A0717* Turn over
7
4 The ability to share data via networks has many advantages, but there are also disadvantages.
(a) Describe the role of protocols in a network.(2)
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(b) A patch for an instant messaging application is available.
Explain why users of the application should apply the patch. (2)
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11Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A0817*8
(c) A drawing of a home network is shown.
Printer
AInternetServiceProvider
Rest ofInternet
B
C
Describe how data is transmitted from device B to device C.(2)
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*S49766A0917* Turn over
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(d) The senior leadership team at a school is discussing different storage media. The administrative staff want to use the ‘cloud’. The technical team wants to use servers located on the school grounds.
Compare storing data in the ‘cloud’ with storing data on hard discs connected to the school’s servers.
(6)
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(Total for Question 4 = 12 marks)
12 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A0817*8
(c) A drawing of a home network is shown.
Printer
AInternetServiceProvider
Rest ofInternet
B
C
Describe how data is transmitted from device B to device C.(2)
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*S49766A0917* Turn over
9
(d) The senior leadership team at a school is discussing different storage media. The administrative staff want to use the ‘cloud’. The technical team wants to use servers located on the school grounds.
Compare storing data in the ‘cloud’ with storing data on hard discs connected to the school’s servers.
(6)
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(Total for Question 4 = 12 marks)
13Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A01017*10
5 Modern society depends on many different embedded systems to function properly.
(a) Explain one function of the embedded system in a washing machine.(2)
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(b) Boolean operators are used in embedded systems.
Draw the truth table for the Boolean operator AND.(1)
(c) Boolean expressions can be used to represent logical behaviours.
• The lights in a room are controlled by an embedded system.
• There is a power (P) switch to control the lights.
• A movement (M) sensor will turn the lights on when there is a person in the room, provided the power switch has been left in the on position.
• An override (O) switch will turn the lights on, regardless of the state of the movement sensor, provided the power switch has been left in the on position.
Construct a logic statement to represent the logic of this behaviour, using the symbols P, M, and O.
(3)
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*S49766A01117* Turn over
11
(d) Bit patterns can be used to represent the different states of an embedded system. These bits can be manipulated by several different operations.
Identify the result of applying a logical shift left by 3 to the 8-bit binary number 0101 0101.
(1)
A 1010 1111
B 1010 1000
C 0100 0100
D 1010 1010
(Total for Question 5 = 7 marks)
6 Algorithms are used to store images, solve problems, encrypt and sort data, and to control devices.
(a) State what is meant by the term ‘algorithm’.(2)
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(b) Give two reasons why an unauthorised person cannot understand encrypted data.
(2)
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14 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A01017*10
5 Modern society depends on many different embedded systems to function properly.
(a) Explain one function of the embedded system in a washing machine.(2)
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(b) Boolean operators are used in embedded systems.
Draw the truth table for the Boolean operator AND.(1)
(c) Boolean expressions can be used to represent logical behaviours.
• The lights in a room are controlled by an embedded system.
• There is a power (P) switch to control the lights.
• A movement (M) sensor will turn the lights on when there is a person in the room, provided the power switch has been left in the on position.
• An override (O) switch will turn the lights on, regardless of the state of the movement sensor, provided the power switch has been left in the on position.
Construct a logic statement to represent the logic of this behaviour, using the symbols P, M, and O.
(3)
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*S49766A01117* Turn over
11
(d) Bit patterns can be used to represent the different states of an embedded system. These bits can be manipulated by several different operations.
Identify the result of applying a logical shift left by 3 to the 8-bit binary number 0101 0101.
(1)
A 1010 1111
B 1010 1000
C 0100 0100
D 1010 1010
(Total for Question 5 = 7 marks)
6 Algorithms are used to store images, solve problems, encrypt and sort data, and to control devices.
(a) State what is meant by the term ‘algorithm’.(2)
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(b) Give two reasons why an unauthorised person cannot understand encrypted data.
(2)
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15Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A01217*12
(c) A Caesar cipher is a simple encryption algorithm based on shifting.
Explain whether a shift of +7 followed by a shift of -2, is more secure than a single shift when applied to the word ‘pink’.
You should include a diagram in your answer.(3)
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*S49766A01317*13
(d) (i) State what is meant by a ‘pixel’.(1)
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(ii) A simple bitmap image has the following characteristics:
4-bit colour depth (bit depth)
100 pixels by 300 pixels.
Calculate the size of this image in bytes.(2)
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(e) A list is made up of the numbers 84, 52, 4, 6, 68, 39, 53, 1.
Show the steps involved when sorting this list of numbers using a merge sort algorithm.
(2)
(f ) A programmer is writing software for a new set-top receiver for satellite TV.
Explain why the programmer should use a compiler instead of an interpreter to translate the code.
(2)
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Turn over 16 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) –
Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A01217*12
(c) A Caesar cipher is a simple encryption algorithm based on shifting.
Explain whether a shift of +7 followed by a shift of -2, is more secure than a single shift when applied to the word ‘pink’.
You should include a diagram in your answer.(3)
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*S49766A01317*13
(d) (i) State what is meant by a ‘pixel’.(1)
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(ii) A simple bitmap image has the following characteristics:
4-bit colour depth (bit depth)
100 pixels by 300 pixels.
Calculate the size of this image in bytes.(2)
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(e) A list is made up of the numbers 84, 52, 4, 6, 68, 39, 53, 1.
Show the steps involved when sorting this list of numbers using a merge sort algorithm.
(2)
(f ) A programmer is writing software for a new set-top receiver for satellite TV.
Explain why the programmer should use a compiler instead of an interpreter to translate the code.
(2)
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Turn over 17Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) –
Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A01417*14
(g) State what is meant by the term ‘abstracting’.(2)
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(h) Games software involves the use of algorithms and abstractions.
(i) A software game involves the use of two dice. An algorithm in this game is called ‘roll’.
State the purpose of the algorithm ‘roll’.(1)
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(ii) Give a reason why ‘roll’ is an abstraction.(1)
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(Total for Question 6 = 16 marks)
*S49766A01517* Turn over
15
7 Different types of data can be represented digitally.
(a) Negative numbers can be represented digitally.
(i) Complete the table to show how +6 is represented in binary and how -6 is represented in two’s complement.
Space for working out.(2)
(ii) Compare two features of the two’s complement representation of negative numbers with the sign-magnitude representation.
(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
+6 -6
18 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A01417*14
(g) State what is meant by the term ‘abstracting’.(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(h) Games software involves the use of algorithms and abstractions.
(i) A software game involves the use of two dice. An algorithm in this game is called ‘roll’.
State the purpose of the algorithm ‘roll’.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Give a reason why ‘roll’ is an abstraction.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 6 = 16 marks)
*S49766A01517* Turn over
15
7 Different types of data can be represented digitally.
(a) Negative numbers can be represented digitally.
(i) Complete the table to show how +6 is represented in binary and how -6 is represented in two’s complement.
Space for working out.(2)
(ii) Compare two features of the two’s complement representation of negative numbers with the sign-magnitude representation.
(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
+6 -6
19Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A01617*16
(iii) Two 8-bit binary numbers, 1011 0100 and 1001 0001, are added.
Identify the letter that represents the true statement about the result.(1)
A 1100 0101
B 0100 0101
C Both A and B are accurate
D None of the above are accurate
(b) Sound can be stored on a digital device, but only after being converted from its
naturally occurring state.
60
50
40
30
20
10
00 5 10 15 20 25 30
Time
Values
BC
A (the entire line)
Sound Transformation
(i) Identify each of the items (A, B, C) shown on the image in relation to the conversion required to store sound on a digital device.
(3)
A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49766A01717*17
(ii) Explain the effect of increasing the sampling frequency for this sound conversion.
(3)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 7 = 11 marks)
TOTAL FOR PAPER = 80 MARKS
20 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49766A01617*16
(iii) Two 8-bit binary numbers, 1011 0100 and 1001 0001, are added.
Identify the letter that represents the true statement about the result.(1)
A 1100 0101
B 0100 0101
C Both A and B are accurate
D None of the above are accurate
(b) Sound can be stored on a digital device, but only after being converted from its
naturally occurring state.
60
50
40
30
20
10
00 5 10 15 20 25 30
Time
Values
BC
A (the entire line)
Sound Transformation
(i) Identify each of the items (A, B, C) shown on the image in relation to the conversion required to store sound on a digital device.
(3)
A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49766A01717*17
(ii) Explain the effect of increasing the sampling frequency for this sound conversion.
(3)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 7 = 11 marks)
TOTAL FOR PAPER = 80 MARKS
21Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Turn over
Paper Reference
Do not return this resource booklet with the question paper.
Sample assessment material for first teaching September 2016Pseudocode command set
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S50557A*S50557A©2016 Pearson Education Ltd.
1/1/1
Computer ScienceComponents 1 and 2 and the Programming Project
1CP1/011CP1/02
22 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Turn over
Paper Reference
Do not return this resource booklet with the question paper.
Sample assessment material for first teaching September 2016Pseudocode command set
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S50557A*S50557A©2016 Pearson Education Ltd.
1/1/1
Computer ScienceComponents 1 and 2 and the Programming Project
1CP1/011CP1/02
23Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
2S50557A
Pseudocode command set
Questions in the written examination that involve code will use this pseudocode for clarity and consistency. However, students may answer questions using any valid method.
Data types
INTEGER
REAL
BOOLEAN
CHARACTER
Type coercion
Type coercion is automatic if indicated by context. For example 3 + 8.25 = 11.25 (integer + real = real)
Mixed mode arithmetic is coerced like this:
INTEGER REAL
INTEGER INTEGER REAL
REAL REAL REAL
Coercion can be made explicit. For example, RECEIVE age FROM (INTEGER) KEYBOARD assumes that the input from the keyboard is interpreted as an INTEGER, not a STRING.
Constants
The value of constants can only ever be set once. They are identified by the keyword CONST. Two examples of using a constant are shown.
CONST REAL PI
SET PI TO 3.14159
SET circumference TO radius * PI * 2
Data structures
ARRAY
STRING
Indices start at zero (0) for all data structures.
All data structures have an append operator, indicated by &.
Using & with a STRING and a non-STRING will coerce to STRING. For example, SEND ‘Fred’ & age TO DISPLAY, will display a single STRING of ‘Fred18’.
3S50557A
Turn over
Identifiers
Identifiers are sequences of letters, digits and ‘_’, starting with a letter, for example: MyValue, myValue, My_Value, Counter2
Functions
LENGTH()
For data structures consisting of an array or string.
RANDOM(n)
This generates a random number from 0 to n.
Comments
Comments are indicated by the # symbol, followed by any text.
A comment can be on a line by itself or at the end of a line.
Devices
Use of KEYBOARD and DISPLAY are suitable for input and output.
Additional devices may be required, but their function will be obvious from the context. For example, CARD_READER and MOTOR are two such devices.
Notes
In the following pseudocode, the < > indicates where expressions or values need to be supplied. The < > symbols are not part of the pseudocode.
24 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
2S50557A
Pseudocode command set
Questions in the written examination that involve code will use this pseudocode for clarity and consistency. However, students may answer questions using any valid method.
Data types
INTEGER
REAL
BOOLEAN
CHARACTER
Type coercion
Type coercion is automatic if indicated by context. For example 3 + 8.25 = 11.25 (integer + real = real)
Mixed mode arithmetic is coerced like this:
INTEGER REAL
INTEGER INTEGER REAL
REAL REAL REAL
Coercion can be made explicit. For example, RECEIVE age FROM (INTEGER) KEYBOARD assumes that the input from the keyboard is interpreted as an INTEGER, not a STRING.
Constants
The value of constants can only ever be set once. They are identified by the keyword CONST. Two examples of using a constant are shown.
CONST REAL PI
SET PI TO 3.14159
SET circumference TO radius * PI * 2
Data structures
ARRAY
STRING
Indices start at zero (0) for all data structures.
All data structures have an append operator, indicated by &.
Using & with a STRING and a non-STRING will coerce to STRING. For example, SEND ‘Fred’ & age TO DISPLAY, will display a single STRING of ‘Fred18’.
3S50557A
Turn over
Identifiers
Identifiers are sequences of letters, digits and ‘_’, starting with a letter, for example: MyValue, myValue, My_Value, Counter2
Functions
LENGTH()
For data structures consisting of an array or string.
RANDOM(n)
This generates a random number from 0 to n.
Comments
Comments are indicated by the # symbol, followed by any text.
A comment can be on a line by itself or at the end of a line.
Devices
Use of KEYBOARD and DISPLAY are suitable for input and output.
Additional devices may be required, but their function will be obvious from the context. For example, CARD_READER and MOTOR are two such devices.
Notes
In the following pseudocode, the < > indicates where expressions or values need to be supplied. The < > symbols are not part of the pseudocode.
25Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
4S50557A
Variables and arrays
Syntax Explanation of syntax Example
SET Variable TO <value> Assigns a value to a variable.SET Counter TO 0SET MyString TO ‘Hello world’
SET Variable TO <expression>Computes the value of an expression and assigns to a variable.
SET Sum TO Score + 10SET Size to LENGTH(Word)
SET Array[index] TO <value>Assigns a value to an element of a one-dimensional array.
SET ArrayClass[1] TO ‘Ann’SET ArrayMarks[3]TO 56
SET Array TO [<value>, …]Initialises a one-dimensional array with a set of values.
SET ArrayValues TO [1, 2, 3, 4, 5]
SET Array [RowIndex, ColumnIndex] TO <value>
Assigns a value to an element of a two dimensional array.
SET ArrayClassMarks[2,4] TO 92
Selection
Syntax Explanation of syntax Example
IF <expression> THEN <command> END IF
If <expression> is true then command is executed.
IF Answer = 10 THEN SET Score TO Score + 1END IF
IF <expression> THEN <command> ELSE <command>END IF
If <expression> is true then first<command> is executed, otherwise second<command> is executed.
IF Answer = ‘correct’ THEN SEND ‘Well done’ TO DISPLAYELSE SEND ‘Try again’ TO DISPLAY END IF
5S50557A
Turn over
Repetition
Syntax Explanation of syntax Example
WHILE <condition> DO <command> END WHILE
Pre-conditioned loop. Executes<command> whilst <condition> is true.
WHILE Flag = 0 DO SEND ‘All well’ TO DISPLAYEND WHILE
REPEAT <command> UNTIL <expression>
Post-conditioned loop. Executes<command> until <condition> is true. The loop must execute at least once.
REPEAT SET Go TO Go + 1 UNTIL Go = 10
REPEAT <expression> TIMES <command> END REPEAT
Count controlled loop. The number of times <command> is executed is determined by the expression.
REPEAT 100-Number TIMES SEND ‘*’ TO DISPLAY END REPEAT
FOR <id> FROM <expression> TO<expression> DO <command> END FOR
Count controlled loop. Executes<command> a fixed number of times.
FOR Index FROM 1 TO 10 DO SEND ArrayNumbers[Index] TO DISPLAYEND FOR
FOR <id> FROM <expression> TO<expression> STEP <expression> DO <command> END FOR
Count controlled loop using a step.
FOR Index FROM 1 TO 500 STEP 25 DO SEND Index TO DISPLAYEND FOR
FOR EACH <id> FROM <expression> DO<command>END FOREACH
Count controlled loop. Executes for each element of an array.
SET WordsArray TO [‘The’, ‘Sky’, ‘is’, ‘grey’]SET Sentence to ‘‘FOR EACH Word FROM WordsUArray DO SET Sentence TO Sentence & Word & ‘ ‘
26 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
4S50557A
Variables and arrays
Syntax Explanation of syntax Example
SET Variable TO <value> Assigns a value to a variable.SET Counter TO 0SET MyString TO ‘Hello world’
SET Variable TO <expression>Computes the value of an expression and assigns to a variable.
SET Sum TO Score + 10SET Size to LENGTH(Word)
SET Array[index] TO <value>Assigns a value to an element of a one-dimensional array.
SET ArrayClass[1] TO ‘Ann’SET ArrayMarks[3]TO 56
SET Array TO [<value>, …]Initialises a one-dimensional array with a set of values.
SET ArrayValues TO [1, 2, 3, 4, 5]
SET Array [RowIndex, ColumnIndex] TO <value>
Assigns a value to an element of a two dimensional array.
SET ArrayClassMarks[2,4] TO 92
Selection
Syntax Explanation of syntax Example
IF <expression> THEN <command> END IF
If <expression> is true then command is executed.
IF Answer = 10 THEN SET Score TO Score + 1END IF
IF <expression> THEN <command> ELSE <command>END IF
If <expression> is true then first<command> is executed, otherwise second<command> is executed.
IF Answer = ‘correct’ THEN SEND ‘Well done’ TO DISPLAYELSE SEND ‘Try again’ TO DISPLAY END IF
5S50557A
Turn over
Repetition
Syntax Explanation of syntax Example
WHILE <condition> DO <command> END WHILE
Pre-conditioned loop. Executes<command> whilst <condition> is true.
WHILE Flag = 0 DO SEND ‘All well’ TO DISPLAYEND WHILE
REPEAT <command> UNTIL <expression>
Post-conditioned loop. Executes<command> until <condition> is true. The loop must execute at least once.
REPEAT SET Go TO Go + 1 UNTIL Go = 10
REPEAT <expression> TIMES <command> END REPEAT
Count controlled loop. The number of times <command> is executed is determined by the expression.
REPEAT 100-Number TIMES SEND ‘*’ TO DISPLAY END REPEAT
FOR <id> FROM <expression> TO<expression> DO <command> END FOR
Count controlled loop. Executes<command> a fixed number of times.
FOR Index FROM 1 TO 10 DO SEND ArrayNumbers[Index] TO DISPLAYEND FOR
FOR <id> FROM <expression> TO<expression> STEP <expression> DO <command> END FOR
Count controlled loop using a step.
FOR Index FROM 1 TO 500 STEP 25 DO SEND Index TO DISPLAYEND FOR
FOR EACH <id> FROM <expression> DO<command>END FOREACH
Count controlled loop. Executes for each element of an array.
SET WordsArray TO [‘The’, ‘Sky’, ‘is’, ‘grey’]SET Sentence to ‘‘FOR EACH Word FROM WordsUArray DO SET Sentence TO Sentence & Word & ‘ ‘
27Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
6S50557A
Input/output
Syntax Explanation of syntax Example
SEND <expression> TO DISPLAY Sends output to the screen.SEND ‘Have a good day.’ TO DISPLAY
RECEIVE <identifier> FROM (type)<device>
Reads input of specified type.
RECEIVE Name FROM (STRING) KEYBOARDRECEIVE LengthOfJourney FROM (INTEGER) CARD_READERRECEIVE YesNo FROM (CHARACTER) CARD_READER
File handling
Syntax Explanation of syntax Example
READ <File> <record>
Reads in a record from a <file> and assigns to a <variable>.Each READ statement reads a record from the file.
READ MyFile.doc Record
WRITE <File> <record>Writes a record to a file.Each WRITE statement writes a record to the file.
WRITE MyFile.doc Answer1, Answer2, ‘xyz 01’
Subprograms
Syntax Explanation of syntax Example
PROCEDURE <id> (<parameter>, …)BEGIN PROCEDURE <command>END PROCEDURE
Defines a procedure.
PROCEDURE CalculateAverage (Mark1, Mark2, Mark3)BEGIN PROCEDURE SET Avg to (Mark1 + Mark2 + Mark3)/3END PROCEDURE
FUNCTION <id> (<parameter>, …)BEGIN FUNCTION <command>RETURN <expression>END FUNCTION
Defines a function.
FUNCTION AddMarks (Mark1, Mark2, Mark3)BEGIN FUNCTION SET Total to (Mark1 + Mark2 + Mark3)/3 RETURN TotalEND FUNCTION
<id> (<parameter>, …)Calls a procedure or a function.
Add (FirstMark, SecondMark)
7S50557A
Arithmetic operators
Symbol Description
+ Add
- Subtract
/ Divide
* Multiply
^ Exponent
MOD Modulo
DIV Integer division
Relational operators
Symbol Description
= equal to
<> not equal to
> greater than
>= greater than or equal to
< less than
<= less than or equal to
Logical operators
Symbol Description
AND Returns true if both conditions are true.
OR Returns true if any of the conditions are true.
NOTReverses the outcome of the expression; true becomes false, false becomes true.
28 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
6S50557A
Input/output
Syntax Explanation of syntax Example
SEND <expression> TO DISPLAY Sends output to the screen.SEND ‘Have a good day.’ TO DISPLAY
RECEIVE <identifier> FROM (type)<device>
Reads input of specified type.
RECEIVE Name FROM (STRING) KEYBOARDRECEIVE LengthOfJourney FROM (INTEGER) CARD_READERRECEIVE YesNo FROM (CHARACTER) CARD_READER
File handling
Syntax Explanation of syntax Example
READ <File> <record>
Reads in a record from a <file> and assigns to a <variable>.Each READ statement reads a record from the file.
READ MyFile.doc Record
WRITE <File> <record>Writes a record to a file.Each WRITE statement writes a record to the file.
WRITE MyFile.doc Answer1, Answer2, ‘xyz 01’
Subprograms
Syntax Explanation of syntax Example
PROCEDURE <id> (<parameter>, …)BEGIN PROCEDURE <command>END PROCEDURE
Defines a procedure.
PROCEDURE CalculateAverage (Mark1, Mark2, Mark3)BEGIN PROCEDURE SET Avg to (Mark1 + Mark2 + Mark3)/3END PROCEDURE
FUNCTION <id> (<parameter>, …)BEGIN FUNCTION <command>RETURN <expression>END FUNCTION
Defines a function.
FUNCTION AddMarks (Mark1, Mark2, Mark3)BEGIN FUNCTION SET Total to (Mark1 + Mark2 + Mark3)/3 RETURN TotalEND FUNCTION
<id> (<parameter>, …)Calls a procedure or a function.
Add (FirstMark, SecondMark)
7S50557A
Arithmetic operators
Symbol Description
+ Add
- Subtract
/ Divide
* Multiply
^ Exponent
MOD Modulo
DIV Integer division
Relational operators
Symbol Description
= equal to
<> not equal to
> greater than
>= greater than or equal to
< less than
<= less than or equal to
Logical operators
Symbol Description
AND Returns true if both conditions are true.
OR Returns true if any of the conditions are true.
NOTReverses the outcome of the expression; true becomes false, false becomes true.
29Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Com
pon
ent
1 M
ark
sch
eme
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(a
)Th
e na
me
of t
he r
equi
red
com
pone
nt:
•M
ain
mem
ory/
RAM
/Ran
dom
Acc
ess
Mem
ory
(1)
•D
o no
t aw
ard
mem
ory
alon
e.(1
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(b
)•
B [
Cac
he]
(1)
(1)
Que
stio
n N
umbe
rAns
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Add
ition
al G
uida
nce
Mar
k
1(c
)D
eriv
atio
n of
the
req
uire
d ASC
II c
ode:
•
Der
ive
the
fact
tha
t 74
den
ary
is t
he A
SCII
val
ue f
or t
he le
tter
‘J’ (
1)
Exam
ple:
D,
E, F
, G
, H
, I,
J =
= 6
8, 6
9, 7
0, 7
1, 7
2, 7
3, 7
4J
–D
= 6
; 68
+ 6
= 7
4
/01
(1)
Que
stio
n N
umbe
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wer
Add
ition
al G
uida
nce
Mar
k
1(d
)(i)
Cal
cula
tion:
•1
kilo
byte
= 1
024
byte
s (1
)•
3 x
1024
or
3072
(1)
•U
nits
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not
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d.•
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arks
for
the
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num
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al
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(2)
Que
stio
n N
umbe
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Add
ition
al G
uida
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Mar
k
1(d
)(ii)
Cal
cula
tion:
•1
Meg
abit =
100
0000
byt
es (
1)•
3 x
1000
000
or 3
0000
00 (
1)
•U
nits
are
not
req
uire
d.•
Awar
d fu
ll m
arks
for
th
e co
rrec
t nu
mer
ical
an
swer
.(2
)
30 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Com
pon
ent
1 M
ark
sch
eme
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(a
)Th
e na
me
of t
he r
equi
red
com
pone
nt:
•M
ain
mem
ory/
RAM
/Ran
dom
Acc
ess
Mem
ory
(1)
•D
o no
t aw
ard
mem
ory
alon
e.(1
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
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nce
Mar
k
1(b
)•
B [
Cac
he]
(1)
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(c
)D
eriv
atio
n of
the
req
uire
d ASC
II c
ode:
•
Der
ive
the
fact
tha
t 74
den
ary
is t
he A
SCII
val
ue f
or t
he le
tter
‘J’ (
1)
Exam
ple:
D,
E, F
, G
, H
, I,
J =
= 6
8, 6
9, 7
0, 7
1, 7
2, 7
3, 7
4J
–D
= 6
; 68
+ 6
= 7
4
/01
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(d
)(i)
Cal
cula
tion:
•1
kilo
byte
= 1
024
byte
s (1
)•
3 x
1024
or
3072
(1)
•U
nits
are
not
req
uire
d.•
Awar
d fu
ll m
arks
for
the
corr
ect
num
eric
al
answ
er.
(2)
Que
stio
n N
umbe
rAns
wer
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ition
al G
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nce
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k
1(d
)(ii)
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cula
tion:
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Meg
abit =
100
0000
byt
es (
1)•
3 x
1000
000
or 3
0000
00 (
1)
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nits
are
not
req
uire
d.•
Awar
d fu
ll m
arks
for
th
e co
rrec
t nu
mer
ical
an
swer
.(2
)
31Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(e
)•
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IMAP]
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1(f
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tha
t m
akes
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s th
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the
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•th
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req
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)
•D
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ly,
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(4)
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2(a
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expl
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ion
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mak
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efer
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to
the
follo
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loss
less
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ures
tha
t no
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a is
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(1)
•so
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(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
2(b
)Any
tw
o fr
om:
•D
ata
is r
emov
ed d
urin
g th
e co
mpr
essi
on p
roce
ss(1
)•
The
rem
oved
dat
a is
not
nor
mal
ly n
otic
ed b
y a
hum
an (
sigh
t, s
ound
)(1
)•
The
orig
inal
con
tent
s of
the
file
can
not
be r
esto
red
exac
tly
(1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
2(c
)•
Lett
ers
in c
orre
ct o
rder
(1)
•Cor
rect
num
ber
(1)
Eith
er:
3b 1
r 4g
2r
Or
b3 r
1 g4
r2
•D
isre
gard
spa
cing
.•
The
sing
le in
stan
ce o
f ‘r
’ in
posi
tion
2,
mus
t be
de
note
d by
‘1r’
or
‘r1’
. Th
e nu
mer
ic v
alue
is n
eces
sary
.(2
)
32 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(e
)•
D [
IMAP]
(1)
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(f
)A d
escr
iption
tha
t m
akes
ref
eren
ce t
o th
e fo
llow
ing
poin
ts:
•A c
lient
use
s th
e ad
dres
s of
the
ser
ver
to m
ake
a co
nnec
tion
(1)
•th
en t
he c
lient
sen
ds a
req
uest
to
the
serv
er/c
lient
req
uest
ser
vice
s fr
om t
he
serv
er (
1)•
The
serv
er o
btai
ns t
he a
ddre
ss o
f th
e cl
ient
onc
e th
at c
lient
mak
es a
con
nect
ion
to t
he s
erve
r (1
)•
then
the
ser
ver
send
s th
e re
ques
ted
data
/ser
vice
s (t
o th
e cl
ient
) (1
)
•D
o no
t aw
ard
exam
ples
on
ly,
such
as
a w
eb p
age
and
brow
sers
.
(4)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(g
)•
C [
Hex
adec
imal
is e
asie
r fo
r hu
man
s to
rea
d] (
1)(1
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
2(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
loss
less
com
pres
sion
ens
ures
tha
t no
dat
a is
lost
(1)
•so
tha
tth
e de
skto
p pu
blis
hed
file
can
be r
esto
red
so t
hat
it is
exa
ctly
the
sam
e as
the
ori
gina
l (1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
2(b
)Any
tw
o fr
om:
•D
ata
is r
emov
ed d
urin
g th
e co
mpr
essi
on p
roce
ss(1
)•
The
rem
oved
dat
a is
not
nor
mal
ly n
otic
ed b
y a
hum
an (
sigh
t, s
ound
)(1
)•
The
orig
inal
con
tent
s of
the
file
can
not
be r
esto
red
exac
tly
(1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
2(c
)•
Lett
ers
in c
orre
ct o
rder
(1)
•Cor
rect
num
ber
(1)
Eith
er:
3b 1
r 4g
2r
Or
b3 r
1 g4
r2
•D
isre
gard
spa
cing
.•
The
sing
le in
stan
ce o
f ‘r
’ in
posi
tion
2,
mus
t be
de
note
d by
‘1r’
or
‘r1’
. Th
e nu
mer
ic v
alue
is n
eces
sary
.(2
)
33Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
3(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
two
of t
he fol
low
ing
poin
ts:
•D
efra
gmen
tation
sof
twar
e m
oves
file
blo
cks
clos
er t
oget
her
(1)
•Com
pres
sion
sof
twar
e re
duce
s fil
e si
zes
usin
g le
ss s
pace
(1)
•U
se b
acku
p so
ftw
are
to m
ove
files
to
a se
cure
pla
ce a
nd d
elet
ing
files
on
the
hard
dis
c fr
ees
up s
pace
(1)
and
•th
is s
peed
s up
dis
c ac
cess
tim
es t
o th
e fil
es (
whi
ch w
ill im
prov
e th
e sp
eed
of t
he
disc
) (1
)
•Allo
w a
rchi
ve a
s eq
uiva
lent
to
back
up
and
dele
te.
(3)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
3(b
)Any
tw
o re
ason
s fr
om:
•In
stru
ctio
ns a
re c
lose
to
Engl
ish/
easi
er f
or h
uman
s to
rea
d/w
rite
tha
n a
low
-lev
el
lang
uage
/mak
es f
ewer
err
ors
(1)
•It
’s q
uick
er t
o de
velo
p co
de/e
asie
r to
mai
ntai
n co
de (
than
if it
wer
e w
ritt
en in
a
low
-lev
el la
ngua
ge)
(1)
•Th
ey a
re u
sual
ly a
vaila
ble
acro
ss m
any
plat
form
s/ch
ipse
ts/o
pera
ting
sys
tem
s (1
)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
3(c
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
int:
•In
telle
ctua
l pro
pert
y ca
n be
pro
tect
ed b
y co
pyri
ght/
pate
nt la
ws
(1)
Plus
one
fro
m:
•so
tha
t by
reg
iste
ring
the
pat
ent
the
pate
nt h
olde
r ha
s ex
clus
ive
righ
ts t
o m
ake/
use/
sell
the
soft
war
e (1
)•
so t
hat
by r
egis
teri
ng t
he c
opyr
ight
the
sou
rce/
(obj
ect)
cod
e is
pro
tect
ed (
1)
•D
o no
t aw
ard
mar
ks f
or
exam
ples
onl
y.•
Do
not
acce
pt ‘p
reve
nts
thef
t’.
(2)
Que
stio
n N
umbe
rIn
dica
tive
con
tent
Mar
k
3(d
)In
dica
tive
con
tent
:•
are
wri
tten
onl
y on
ce/n
o re
peat
ed/c
opie
d bl
ocks
of co
de (
1)•
only
nee
ds t
o be
deb
ugge
d on
ce (
1)•
can
be r
euse
d/ca
lled
from
any
whe
re in
the
pro
gram
(1)
•m
ake
mai
n pr
ogra
m m
ore
read
able
/sho
rter
(1)
•ca
n re
duce
the
nee
d fo
r gl
obal
var
iabl
es (
1)•
can
be p
ut in
to li
brar
ies/
reus
ed in
oth
er p
rogr
ams/
shar
ed w
ith
othe
rs (
1)•
can
be u
sed
to h
ide
com
plex
cod
e/fu
nction
ality
(1)
•ca
n be
wri
tten
in lo
w-l
evel
lang
uage
s fo
r sp
ecia
l pur
pose
/int
erac
t w
ith
hard
war
e/op
tim
ise
perf
orm
ance
(1)
(6)
Leve
lM
ark
Des
crip
tor
0N
o re
war
dabl
e co
nten
t.Le
vel 1
1–2
Bas
ic,
inde
pend
ent
poin
ts a
re m
ade
show
ing
elem
ents
of kn
owle
dge
and
unde
rsta
ndin
g of
key
con
cept
s/pr
inci
ples
of
com
pute
r sc
ienc
e.
The
disc
ussi
on w
ill c
onta
in b
asic
info
rmat
ion
with
litt
le li
nkag
e be
twee
n po
ints
mad
e.Le
vel 2
3–4
Dem
onst
rate
s ad
equa
te k
now
ledg
e an
d un
ders
tand
ing
of k
ey c
once
pts/
prin
cipl
es o
f co
mpu
ter
scie
nce.
The
disc
ussi
on s
how
s so
me
linka
ges
and
lines
of
reas
onin
g w
ith
som
e st
ruct
ure.
Leve
l 35–
6D
emon
stra
tes
com
preh
ensi
ve k
now
ledg
e an
d un
ders
tand
ing
by s
elec
ting
rel
evan
t kn
owle
dge
and
unde
rsta
ndin
g of
key
con
cept
s/pr
inci
ples
of
com
pute
r sc
ienc
e to
sup
port
the
dis
cuss
ion
bein
g pr
esen
ted.
The
disc
ussi
on s
how
s a
wel
l-de
velo
ped,
sus
tain
ed li
ne o
f re
ason
ing
whi
ch is
cle
ar,
cohe
rent
and
logi
cally
st
ruct
ured
.
34 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
3(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
two
of t
he fol
low
ing
poin
ts:
•D
efra
gmen
tation
sof
twar
e m
oves
file
blo
cks
clos
er t
oget
her
(1)
•Com
pres
sion
sof
twar
e re
duce
s fil
e si
zes
usin
g le
ss s
pace
(1)
•U
se b
acku
p so
ftw
are
to m
ove
files
to
a se
cure
pla
ce a
nd d
elet
ing
files
on
the
hard
dis
c fr
ees
up s
pace
(1)
and
•th
is s
peed
s up
dis
c ac
cess
tim
es t
o th
e fil
es (
whi
ch w
ill im
prov
e th
e sp
eed
of t
he
disc
) (1
)
•Allo
w a
rchi
ve a
s eq
uiva
lent
to
back
up
and
dele
te.
(3)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
3(b
)Any
tw
o re
ason
s fr
om:
•In
stru
ctio
ns a
re c
lose
to
Engl
ish/
easi
er f
or h
uman
s to
rea
d/w
rite
tha
n a
low
-lev
el
lang
uage
/mak
es f
ewer
err
ors
(1)
•It
’s q
uick
er t
o de
velo
p co
de/e
asie
r to
mai
ntai
n co
de (
than
if it
wer
e w
ritt
en in
a
low
-lev
el la
ngua
ge)
(1)
•Th
ey a
re u
sual
ly a
vaila
ble
acro
ss m
any
plat
form
s/ch
ipse
ts/o
pera
ting
sys
tem
s (1
)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
3(c
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
int:
•In
telle
ctua
l pro
pert
y ca
n be
pro
tect
ed b
y co
pyri
ght/
pate
nt la
ws
(1)
Plus
one
fro
m:
•so
tha
t by
reg
iste
ring
the
pat
ent
the
pate
nt h
olde
r ha
s ex
clus
ive
righ
ts t
o m
ake/
use/
sell
the
soft
war
e (1
)•
so t
hat
by r
egis
teri
ng t
he c
opyr
ight
the
sou
rce/
(obj
ect)
cod
e is
pro
tect
ed (
1)
•D
o no
t aw
ard
mar
ks f
or
exam
ples
onl
y.•
Do
not
acce
pt ‘p
reve
nts
thef
t’.
(2)
Que
stio
n N
umbe
rIn
dica
tive
con
tent
Mar
k
3(d
)In
dica
tive
con
tent
:•
are
wri
tten
onl
y on
ce/n
o re
peat
ed/c
opie
d bl
ocks
of co
de (
1)•
only
nee
ds t
o be
deb
ugge
d on
ce (
1)•
can
be r
euse
d/ca
lled
from
any
whe
re in
the
pro
gram
(1)
•m
ake
mai
n pr
ogra
m m
ore
read
able
/sho
rter
(1)
•ca
n re
duce
the
nee
d fo
r gl
obal
var
iabl
es (
1)•
can
be p
ut in
to li
brar
ies/
reus
ed in
oth
er p
rogr
ams/
shar
ed w
ith
othe
rs (
1)•
can
be u
sed
to h
ide
com
plex
cod
e/fu
nction
ality
(1)
•ca
n be
wri
tten
in lo
w-l
evel
lang
uage
s fo
r sp
ecia
l pur
pose
/int
erac
t w
ith
hard
war
e/op
tim
ise
perf
orm
ance
(1)
(6)
Leve
lM
ark
Des
crip
tor
0N
o re
war
dabl
e co
nten
t.Le
vel 1
1–2
Bas
ic,
inde
pend
ent
poin
ts a
re m
ade
show
ing
elem
ents
of kn
owle
dge
and
unde
rsta
ndin
g of
key
con
cept
s/pr
inci
ples
of
com
pute
r sc
ienc
e.
The
disc
ussi
on w
ill c
onta
in b
asic
info
rmat
ion
with
litt
le li
nkag
e be
twee
n po
ints
mad
e.Le
vel 2
3–4
Dem
onst
rate
s ad
equa
te k
now
ledg
e an
d un
ders
tand
ing
of k
ey c
once
pts/
prin
cipl
es o
f co
mpu
ter
scie
nce.
The
disc
ussi
on s
how
s so
me
linka
ges
and
lines
of
reas
onin
g w
ith
som
e st
ruct
ure.
Leve
l 35–
6D
emon
stra
tes
com
preh
ensi
ve k
now
ledg
e an
d un
ders
tand
ing
by s
elec
ting
rel
evan
t kn
owle
dge
and
unde
rsta
ndin
g of
key
con
cept
s/pr
inci
ples
of
com
pute
r sc
ienc
e to
sup
port
the
dis
cuss
ion
bein
g pr
esen
ted.
The
disc
ussi
on s
how
s a
wel
l-de
velo
ped,
sus
tain
ed li
ne o
f re
ason
ing
whi
ch is
cle
ar,
cohe
rent
and
logi
cally
st
ruct
ured
.
35Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(a
)A d
escr
iption
tha
t m
akes
ref
eren
ce t
o th
e fo
llow
ing
poin
ts:
•th
e pr
otoc
ol a
llow
s th
e de
vice
s on
a n
etw
ork
to c
omm
unic
ate
with
each
oth
er (
1)•
by t
he u
se o
f a
com
mon
set
of
rule
s (1
)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(b
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
A p
atch
will
fix
any
kno
wn
secu
rity
issu
es (
1)•
so t
he m
achi
ne r
unni
ng t
he a
pplic
atio
n is
less
vul
nera
ble
to s
ucce
ssfu
l cy
bera
ttac
ks (
1)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(c
)A d
escr
iption
tha
t m
akes
ref
eren
ce t
o th
e fo
llow
ing
poin
ts:
•de
vice
B p
uts
the
addr
ess
of d
evic
e C in
to a
pac
ket/
mes
sage
to
send
(1)
•th
en d
evic
e A r
eads
tha
t ad
dres
s an
d se
nds
the
pack
et t
o de
vice
C (
1)(2
)
Que
stio
n N
umbe
rIn
dica
tive
con
tent
Mar
k
4(d
)In
dica
tive
con
tent
:•
The
scho
ol/t
echn
ical
tea
m w
ill b
e re
spon
sibl
e fo
r ba
ckin
g up
/dis
aste
r re
cove
ry if
the
dat
a is
sto
red
on h
ard
disc
s (c
onne
cted
to
the
scho
ol's
ser
vers
) •
The
stor
age
prov
ider
is r
espo
nsib
le for
bac
kup/
disa
ster
rec
over
y if
the
scho
ol s
tore
s its
data
in t
he 'c
loud
' •
The
scho
ol's
file
s ar
e av
aila
ble
with
out
an in
tern
et c
onne
ctio
n if
data
is s
tore
d on
har
d di
scs
(con
nect
ed t
o th
e sc
hool
's s
erve
rs)
•An
inte
rnet
con
nect
ion
is r
equi
red
to a
cces
s th
e sc
hool
's file
s if
they
are
sto
red
in t
he 'c
loud
'•
Sta
ff a
t th
e sc
hool
can
acc
ess
thei
r fil
es a
nyw
here
by
usin
g m
obile
dev
ices
if t
he s
choo
l's file
s ar
e st
ored
in t
he
'clo
ud'
•Th
e st
aff
can
acce
ss t
heir
file
s at
sch
ool o
nly
if th
e da
ta is
sto
red
on h
ard
disc
s (c
onne
cted
to
the
scho
ol's
ser
vers
)•
The
scho
ol w
ill b
e re
spon
sibl
e fo
r m
aint
aini
ng t
he s
erve
rs,
repl
acin
g th
em w
hen
they
age
/tec
hnol
ogy
beco
mes
ou
tdat
ed•
The
stor
age
prov
ider
is r
espo
nsib
le for
upd
atin
g th
e st
orag
e sy
stem
in t
he c
loud
and
pro
vidi
ng n
ew t
echn
olog
y as
it e
volv
es•
The
scho
ol w
ill b
e re
spon
sibl
e fo
r in
crea
sing
the
sto
rage
cap
acity
of t
heir
ser
vers
as
dem
ands
evo
lve
•Th
e st
orag
e pr
ovid
er is
abl
e to
pro
vide
add
itio
nal s
tora
ge s
pace
on
dem
and.
(6)
Leve
lM
ark
Des
crip
tor
0N
o re
war
dabl
e co
nten
t.Le
vel 1
1–2
A c
ompa
riso
n m
ay b
e at
tem
pted
but
with
limite
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
key
con
cept
s of
co
mpu
ter
scie
nce
to t
he t
heor
etic
al c
onte
xt.
The
com
pari
son
will
con
tain
bas
ic in
form
atio
n w
ith s
ome
atte
mpt
mad
e to
link
kno
wle
dge
and
unde
rsta
ndin
g to
th
e gi
ven
cont
ext.
Leve
l 23–
4A c
ompa
riso
n w
ill b
e gi
ven
with
adeq
uate
app
licat
ion
of k
now
ledg
e an
d un
ders
tand
ing
of k
ey c
once
pts
of
com
pute
r sc
ienc
e to
the
the
oret
ical
con
text
.Are
occ
asio
nally
sup
port
ed t
hrou
gh a
link
age.
The
com
pari
son
show
s so
me
linka
ges
and
lines
of
reas
onin
g w
ith
som
e st
ruct
ure.
Leve
l 35–
6A c
ompa
riso
n w
ill b
e gi
ven
with
com
preh
ensi
ve a
pplic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
key
con
cept
s of
co
mpu
ter
scie
nce
to t
he t
heor
etic
al c
onte
xt.
Line
(s)
of r
easo
ning
are
sup
port
ed t
hrou
ghou
t by
sus
tain
ed
appl
icat
ion
of r
elev
ant
evid
ence
.
The
com
pari
son
show
s a
wel
l-de
velo
ped
and
sust
aine
d lin
es o
f re
ason
ing
whi
ch is
cle
ar,
cohe
rent
and
logi
cally
st
ruct
ured
.
36 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(a
)A d
escr
iption
tha
t m
akes
ref
eren
ce t
o th
e fo
llow
ing
poin
ts:
•th
e pr
otoc
ol a
llow
s th
e de
vice
s on
a n
etw
ork
to c
omm
unic
ate
with
each
oth
er (
1)•
by t
he u
se o
f a
com
mon
set
of
rule
s (1
)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(b
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
A p
atch
will
fix
any
kno
wn
secu
rity
issu
es (
1)•
so t
he m
achi
ne r
unni
ng t
he a
pplic
atio
n is
less
vul
nera
ble
to s
ucce
ssfu
l cy
bera
ttac
ks (
1)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(c
)A d
escr
iption
tha
t m
akes
ref
eren
ce t
o th
e fo
llow
ing
poin
ts:
•de
vice
B p
uts
the
addr
ess
of d
evic
e C in
to a
pac
ket/
mes
sage
to
send
(1)
•th
en d
evic
e A r
eads
tha
t ad
dres
s an
d se
nds
the
pack
et t
o de
vice
C (
1)(2
)
Que
stio
n N
umbe
rIn
dica
tive
con
tent
Mar
k
4(d
)In
dica
tive
con
tent
:•
The
scho
ol/t
echn
ical
tea
m w
ill b
e re
spon
sibl
e fo
r ba
ckin
g up
/dis
aste
r re
cove
ry if
the
dat
a is
sto
red
on h
ard
disc
s (c
onne
cted
to
the
scho
ol's
ser
vers
) •
The
stor
age
prov
ider
is r
espo
nsib
le for
bac
kup/
disa
ster
rec
over
y if
the
scho
ol s
tore
s its
data
in t
he 'c
loud
' •
The
scho
ol's
file
s ar
e av
aila
ble
with
out
an in
tern
et c
onne
ctio
n if
data
is s
tore
d on
har
d di
scs
(con
nect
ed t
o th
e sc
hool
's s
erve
rs)
•An
inte
rnet
con
nect
ion
is r
equi
red
to a
cces
s th
e sc
hool
's file
s if
they
are
sto
red
in t
he 'c
loud
'•
Sta
ff a
t th
e sc
hool
can
acc
ess
thei
r fil
es a
nyw
here
by
usin
g m
obile
dev
ices
if t
he s
choo
l's file
s ar
e st
ored
in t
he
'clo
ud'
•Th
e st
aff
can
acce
ss t
heir
file
s at
sch
ool o
nly
if th
e da
ta is
sto
red
on h
ard
disc
s (c
onne
cted
to
the
scho
ol's
ser
vers
)•
The
scho
ol w
ill b
e re
spon
sibl
e fo
r m
aint
aini
ng t
he s
erve
rs,
repl
acin
g th
em w
hen
they
age
/tec
hnol
ogy
beco
mes
ou
tdat
ed•
The
stor
age
prov
ider
is r
espo
nsib
le for
upd
atin
g th
e st
orag
e sy
stem
in t
he c
loud
and
pro
vidi
ng n
ew t
echn
olog
y as
it e
volv
es•
The
scho
ol w
ill b
e re
spon
sibl
e fo
r in
crea
sing
the
sto
rage
cap
acity
of t
heir
ser
vers
as
dem
ands
evo
lve
•Th
e st
orag
e pr
ovid
er is
abl
e to
pro
vide
add
itio
nal s
tora
ge s
pace
on
dem
and.
(6)
Leve
lM
ark
Des
crip
tor
0N
o re
war
dabl
e co
nten
t.Le
vel 1
1–2
A c
ompa
riso
n m
ay b
e at
tem
pted
but
with
limite
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
key
con
cept
s of
co
mpu
ter
scie
nce
to t
he t
heor
etic
al c
onte
xt.
The
com
pari
son
will
con
tain
bas
ic in
form
atio
n w
ith s
ome
atte
mpt
mad
e to
link
kno
wle
dge
and
unde
rsta
ndin
g to
th
e gi
ven
cont
ext.
Leve
l 23–
4A c
ompa
riso
n w
ill b
e gi
ven
with
adeq
uate
app
licat
ion
of k
now
ledg
e an
d un
ders
tand
ing
of k
ey c
once
pts
of
com
pute
r sc
ienc
e to
the
the
oret
ical
con
text
.Are
occ
asio
nally
sup
port
ed t
hrou
gh a
link
age.
The
com
pari
son
show
s so
me
linka
ges
and
lines
of
reas
onin
g w
ith
som
e st
ruct
ure.
Leve
l 35–
6A c
ompa
riso
n w
ill b
e gi
ven
with
com
preh
ensi
ve a
pplic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
key
con
cept
s of
co
mpu
ter
scie
nce
to t
he t
heor
etic
al c
onte
xt.
Line
(s)
of r
easo
ning
are
sup
port
ed t
hrou
ghou
t by
sus
tain
ed
appl
icat
ion
of r
elev
ant
evid
ence
.
The
com
pari
son
show
s a
wel
l-de
velo
ped
and
sust
aine
d lin
es o
f re
ason
ing
whi
ch is
cle
ar,
cohe
rent
and
logi
cally
st
ruct
ured
.
37Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
mon
itor
s w
eigh
t of
load
(1)
•so
tha
t it c
an a
djus
t w
ater
leve
ls f
or s
mal
l/la
rge
load
s (1
)O
R•
mon
itor
s w
ater
tem
pera
ture
(1)
•so
it c
an m
aint
ain
the
requ
ired
val
ue b
y tu
rnin
g he
atin
g el
emen
t on
/off
(1)
OR
•m
onitor
s so
akin
g bu
tton
set
ting
(1)
•so
tha
t it c
an a
dd a
dditi
onal
tim
e at
the
rig
ht p
lace
in t
he p
rogr
amm
e cy
cle
(1)
OR
•m
onitor
s m
axim
um s
pin
switch
set
ting
(1)
•so
tha
t it c
an s
et r
equi
red
mot
or r
evol
utio
ns (
1)
•O
ther
app
ropr
iate
re
spon
ses
can
be a
war
ded.
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(b
)A
trut
h ta
ble
for
the
func
tion
of th
e op
erat
or A
ND
:•
four
diff
eren
t in
put
com
bina
tions
and
four
diff
eren
t co
rrec
t ou
tput
com
bina
tions
Exam
ples
Inpu
t 1
Inpu
t 2
Out
put
00
00
10
10
01
11
I
np
ut
1In
pu
t 2
01
00
01
01
Fals
e AN
D F
alse
= F
alse
Fals
e AN
D T
rue
= F
alse
True
AN
D F
alse
= F
alse
True
AN
D T
rue
= T
rue
Any
for
mat
for
the
tru
th t
able
is
acc
epta
ble
as lo
ng a
s fo
ur
differ
ent
dist
inct
inpu
ts a
nd
four
diff
eren
t di
stin
ct o
utpu
ts
are
disc
erni
ble.
(1)
38 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
mon
itor
s w
eigh
t of
load
(1)
•so
tha
t it c
an a
djus
t w
ater
leve
ls f
or s
mal
l/la
rge
load
s (1
)O
R•
mon
itor
s w
ater
tem
pera
ture
(1)
•so
it c
an m
aint
ain
the
requ
ired
val
ue b
y tu
rnin
g he
atin
g el
emen
t on
/off
(1)
OR
•m
onitor
s so
akin
g bu
tton
set
ting
(1)
•so
tha
t it c
an a
dd a
dditi
onal
tim
e at
the
rig
ht p
lace
in t
he p
rogr
amm
e cy
cle
(1)
OR
•m
onitor
s m
axim
um s
pin
switch
set
ting
(1)
•so
tha
t it c
an s
et r
equi
red
mot
or r
evol
utio
ns (
1)
•O
ther
app
ropr
iate
re
spon
ses
can
be a
war
ded.
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(b
)A
trut
h ta
ble
for
the
func
tion
of th
e op
erat
or A
ND
:•
four
diff
eren
t in
put
com
bina
tions
and
four
diff
eren
t co
rrec
t ou
tput
com
bina
tions
Exam
ples
Inpu
t 1
Inpu
t 2
Out
put
00
00
10
10
01
11
I
np
ut
1In
pu
t 2
01
00
01
01
Fals
e AN
D F
alse
= F
alse
Fals
e AN
D T
rue
= F
alse
True
AN
D F
alse
= F
alse
True
AN
D T
rue
= T
rue
Any
for
mat
for
the
tru
th t
able
is
acc
epta
ble
as lo
ng a
s fo
ur
differ
ent
dist
inct
inpu
ts a
nd
four
diff
eren
t di
stin
ct o
utpu
ts
are
disc
erni
ble.
(1)
39Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(c
)A lo
gic
stat
emen
t th
at in
clud
es:
•Cor
rect
use
of
‘OR’
(1)
•Cor
rect
use
of
‘AN
D’ (
1)•
Cor
rect
use
of br
acke
ts o
r or
der
of p
rece
denc
e if
brac
kets
not
use
d (1
)
Exam
ples
:•
(O O
R M
) AN
D P
•P
AN
D (
M O
R O
)•
(O A
ND
P)
OR (
P AN
D M
)•
O A
ND
P O
R P
AN
D M
•D
isre
gard
cap
ital
isat
ion.
•O
verr
idin
g or
der
of
prec
eden
ce (
NO
T, A
ND
, O
R)
may
requ
ire
use
of
brac
kets
.•
Expr
essi
on o
r pa
rts
of
expr
essi
on m
ay b
e in
di
ffer
ent
orde
rs.
•Any
alter
native
equ
ival
ent
expr
essi
on s
houl
d be
aw
arde
d.(3
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(d
)•
B [
1010
100
0] (
1)(1
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(a
)A s
tate
men
t th
at in
clud
es:
•an
alg
orithm
is a
seq
uenc
e of
ste
ps/s
tep-
by-s
tep
inst
ruct
ions
(1)
•w
hich
(if
follo
wed
exa
ctly
) w
ill p
erfo
rm a
spe
cific
tas
k (1
)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(b
)Tw
o re
ason
s:•
Encr
ypte
d da
ta is
enc
oded
/scr
ambl
ed s
o th
at it
can
not
be u
nder
stoo
d(1
)•
The
unau
thor
ised
per
son
wou
ld n
ot h
ave
the
key
to d
ecry
pt t
he d
ata
(1)
•D
isre
gard
res
pons
es
indi
catin
g ‘a
cces
s’;
encr
yption
onl
y m
akes
the
da
ta u
nint
erpr
etab
le.
•D
o no
t aw
ard
secu
re/s
ecre
t al
one.
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(c
)•
App
lyin
g a
doub
le s
hift
to
‘pin
k’ t
o ob
tain
uns
p (1
)•
Iden
tify
ing
+5
as t
he e
quiv
alen
t si
ngle
shi
ft t
o ob
tain
uns
p (1
)•
Reco
gnis
e th
at b
oth
shift
s gi
ve t
he s
ame
resu
lt,
so t
he d
oubl
e sh
ift is
no
mor
e se
cure
tha
n th
e si
ngle
shi
ft (
1)
pink
pink
+7
wpu
r+
5un
sp-2
unsp
Oth
er f
orm
s of
dia
gram
s ar
e ac
cept
able
.A s
impl
e st
atem
ent
to s
ay t
hat
the
doub
le s
hift
is n
ot a
s se
cure
can
sco
re a
mar
kon
lyif
expl
aine
din
full.
(3)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(d
)(i)
A s
tate
men
t th
at in
clud
es:
•a
pixe
l is
the
smal
lest
iden
tifia
ble
unit in
a g
raph
ic im
age
(1)
Do
not
acce
pt p
ictu
re e
lem
ent.
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(d
)(ii)
•M
athe
mat
ical
exp
ress
ion
(1)
•15
000
byte
s (1
)
Exam
ple:
300
×10
0 ×
48
=15
000
•Acc
ept
any
othe
r eq
uiva
lent
m
athe
mat
ical
exp
ress
ion.
•U
nits
not
req
uire
d.
(2)
40 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(c
)A lo
gic
stat
emen
t th
at in
clud
es:
•Cor
rect
use
of
‘OR’
(1)
•Cor
rect
use
of
‘AN
D’ (
1)•
Cor
rect
use
of br
acke
ts o
r or
der
of p
rece
denc
e if
brac
kets
not
use
d (1
)
Exam
ples
:•
(O O
R M
) AN
D P
•P
AN
D (
M O
R O
)•
(O A
ND
P)
OR (
P AN
D M
)•
O A
ND
P O
R P
AN
D M
•D
isre
gard
cap
ital
isat
ion.
•O
verr
idin
g or
der
of
prec
eden
ce (
NO
T, A
ND
, O
R)
may
requ
ire
use
of
brac
kets
.•
Expr
essi
on o
r pa
rts
of
expr
essi
on m
ay b
e in
di
ffer
ent
orde
rs.
•Any
alter
native
equ
ival
ent
expr
essi
on s
houl
d be
aw
arde
d.(3
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(d
)•
B [
1010
100
0] (
1)(1
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(a
)A s
tate
men
t th
at in
clud
es:
•an
alg
orithm
is a
seq
uenc
e of
ste
ps/s
tep-
by-s
tep
inst
ruct
ions
(1)
•w
hich
(if
follo
wed
exa
ctly
) w
ill p
erfo
rm a
spe
cific
tas
k (1
)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(b
)Tw
o re
ason
s:•
Encr
ypte
d da
ta is
enc
oded
/scr
ambl
ed s
o th
at it
can
not
be u
nder
stoo
d(1
)•
The
unau
thor
ised
per
son
wou
ld n
ot h
ave
the
key
to d
ecry
pt t
he d
ata
(1)
•D
isre
gard
res
pons
es
indi
catin
g ‘a
cces
s’;
encr
yption
onl
y m
akes
the
da
ta u
nint
erpr
etab
le.
•D
o no
t aw
ard
secu
re/s
ecre
t al
one.
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(c
)•
App
lyin
g a
doub
le s
hift
to
‘pin
k’ t
o ob
tain
uns
p (1
)•
Iden
tify
ing
+5
as t
he e
quiv
alen
t si
ngle
shi
ft t
o ob
tain
uns
p (1
)•
Reco
gnis
e th
at b
oth
shift
s gi
ve t
he s
ame
resu
lt,
so t
he d
oubl
e sh
ift is
no
mor
e se
cure
tha
n th
e si
ngle
shi
ft (
1)
pink
pink
+7
wpu
r+
5un
sp-2
unsp
Oth
er f
orm
s of
dia
gram
s ar
e ac
cept
able
.A s
impl
e st
atem
ent
to s
ay t
hat
the
doub
le s
hift
is n
ot a
s se
cure
can
sco
re a
mar
kon
lyif
expl
aine
din
full.
(3)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(d
)(i)
A s
tate
men
t th
at in
clud
es:
•a
pixe
l is
the
smal
lest
iden
tifia
ble
unit in
a g
raph
ic im
age
(1)
Do
not
acce
pt p
ictu
re e
lem
ent.
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(d
)(ii)
•M
athe
mat
ical
exp
ress
ion
(1)
•15
000
byte
s (1
)
Exam
ple:
300
×10
0 ×
48
=15
000
•Acc
ept
any
othe
r eq
uiva
lent
m
athe
mat
ical
exp
ress
ion.
•U
nits
not
req
uire
d.
(2)
41Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(e
)•
Awar
d 1
mar
k fo
r ea
ch r
ow o
f th
e pr
oces
s.
8452
46
6839
531
(1)
(1)
This
lead
s to
:
5284
46
3968
153
46
5284
139
5368
14
639
5253
6884
•Aw
ard
1 m
ark
for
each
st
ep.
•M
arks
sho
uld
not
be
awar
ded
for
the
last
row
.•
Any
not
atio
n sh
owin
g di
stin
ct li
sts
at e
ach
stag
e is
acc
epta
ble.
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(f
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
The
set-
top
box
mus
t pr
oces
s da
ta q
uick
ly (
1)•
so a
com
pile
r is
use
d be
caus
e co
mpi
led
code
run
s fa
ster
tha
n in
terp
rete
d co
de
(1)
•D
isre
gard
ref
eren
ce t
o cr
oss-
plat
form
s; q
uest
ion
cont
ext
is a
new
chi
p.(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(g
)A s
tate
men
t th
at in
clud
es:
•(A
bstr
acting
mea
ns)
rem
ovin
g un
nece
ssar
y de
tail/
sim
plify
ing
(1)
•so
tha
t w
e ca
n fo
cus
on t
he e
ssen
ce/r
eal p
art/
impo
rtan
t pa
rt o
f th
e pr
oble
m (
1)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(h
)(i)
A s
tate
men
t th
at in
clud
es:
•Th
e pu
rpos
e of
‘rol
l’ is
to
gene
rate
a s
ingl
enu
mbe
r, ch
osen
rand
omly
, be
twee
n 1
and
12,
incl
usiv
e (1
)O
R•
Two
num
bers
bet
wee
n 1
and
6
•Acc
ept
betw
een
1 an
d 12
•D
o no
t aw
ard
‘sim
ulat
e a
roll
of d
ice’
or
equi
vale
nt.
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(h
)(ii)
One
of th
e fo
llow
ing
reas
ons:
•‘R
oll’
is a
n ab
stra
ctio
n be
caus
e it a
llow
s th
e pr
ogra
mm
er t
o fo
cus
on t
he r
esul
t of
a
roll,
rat
her
than
on
how
to
impl
emen
t th
e ro
ll al
gori
thm
(1)
OR
•‘R
oll’
is a
n ab
stra
ctio
n be
caus
e it is
a m
odel
/sim
ulat
ion/
repr
esen
tation
of a
real
/phy
sica
l act
ivity/
action
(1)
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(a
)(i)
•O
ne m
ark
for
each
cor
rect
row
(2)
:
00
00
01
10
11
11
10
10
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(a
)(ii)
The
com
pari
son
shou
ld in
clud
e re
fere
nce
to b
oth
two’
s co
mpl
emen
t an
d si
gned
-m
agni
tude
num
bers
for
any
two
of t
he fol
low
ing:
•Add
ition
of tw
o’s
com
plem
ent
will
alw
ays
wor
k (1
)•
Add
ition
of si
gn-m
agni
tude
num
bers
doe
s no
t al
way
s w
ork
(1)
•Th
ere
is o
nly
one
way
to
repr
esen
t th
e nu
mbe
r 0
in t
wo’
s co
mpl
emen
t (1
)•
Ther
e ar
e tw
o w
ays
to r
epre
sent
the
num
ber
0 in
sig
n-m
agni
tude
num
bers
(1)
(2)
42 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(e
)•
Awar
d 1
mar
k fo
r ea
ch r
ow o
f th
e pr
oces
s.
8452
46
6839
531
(1)
(1)
This
lead
s to
:
5284
46
3968
153
46
5284
139
5368
14
639
5253
6884
•Aw
ard
1 m
ark
for
each
st
ep.
•M
arks
sho
uld
not
be
awar
ded
for
the
last
row
.•
Any
not
atio
n sh
owin
g di
stin
ct li
sts
at e
ach
stag
e is
acc
epta
ble.
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(f
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
The
set-
top
box
mus
t pr
oces
s da
ta q
uick
ly (
1)•
so a
com
pile
r is
use
d be
caus
e co
mpi
led
code
run
s fa
ster
tha
n in
terp
rete
d co
de
(1)
•D
isre
gard
ref
eren
ce t
o cr
oss-
plat
form
s; q
uest
ion
cont
ext
is a
new
chi
p.(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(g
)A s
tate
men
t th
at in
clud
es:
•(A
bstr
acting
mea
ns)
rem
ovin
g un
nece
ssar
y de
tail/
sim
plify
ing
(1)
•so
tha
t w
e ca
n fo
cus
on t
he e
ssen
ce/r
eal p
art/
impo
rtan
t pa
rt o
f th
e pr
oble
m (
1)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(h
)(i)
A s
tate
men
t th
at in
clud
es:
•Th
e pu
rpos
e of
‘rol
l’ is
to
gene
rate
a s
ingl
enu
mbe
r, ch
osen
rand
omly
, be
twee
n 1
and
12,
incl
usiv
e (1
)O
R•
Two
num
bers
bet
wee
n 1
and
6
•Acc
ept
betw
een
1 an
d 12
•D
o no
t aw
ard
‘sim
ulat
e a
roll
of d
ice’
or
equi
vale
nt.
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(h
)(ii)
One
of th
e fo
llow
ing
reas
ons:
•‘R
oll’
is a
n ab
stra
ctio
n be
caus
e it a
llow
s th
e pr
ogra
mm
er t
o fo
cus
on t
he r
esul
t of
a
roll,
rat
her
than
on
how
to
impl
emen
t th
e ro
ll al
gori
thm
(1)
OR
•‘R
oll’
is a
n ab
stra
ctio
n be
caus
e it is
a m
odel
/sim
ulat
ion/
repr
esen
tation
of a
real
/phy
sica
l act
ivity/
action
(1)
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(a
)(i)
•O
ne m
ark
for
each
cor
rect
row
(2)
:
00
00
01
10
11
11
10
10
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(a
)(ii)
The
com
pari
son
shou
ld in
clud
e re
fere
nce
to b
oth
two’
s co
mpl
emen
t an
d si
gned
-m
agni
tude
num
bers
for
any
two
of t
he fol
low
ing:
•Add
ition
of tw
o’s
com
plem
ent
will
alw
ays
wor
k (1
)•
Add
ition
of si
gn-m
agni
tude
num
bers
doe
s no
t al
way
s w
ork
(1)
•Th
ere
is o
nly
one
way
to
repr
esen
t th
e nu
mbe
r 0
in t
wo’
s co
mpl
emen
t (1
)•
Ther
e ar
e tw
o w
ays
to r
epre
sent
the
num
ber
0 in
sig
n-m
agni
tude
num
bers
(1)
(2)
43Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(a
)(iii
)D
[N
one
of t
he a
bove
are
acc
urat
e] (
1)•
Ove
rflo
w h
as o
ccur
red
so
8-bi
ts a
re n
ot la
rge
enou
gh
to h
old
the
resu
lt.
•32
5 =
1 0
100
0101
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(b
)(i)
Cor
rect
iden
tific
atio
n of
the
labe
lled
item
s:A.
Ana
logu
e si
gnal
/sou
nd w
ave
(1)
B.
Sam
ple
inte
rval
(1)
C.
Am
plitu
de (
1)
•D
o no
t al
low
sam
plin
g fr
eque
ncy
aseq
uiva
lent
to
sam
plin
g in
terv
al.
(3)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(b
)(ii)
An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
(Hig
her
sam
plin
g fr
eque
ncie
s) g
ener
ate
mor
e sa
mpl
ing
data
(1)
•w
hich
incr
ease
s m
emor
y/st
orag
e re
quir
emen
ts (
1)•
and
give
s a
mor
e ac
cura
te d
igital
rep
rese
ntat
ion
(of th
e or
igin
al s
igna
l) (
1)
•D
o no
t aw
ard
resp
onse
s re
ferr
ing
to b
it r
ate.
•D
o no
t aw
ard
resp
onse
s in
dica
ting
qual
ity o
f pl
ayba
ck.
(3)
Turn over
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Computer ScienceComponent 2: Application of Computational Thinking
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
Sample assessment material for first teaching September 2016Time: 2 hours
Paper Reference
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44 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(a
)(iii
)D
[N
one
of t
he a
bove
are
acc
urat
e] (
1)•
Ove
rflo
w h
as o
ccur
red
so
8-bi
ts a
re n
ot la
rge
enou
gh
to h
old
the
resu
lt.
•32
5 =
1 0
100
0101
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(b
)(i)
Cor
rect
iden
tific
atio
n of
the
labe
lled
item
s:A.
Ana
logu
e si
gnal
/sou
nd w
ave
(1)
B.
Sam
ple
inte
rval
(1)
C.
Am
plitu
de (
1)
•D
o no
t al
low
sam
plin
g fr
eque
ncy
aseq
uiva
lent
to
sam
plin
g in
terv
al.
(3)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7(b
)(ii)
An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
(Hig
her
sam
plin
g fr
eque
ncie
s) g
ener
ate
mor
e sa
mpl
ing
data
(1)
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(3)
Turn over
Centre Number Candidate Number
Write your name here
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*S49768A0126*S49768A©2016 Pearson Education Ltd.
1/1/1/1/1
Instructions
• Use black ink or ball-point pen.
• Fill in the boxes at the top of this page with your name, centre number and candidate number.
• Answer all questions.
• Answer the questions in the spaces provided – there may be more space than you need.
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Information
• The total mark for this paper is 80.
• The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question.
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You will need:Booklet containing pseudo commands.
Computer ScienceComponent 2: Application of Computational Thinking
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
Sample assessment material for first teaching September 2016Time: 2 hours
Paper Reference
1CP1/02
45Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A0226*2
Answer ALL questions. Write your answers in the space provided.
Questions in this paper are based on a scenario.
Sparky Autos
Sparky Autos is a family-run business based on a farm. The business offers visitors the opportunity to drive small electric cars around a racetrack on the farm.
There are up to 20 electric cars available each time for a race.
Each car has:
• an electronic tag so its number and position can be tracked using sensors placed around the farm
• a number painted on its side.
1 Cars at Sparky Autos are serviced regularly to check that they are safe and reliable. A service can be triggered by the car being run for 100 hours or if 30 days have passed.
(a) State two variables that need to be created to store data for each car. (2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b) Each car takes at least 30 minutes to service. Older cars take longer to service. Ten minutes is added for each full year of the car’s age. The year of purchase is known.
Construct a general expression showing the time needed to service any car. (2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 1 = 4 marks)
*S49768A0326* Turn over
3
2 A computer program can be used to determine information about the cars and the drivers.
(a) Complete the table to show an input, a process and an output, using the following information:
• each race has 5 laps
• there are 10 cars in this race.(3)
Input Process Output
Calculate overall total time for any car in the race
Sum of lap times
10 car numbers and 10 total times
Car number with quickest total time
10 car numbers with 5 lap times each
Find car with quickest lap time
(b) The arithmetic operator modulus (MOD) manipulates numbers. It could be used in the calculations required by the processes in the table above.
State the purpose of the MOD function.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 2 = 4 marks)
46 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A0226*2
Answer ALL questions. Write your answers in the space provided.
Questions in this paper are based on a scenario.
Sparky Autos
Sparky Autos is a family-run business based on a farm. The business offers visitors the opportunity to drive small electric cars around a racetrack on the farm.
There are up to 20 electric cars available each time for a race.
Each car has:
• an electronic tag so its number and position can be tracked using sensors placed around the farm
• a number painted on its side.
1 Cars at Sparky Autos are serviced regularly to check that they are safe and reliable. A service can be triggered by the car being run for 100 hours or if 30 days have passed.
(a) State two variables that need to be created to store data for each car. (2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b) Each car takes at least 30 minutes to service. Older cars take longer to service. Ten minutes is added for each full year of the car’s age. The year of purchase is known.
Construct a general expression showing the time needed to service any car. (2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 1 = 4 marks)
*S49768A0326* Turn over
3
2 A computer program can be used to determine information about the cars and the drivers.
(a) Complete the table to show an input, a process and an output, using the following information:
• each race has 5 laps
• there are 10 cars in this race.(3)
Input Process Output
Calculate overall total time for any car in the race
Sum of lap times
10 car numbers and 10 total times
Car number with quickest total time
10 car numbers with 5 lap times each
Find car with quickest lap time
(b) The arithmetic operator modulus (MOD) manipulates numbers. It could be used in the calculations required by the processes in the table above.
State the purpose of the MOD function.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 2 = 4 marks)
47Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A0426*4
3 Sparky Autos gives discounts based on the number of visitors in a group.
The pseudo-code for an algorithm that determines group discounts is shown.
(a) Complete the table to show the output of the pseudo-code algorithm, based on the given inputs.
(3)
InputOutput displayed
numAdults numChildren
8 0
2 2
12 0
(b) The pseudo-code algorithm needs to be tested more thoroughly.
Construct test data to meet the requirements set out in the table.(2)
RequirementsInput
numAdults numChildren
A condition generating ‘regular pricing’ 0
Smallest group qualifying for ‘family discount’
(Total for Question 3 = 5 marks)
*S49768A0526* Turn over
5
BLANK PAGE
QUESTION 4 BEGINS ON THE NEXT PAGE.
48 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A0426*4
3 Sparky Autos gives discounts based on the number of visitors in a group.
The pseudo-code for an algorithm that determines group discounts is shown.
(a) Complete the table to show the output of the pseudo-code algorithm, based on the given inputs.
(3)
InputOutput displayed
numAdults numChildren
8 0
2 2
12 0
(b) The pseudo-code algorithm needs to be tested more thoroughly.
Construct test data to meet the requirements set out in the table.(2)
RequirementsInput
numAdults numChildren
A condition generating ‘regular pricing’ 0
Smallest group qualifying for ‘family discount’
(Total for Question 3 = 5 marks)
*S49768A0526* Turn over
5
BLANK PAGE
QUESTION 4 BEGINS ON THE NEXT PAGE.
49Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A0626*6
4 A computer programmer uses a programming language to write program code for Sparky Autos.
(a) State two techniques that the programmer could use to make the code easy to read.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) In the summer, Sparky Autos is open more hours each day. This means additional members of staff are needed.
Pseudo-code that works out the number of days that additional members of staff are needed is shown.
(i) Complete the table to identify the line number(s) that show one example of each of the different programming constructs.
(4)
Programming construct Line number(s)
A comment
An integer variable initialisation
Selection
Iteration
*S49768A0726* Turn over
7
(ii) Complete the trace table showing the execution of the pseudo-code. You may not need to fill in all the rows in the table.
(4)
Length Count Index Extra (index)
(Total for Question 4 = 10 marks)
50 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A0626*6
4 A computer programmer uses a programming language to write program code for Sparky Autos.
(a) State two techniques that the programmer could use to make the code easy to read.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) In the summer, Sparky Autos is open more hours each day. This means additional members of staff are needed.
Pseudo-code that works out the number of days that additional members of staff are needed is shown.
(i) Complete the table to identify the line number(s) that show one example of each of the different programming constructs.
(4)
Programming construct Line number(s)
A comment
An integer variable initialisation
Selection
Iteration
*S49768A0726* Turn over
7
(ii) Complete the trace table showing the execution of the pseudo-code. You may not need to fill in all the rows in the table.
(4)
Length Count Index Extra (index)
(Total for Question 4 = 10 marks)
51Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A0826*8
5 Sparky Autos collects data about many different aspects of the business.
(a) An algorithm had an error as shown.
A programmer corrected the error as the code translator displayed this message.
Explain this type of error.(2)
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49768A0926* Turn over
9
(b) The pseudo-code for an algorithm that determines the maximum number of visitors in a three-day period is shown.
Line 10 and line 13 each have a logic error.
Identify the error in each line and construct new lines of code that will correct the errors.
(4)
Error Correction
Line 10
Line 13
52 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A0826*8
5 Sparky Autos collects data about many different aspects of the business.
(a) An algorithm had an error as shown.
A programmer corrected the error as the code translator displayed this message.
Explain this type of error.(2)
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*S49768A0926* Turn over
9
(b) The pseudo-code for an algorithm that determines the maximum number of visitors in a three-day period is shown.
Line 10 and line 13 each have a logic error.
Identify the error in each line and construct new lines of code that will correct the errors.
(4)
Error Correction
Line 10
Line 13
53Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01026*10
(c) Complete the table to give the appropriate data type of a variable to store each item.(4)
Item Data type
Gender of individual staff member
Whether an individual car is still under the manufacturer’s warranty
Mean number of hours needed to recharge the battery in each car
The number on the individual car
(d) Each member of staff:
• has a 4-digit ID number, such as 3865 or 4722
• works a whole number of hours on the days they work.
• works no more than 12 hours in a single day.
The business is open 7 days a week. Draw a diagram of a data structure that shows the hours worked for each day of the week. Include data for at least two members of staff.
(3)
(Total for Question 5 = 13 marks)
*S49768A01126* Turn over
11
BLANK PAGE
QUESTION 6 BEGINS ON THE NEXT PAGE.
54 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01026*10
(c) Complete the table to give the appropriate data type of a variable to store each item.(4)
Item Data type
Gender of individual staff member
Whether an individual car is still under the manufacturer’s warranty
Mean number of hours needed to recharge the battery in each car
The number on the individual car
(d) Each member of staff:
• has a 4-digit ID number, such as 3865 or 4722
• works a whole number of hours on the days they work.
• works no more than 12 hours in a single day.
The business is open 7 days a week. Draw a diagram of a data structure that shows the hours worked for each day of the week. Include data for at least two members of staff.
(3)
(Total for Question 5 = 13 marks)
*S49768A01126* Turn over
11
BLANK PAGE
QUESTION 6 BEGINS ON THE NEXT PAGE.
55Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01226*12
6 A programmer has written subprograms to help him in his work.
The pseudo-code for a function to determine the amount of time elapsed between the car switch being turned on and turned off is shown.
(a) The underlined item in line 18 has a name when used with the RETURN keyword.
State this name.(1)
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(b) Explain why the variable on line 2, totalTime, is not reset when the pseudo-code on line 16 is executed.
(2)
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*S49768A01326*13
(c) Explain the effect of executing the pseudo-code on line 17.(2)
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(d) Validation is required for the items underlined in line 13.
Construct two validation tests and for each test give a piece of invalid test data.(4)
Validation test Test data
(Total for Question 6 = 9 marks)
Turn over 56 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) –
Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01226*12
6 A programmer has written subprograms to help him in his work.
The pseudo-code for a function to determine the amount of time elapsed between the car switch being turned on and turned off is shown.
(a) The underlined item in line 18 has a name when used with the RETURN keyword.
State this name.(1)
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(b) Explain why the variable on line 2, totalTime, is not reset when the pseudo-code on line 16 is executed.
(2)
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*S49768A01326*13
(c) Explain the effect of executing the pseudo-code on line 17.(2)
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(d) Validation is required for the items underlined in line 13.
Construct two validation tests and for each test give a piece of invalid test data.(4)
Validation test Test data
(Total for Question 6 = 9 marks)
Turn over 57Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) –
Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01426*14
7 The pseudo-code for a procedure that repeatedly checks the time is shown. The effect of calling this procedure is that the calling code waits for 5 seconds.
Amend this procedure so that it will wait for any number of required seconds without user input.
(3)
(Total for Question 7 = 3 marks)
*S49768A01526* Turn over
15
BLANK PAGE
QUESTION 8 BEGINS ON THE NEXT PAGE.
58 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01426*14
7 The pseudo-code for a procedure that repeatedly checks the time is shown. The effect of calling this procedure is that the calling code waits for 5 seconds.
Amend this procedure so that it will wait for any number of required seconds without user input.
(3)
(Total for Question 7 = 3 marks)
*S49768A01526* Turn over
15
BLANK PAGE
QUESTION 8 BEGINS ON THE NEXT PAGE.
59Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01626*16
8 At the start of a race, cars are placed on a starting grid in a staggered pattern.
When a car makes a false start it breaks a light beam and this notifies the computer system. The race must be stopped if a car makes a false start.
• There is a maximum of 20 cars in a race.
• The programmer has chosen to use a 1-dimensional array to store this data.
*S49768A01726* Turn over
17
Assess how appropriate a 1-dimensional array is as opposed to using separate variables when storing this data.
(5)
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(Total for Question 8 = 5 marks)
60 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01626*16
8 At the start of a race, cars are placed on a starting grid in a staggered pattern.
When a car makes a false start it breaks a light beam and this notifies the computer system. The race must be stopped if a car makes a false start.
• There is a maximum of 20 cars in a race.
• The programmer has chosen to use a 1-dimensional array to store this data.
*S49768A01726* Turn over
17
Assess how appropriate a 1-dimensional array is as opposed to using separate variables when storing this data.
(5)
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(Total for Question 8 = 5 marks)
61Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01826*18
9 Sparky Autos collects, stores, and processes data about its customers.
(a) It collects the names and postal addresses of customers. This data is stored in a comma separated value file (CSV) with one record per line. The file contains over 5000 records. Part of the file is shown.
PP12 9AP, White, Winston, 67 Willow Street, Martinsville
SR45 8ZX, Brown, Brenda, 45 Birch Close, Flat Rock
PP08 3TR, Green, Geraldine, 128 Geranium Lane, Auburn
EG24 4KM, Black, Bobby, 132 Boxwood Grove, Galax
Sparky Autos wants to send a newsletter only to customers whose postcode begins with ‘PP’.
Explain an improvement that could be made to the data from the file when used for this purpose.
(3)
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*S49768A01926* Turn over
19
(b) Before driving the cars, each customer fills in an information sheet. Customers under 16-years old must have the sheet completed by a parent or guardian. The information is entered into a computer program and stored on the hard disc of the computer.
(i) Part of the information sheet is shown.
Identify two ethical issues of collecting this type of information.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Give a reason why it may be illegal for organisations to share their data with third parties.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 9 = 6 marks)
62 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A01826*18
9 Sparky Autos collects, stores, and processes data about its customers.
(a) It collects the names and postal addresses of customers. This data is stored in a comma separated value file (CSV) with one record per line. The file contains over 5000 records. Part of the file is shown.
PP12 9AP, White, Winston, 67 Willow Street, Martinsville
SR45 8ZX, Brown, Brenda, 45 Birch Close, Flat Rock
PP08 3TR, Green, Geraldine, 128 Geranium Lane, Auburn
EG24 4KM, Black, Bobby, 132 Boxwood Grove, Galax
Sparky Autos wants to send a newsletter only to customers whose postcode begins with ‘PP’.
Explain an improvement that could be made to the data from the file when used for this purpose.
(3)
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*S49768A01926* Turn over
19
(b) Before driving the cars, each customer fills in an information sheet. Customers under 16-years old must have the sheet completed by a parent or guardian. The information is entered into a computer program and stored on the hard disc of the computer.
(i) Part of the information sheet is shown.
Identify two ethical issues of collecting this type of information.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Give a reason why it may be illegal for organisations to share their data with third parties.
(1)
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(Total for Question 9 = 6 marks)
63Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A02026*20
10 Each car at Sparky Autos has a pedal to make the car go forward.
(a) The drivers can make the car go forward by using the pedal.
• The closer the pedal is to the floor, the faster the car goes.
• The further the pedal is from the floor, the slower the car goes.
• Each car has its speed limited to 15 kilometres per hour.
Complete the flow chart to show this process.(6)
*S49768A02126* Turn over
21
Speed = 0
oldPos = height of pedal o� �oor
newPos = height of pedal o� �oor
Speed< 15
Speed> = 0.5
Yes
Yes
Yes
No
No
No
Speed = Speed + 0.5 Speed = Speed - 0.5
newPos >oldPos?
64 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A02026*20
10 Each car at Sparky Autos has a pedal to make the car go forward.
(a) The drivers can make the car go forward by using the pedal.
• The closer the pedal is to the floor, the faster the car goes.
• The further the pedal is from the floor, the slower the car goes.
• Each car has its speed limited to 15 kilometres per hour.
Complete the flow chart to show this process.(6)
*S49768A02126* Turn over
21
Speed = 0
oldPos = height of pedal o� �oor
newPos = height of pedal o� �oor
Speed< 15
Speed> = 0.5
Yes
Yes
Yes
No
No
No
Speed = Speed + 0.5 Speed = Speed - 0.5
newPos >oldPos?
65Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A02226*22
(b) Each car also has direction indicators, which are controlled by an indicator switch that is operated by the driver.
• The car has two indicator lamps, one on the right and one on the left.
• The indicator switch has three positions.
• The middle position is the off position.
• The up position is to indicate a right turn.
• The down position is to indicate a left turn.
• When a lamp is turned on, it flashes (on, off ) in 0.5 second intervals, until the switch is moved to the off position.
*S49768A02326* Turn over
23
Construct a flow chart to show this process.(6)
(Total for Question 10 = 12 marks)
66 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A02226*22
(b) Each car also has direction indicators, which are controlled by an indicator switch that is operated by the driver.
• The car has two indicator lamps, one on the right and one on the left.
• The indicator switch has three positions.
• The middle position is the off position.
• The up position is to indicate a right turn.
• The down position is to indicate a left turn.
• When a lamp is turned on, it flashes (on, off ) in 0.5 second intervals, until the switch is moved to the off position.
*S49768A02326* Turn over
23
Construct a flow chart to show this process.(6)
(Total for Question 10 = 12 marks)
67Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A02426*24
11 A light sequence is used to control the start of the races.
Only the red light is on at the start of the race. Amber 1
Amber 2
Green
Red
The red light goes off and the first amber light goes on for 1 second.
It goes off and the second amber light goes on for 1 second.
It goes off and the green light goes on to start the race.
The program for controlling the sequence for the lights has two requirements.
• The race controller has to enter ‘y’ on the keyboard to start the light countdown.
• When a car makes a false start it breaks a light beam. If a car breaks a light beam the race is stopped.
The controlling sequence for the lights has three subprograms that have been written. These are shown in the table.
Subprogram Purpose
countGridBreaks() a function that returns the number of cars breaking their light beams
stopRace()a procedure that resets all lights to their initial state and informs the controller that the race is stopped
wait() a procedure that suspends execution for 1 second
*S49768A02526* Turn over
25
Write an algorithm to control the sequence for the lights. Use pseudo-code or a programming language with which you are familiar.
(9)
You may continue on the next page.
68 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A02426*24
11 A light sequence is used to control the start of the races.
Only the red light is on at the start of the race. Amber 1
Amber 2
Green
Red
The red light goes off and the first amber light goes on for 1 second.
It goes off and the second amber light goes on for 1 second.
It goes off and the green light goes on to start the race.
The program for controlling the sequence for the lights has two requirements.
• The race controller has to enter ‘y’ on the keyboard to start the light countdown.
• When a car makes a false start it breaks a light beam. If a car breaks a light beam the race is stopped.
The controlling sequence for the lights has three subprograms that have been written. These are shown in the table.
Subprogram Purpose
countGridBreaks() a function that returns the number of cars breaking their light beams
stopRace()a procedure that resets all lights to their initial state and informs the controller that the race is stopped
wait() a procedure that suspends execution for 1 second
*S49768A02526* Turn over
25
Write an algorithm to control the sequence for the lights. Use pseudo-code or a programming language with which you are familiar.
(9)
You may continue on the next page.
69Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A02626*26
(Total for Question 11 = 9 marks)
TOTAL FOR PAPER = 80 MARKS
Turn over
Paper Reference
Do not return this resource booklet with the question paper.
Sample assessment material for first teaching September 2016Pseudocode command set
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S50557A*S50557A©2016 Pearson Education Ltd.
1/1/1
Computer ScienceComponents 1 and 2 and the Programming Project
1CP1/011CP1/02
70 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
*S49768A02626*26
(Total for Question 11 = 9 marks)
TOTAL FOR PAPER = 80 MARKS
Turn over
Paper Reference
Do not return this resource booklet with the question paper.
Sample assessment material for first teaching September 2016Pseudocode command set
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S50557A*S50557A©2016 Pearson Education Ltd.
1/1/1
Computer ScienceComponents 1 and 2 and the Programming Project
1CP1/011CP1/02
71Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
2S50557A
Pseudocode command set
Questions in the written examination that involve code will use this pseudocode for clarity and consistency. However, students may answer questions using any valid method.
Data types
INTEGER
REAL
BOOLEAN
CHARACTER
Type coercion
Type coercion is automatic if indicated by context. For example 3 + 8.25 = 11.25 (integer + real = real)
Mixed mode arithmetic is coerced like this:
INTEGER REAL
INTEGER INTEGER REAL
REAL REAL REAL
Coercion can be made explicit. For example, RECEIVE age FROM (INTEGER) KEYBOARD assumes that the input from the keyboard is interpreted as an INTEGER, not a STRING.
Constants
The value of constants can only ever be set once. They are identified by the keyword CONST. Two examples of using a constant are shown.
CONST REAL PI
SET PI TO 3.14159
SET circumference TO radius * PI * 2
Data structures
ARRAY
STRING
Indices start at zero (0) for all data structures.
All data structures have an append operator, indicated by &.
Using & with a STRING and a non-STRING will coerce to STRING. For example, SEND ‘Fred’ & age TO DISPLAY, will display a single STRING of ‘Fred18’.
3S50557A
Turn over
Identifiers
Identifiers are sequences of letters, digits and ‘_’, starting with a letter, for example: MyValue, myValue, My_Value, Counter2
Functions
LENGTH()
For data structures consisting of an array or string.
RANDOM(n)
This generates a random number from 0 to n.
Comments
Comments are indicated by the # symbol, followed by any text.
A comment can be on a line by itself or at the end of a line.
Devices
Use of KEYBOARD and DISPLAY are suitable for input and output.
Additional devices may be required, but their function will be obvious from the context. For example, CARD_READER and MOTOR are two such devices.
Notes
In the following pseudocode, the < > indicates where expressions or values need to be supplied. The < > symbols are not part of the pseudocode.
72 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
2S50557A
Pseudocode command set
Questions in the written examination that involve code will use this pseudocode for clarity and consistency. However, students may answer questions using any valid method.
Data types
INTEGER
REAL
BOOLEAN
CHARACTER
Type coercion
Type coercion is automatic if indicated by context. For example 3 + 8.25 = 11.25 (integer + real = real)
Mixed mode arithmetic is coerced like this:
INTEGER REAL
INTEGER INTEGER REAL
REAL REAL REAL
Coercion can be made explicit. For example, RECEIVE age FROM (INTEGER) KEYBOARD assumes that the input from the keyboard is interpreted as an INTEGER, not a STRING.
Constants
The value of constants can only ever be set once. They are identified by the keyword CONST. Two examples of using a constant are shown.
CONST REAL PI
SET PI TO 3.14159
SET circumference TO radius * PI * 2
Data structures
ARRAY
STRING
Indices start at zero (0) for all data structures.
All data structures have an append operator, indicated by &.
Using & with a STRING and a non-STRING will coerce to STRING. For example, SEND ‘Fred’ & age TO DISPLAY, will display a single STRING of ‘Fred18’.
3S50557A
Turn over
Identifiers
Identifiers are sequences of letters, digits and ‘_’, starting with a letter, for example: MyValue, myValue, My_Value, Counter2
Functions
LENGTH()
For data structures consisting of an array or string.
RANDOM(n)
This generates a random number from 0 to n.
Comments
Comments are indicated by the # symbol, followed by any text.
A comment can be on a line by itself or at the end of a line.
Devices
Use of KEYBOARD and DISPLAY are suitable for input and output.
Additional devices may be required, but their function will be obvious from the context. For example, CARD_READER and MOTOR are two such devices.
Notes
In the following pseudocode, the < > indicates where expressions or values need to be supplied. The < > symbols are not part of the pseudocode.
73Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
4S50557A
Variables and arrays
Syntax Explanation of syntax Example
SET Variable TO <value> Assigns a value to a variable.SET Counter TO 0SET MyString TO ‘Hello world’
SET Variable TO <expression>Computes the value of an expression and assigns to a variable.
SET Sum TO Score + 10SET Size to LENGTH(Word)
SET Array[index] TO <value>Assigns a value to an element of a one-dimensional array.
SET ArrayClass[1] TO ‘Ann’SET ArrayMarks[3]TO 56
SET Array TO [<value>, …]Initialises a one-dimensional array with a set of values.
SET ArrayValues TO [1, 2, 3, 4, 5]
SET Array [RowIndex, ColumnIndex] TO <value>
Assigns a value to an element of a two dimensional array.
SET ArrayClassMarks[2,4] TO 92
Selection
Syntax Explanation of syntax Example
IF <expression> THEN <command> END IF
If <expression> is true then command is executed.
IF Answer = 10 THEN SET Score TO Score + 1END IF
IF <expression> THEN <command> ELSE <command>END IF
If <expression> is true then first<command> is executed, otherwise second<command> is executed.
IF Answer = ‘correct’ THEN SEND ‘Well done’ TO DISPLAYELSE SEND ‘Try again’ TO DISPLAY END IF
5S50557A
Turn over
Repetition
Syntax Explanation of syntax Example
WHILE <condition> DO <command> END WHILE
Pre-conditioned loop. Executes<command> whilst <condition> is true.
WHILE Flag = 0 DO SEND ‘All well’ TO DISPLAYEND WHILE
REPEAT <command> UNTIL <expression>
Post-conditioned loop. Executes<command> until <condition> is true. The loop must execute at least once.
REPEAT SET Go TO Go + 1 UNTIL Go = 10
REPEAT <expression> TIMES <command> END REPEAT
Count controlled loop. The number of times <command> is executed is determined by the expression.
REPEAT 100-Number TIMES SEND ‘*’ TO DISPLAY END REPEAT
FOR <id> FROM <expression> TO<expression> DO <command> END FOR
Count controlled loop. Executes<command> a fixed number of times.
FOR Index FROM 1 TO 10 DO SEND ArrayNumbers[Index] TO DISPLAYEND FOR
FOR <id> FROM <expression> TO<expression> STEP <expression> DO <command> END FOR
Count controlled loop using a step.
FOR Index FROM 1 TO 500 STEP 25 DO SEND Index TO DISPLAYEND FOR
FOR EACH <id> FROM <expression> DO<command>END FOREACH
Count controlled loop. Executes for each element of an array.
SET WordsArray TO [‘The’, ‘Sky’, ‘is’, ‘grey’]SET Sentence to ‘‘FOR EACH Word FROM WordsUArray DO SET Sentence TO Sentence & Word & ‘ ‘
74 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
4S50557A
Variables and arrays
Syntax Explanation of syntax Example
SET Variable TO <value> Assigns a value to a variable.SET Counter TO 0SET MyString TO ‘Hello world’
SET Variable TO <expression>Computes the value of an expression and assigns to a variable.
SET Sum TO Score + 10SET Size to LENGTH(Word)
SET Array[index] TO <value>Assigns a value to an element of a one-dimensional array.
SET ArrayClass[1] TO ‘Ann’SET ArrayMarks[3]TO 56
SET Array TO [<value>, …]Initialises a one-dimensional array with a set of values.
SET ArrayValues TO [1, 2, 3, 4, 5]
SET Array [RowIndex, ColumnIndex] TO <value>
Assigns a value to an element of a two dimensional array.
SET ArrayClassMarks[2,4] TO 92
Selection
Syntax Explanation of syntax Example
IF <expression> THEN <command> END IF
If <expression> is true then command is executed.
IF Answer = 10 THEN SET Score TO Score + 1END IF
IF <expression> THEN <command> ELSE <command>END IF
If <expression> is true then first<command> is executed, otherwise second<command> is executed.
IF Answer = ‘correct’ THEN SEND ‘Well done’ TO DISPLAYELSE SEND ‘Try again’ TO DISPLAY END IF
5S50557A
Turn over
Repetition
Syntax Explanation of syntax Example
WHILE <condition> DO <command> END WHILE
Pre-conditioned loop. Executes<command> whilst <condition> is true.
WHILE Flag = 0 DO SEND ‘All well’ TO DISPLAYEND WHILE
REPEAT <command> UNTIL <expression>
Post-conditioned loop. Executes<command> until <condition> is true. The loop must execute at least once.
REPEAT SET Go TO Go + 1 UNTIL Go = 10
REPEAT <expression> TIMES <command> END REPEAT
Count controlled loop. The number of times <command> is executed is determined by the expression.
REPEAT 100-Number TIMES SEND ‘*’ TO DISPLAY END REPEAT
FOR <id> FROM <expression> TO<expression> DO <command> END FOR
Count controlled loop. Executes<command> a fixed number of times.
FOR Index FROM 1 TO 10 DO SEND ArrayNumbers[Index] TO DISPLAYEND FOR
FOR <id> FROM <expression> TO<expression> STEP <expression> DO <command> END FOR
Count controlled loop using a step.
FOR Index FROM 1 TO 500 STEP 25 DO SEND Index TO DISPLAYEND FOR
FOR EACH <id> FROM <expression> DO<command>END FOREACH
Count controlled loop. Executes for each element of an array.
SET WordsArray TO [‘The’, ‘Sky’, ‘is’, ‘grey’]SET Sentence to ‘‘FOR EACH Word FROM WordsUArray DO SET Sentence TO Sentence & Word & ‘ ‘
75Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
6S50557A
Input/output
Syntax Explanation of syntax Example
SEND <expression> TO DISPLAY Sends output to the screen.SEND ‘Have a good day.’ TO DISPLAY
RECEIVE <identifier> FROM (type)<device>
Reads input of specified type.
RECEIVE Name FROM (STRING) KEYBOARDRECEIVE LengthOfJourney FROM (INTEGER) CARD_READERRECEIVE YesNo FROM (CHARACTER) CARD_READER
File handling
Syntax Explanation of syntax Example
READ <File> <record>
Reads in a record from a <file> and assigns to a <variable>.Each READ statement reads a record from the file.
READ MyFile.doc Record
WRITE <File> <record>Writes a record to a file.Each WRITE statement writes a record to the file.
WRITE MyFile.doc Answer1, Answer2, ‘xyz 01’
Subprograms
Syntax Explanation of syntax Example
PROCEDURE <id> (<parameter>, …)BEGIN PROCEDURE <command>END PROCEDURE
Defines a procedure.
PROCEDURE CalculateAverage (Mark1, Mark2, Mark3)BEGIN PROCEDURE SET Avg to (Mark1 + Mark2 + Mark3)/3END PROCEDURE
FUNCTION <id> (<parameter>, …)BEGIN FUNCTION <command>RETURN <expression>END FUNCTION
Defines a function.
FUNCTION AddMarks (Mark1, Mark2, Mark3)BEGIN FUNCTION SET Total to (Mark1 + Mark2 + Mark3)/3 RETURN TotalEND FUNCTION
<id> (<parameter>, …)Calls a procedure or a function.
Add (FirstMark, SecondMark)
7S50557A
Arithmetic operators
Symbol Description
+ Add
- Subtract
/ Divide
* Multiply
^ Exponent
MOD Modulo
DIV Integer division
Relational operators
Symbol Description
= equal to
<> not equal to
> greater than
>= greater than or equal to
< less than
<= less than or equal to
Logical operators
Symbol Description
AND Returns true if both conditions are true.
OR Returns true if any of the conditions are true.
NOTReverses the outcome of the expression; true becomes false, false becomes true.
76 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
6S50557A
Input/output
Syntax Explanation of syntax Example
SEND <expression> TO DISPLAY Sends output to the screen.SEND ‘Have a good day.’ TO DISPLAY
RECEIVE <identifier> FROM (type)<device>
Reads input of specified type.
RECEIVE Name FROM (STRING) KEYBOARDRECEIVE LengthOfJourney FROM (INTEGER) CARD_READERRECEIVE YesNo FROM (CHARACTER) CARD_READER
File handling
Syntax Explanation of syntax Example
READ <File> <record>
Reads in a record from a <file> and assigns to a <variable>.Each READ statement reads a record from the file.
READ MyFile.doc Record
WRITE <File> <record>Writes a record to a file.Each WRITE statement writes a record to the file.
WRITE MyFile.doc Answer1, Answer2, ‘xyz 01’
Subprograms
Syntax Explanation of syntax Example
PROCEDURE <id> (<parameter>, …)BEGIN PROCEDURE <command>END PROCEDURE
Defines a procedure.
PROCEDURE CalculateAverage (Mark1, Mark2, Mark3)BEGIN PROCEDURE SET Avg to (Mark1 + Mark2 + Mark3)/3END PROCEDURE
FUNCTION <id> (<parameter>, …)BEGIN FUNCTION <command>RETURN <expression>END FUNCTION
Defines a function.
FUNCTION AddMarks (Mark1, Mark2, Mark3)BEGIN FUNCTION SET Total to (Mark1 + Mark2 + Mark3)/3 RETURN TotalEND FUNCTION
<id> (<parameter>, …)Calls a procedure or a function.
Add (FirstMark, SecondMark)
7S50557A
Arithmetic operators
Symbol Description
+ Add
- Subtract
/ Divide
* Multiply
^ Exponent
MOD Modulo
DIV Integer division
Relational operators
Symbol Description
= equal to
<> not equal to
> greater than
>= greater than or equal to
< less than
<= less than or equal to
Logical operators
Symbol Description
AND Returns true if both conditions are true.
OR Returns true if any of the conditions are true.
NOTReverses the outcome of the expression; true becomes false, false becomes true.
77Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Com
pon
ent
2 M
ark
sch
eme
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(a
)Any
tw
o fr
om:
•D
ate/
tim
e of
last
ser
vice
(1)
.•
Tota
l run
ning
tim
e si
nce
last
ser
vice
(1)
•D
etai
ls o
f la
st s
ervi
ce (
1)•
Ove
rall
tota
l of ru
nnin
g tim
e si
nce
car
boug
ht (
lifet
ime)
(1)
•Car
num
ber
(1)
•Acc
ept
mea
ning
ful
vari
able
nam
es t
ied
to
the
scen
ario
, e.
g.
Car
Num
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(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
1(b
)An
expr
essi
on t
hat
incl
udes
:
•Cal
cula
tion
show
ing
age
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(1)
•30
min
+ (
10 m
in *
age
InYe
ars)
(1)
Exam
ple:
30 +
(10
* (
toda
yYea
r –
purc
hase
Year
))(t
oday
Year
–pu
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10 m
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dayY
ear
–pu
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seYe
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•U
nits
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78 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Com
pon
ent
2 M
ark
sch
eme
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
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tw
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•D
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tim
e of
last
ser
vice
(1)
.•
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l run
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tim
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nce
last
ser
vice
(1)
•D
etai
ls o
f la
st s
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1)•
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rall
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l of ru
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ful
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nam
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g.
Car
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Add
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al G
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1(b
)An
expr
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on t
hat
incl
udes
:
•Cal
cula
tion
show
ing
age
in y
ears
(1)
•30
min
+ (
10 m
in *
age
InYe
ars)
(1)
Exam
ple:
30 +
(10
* (
toda
yYea
r –
purc
hase
Year
))(t
oday
Year
–pu
rcha
seYe
ar)
* 10
+ 3
030
min
+ (
10 m
in *
(to
dayY
ear
–pu
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seYe
ar))
•U
nits
not
req
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d
(2)
79Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
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nce
Mar
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2(a
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ne m
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nt:
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Ou
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p tim
es
(1)
Cal
cula
te o
vera
ll to
tal
tim
e fo
r an
y ca
r in
th
e ra
ceSum
of la
p tim
es
10 c
ar n
umbe
rs a
nd
10 t
otal
tim
esFi
nd t
he w
inne
r (1
)Car
num
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with
quic
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tot
al t
ime
10 c
ar n
umbe
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5 la
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car
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quic
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num
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quic
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)
•Aw
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al G
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80 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
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rAns
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Add
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tal
tim
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th
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p tim
es
10 c
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umbe
rs a
nd
10 t
otal
tim
esFi
nd t
he w
inne
r (1
)Car
num
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quic
kest
tot
al t
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10 c
ar n
umbe
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5 la
p tim
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car
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e-gr
oup
disc
ount
(1)
•In
thi
s or
der
only
in
last
col
umn
(3)
81Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
3(b
)O
ne m
ark
for
each
cor
rect
row
:
Req
uir
emen
ts
Inp
ut
nu
mA
du
lts
nu
mC
hild
ren
A c
ondi
tion
gen
erat
ing
‘reg
ular
pri
cing
’1/
2/3/
40
Sm
alle
st g
roup
qua
lifyi
ng
for
‘fam
ily d
isco
unt’
21
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(a
)Any
tw
o fr
om:
•In
dent
atio
n (1
)•
Whi
te s
pace
(1)
•D
escr
iptive
iden
tifie
rs (
1)•
Com
men
ts (
1)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(b
)(i)
One
mar
k fo
r ea
ch c
orre
ct a
nsw
er:
Pro
gra
mm
ing
co
nst
ruct
Lin
e n
um
ber
(s)
A c
omm
ent
2 (1
)
An
inte
ger
vari
able
initi
alis
atio
n9/
10/1
1 (1
)
Sel
ection
14-1
6 (1
)
Iter
atio
n13
-18
(1)
•In
thi
s or
der
only
in
last
col
umn
of t
able
•Aw
ard
only
blo
ckin
g lin
es in
dica
ted
(14,
16)
and
(13
, 18
)•
Igno
re e
xam
ples
(4)
82 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
3(b
)O
ne m
ark
for
each
cor
rect
row
:
Req
uir
emen
ts
Inp
ut
nu
mA
du
lts
nu
mC
hild
ren
A c
ondi
tion
gen
erat
ing
‘reg
ular
pri
cing
’1/
2/3/
40
Sm
alle
st g
roup
qua
lifyi
ng
for
‘fam
ily d
isco
unt’
21
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(a
)Any
tw
o fr
om:
•In
dent
atio
n (1
)•
Whi
te s
pace
(1)
•D
escr
iptive
iden
tifie
rs (
1)•
Com
men
ts (
1)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(b
)(i)
One
mar
k fo
r ea
ch c
orre
ct a
nsw
er:
Pro
gra
mm
ing
co
nst
ruct
Lin
e n
um
ber
(s)
A c
omm
ent
2 (1
)
An
inte
ger
vari
able
initi
alis
atio
n9/
10/1
1 (1
)
Sel
ection
14-1
6 (1
)
Iter
atio
n13
-18
(1)
•In
thi
s or
der
only
in
last
col
umn
of t
able
•Aw
ard
only
blo
ckin
g lin
es in
dica
ted
(14,
16)
and
(13
, 18
)•
Igno
re e
xam
ples
(4)
83Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(b
)(ii)
One
mar
k fo
r ea
ch a
ccur
atel
y sh
own
sequ
ence
(in
itial
isat
ion)
or
com
plet
e pa
ss t
hrou
gh lo
op.
Exam
ple:
Len
gth
Cou
nt
Ind
exEx
ten
ded
[in
dex
]M
arks
30
0(1
)
‘Y’
(1)
1
1
‘N’
(1)
2
‘Y’
(1)
2
3
•D
iffer
ent
form
ats
of
trac
ing
shou
ld b
e aw
arde
d if
sync
hron
ised
cha
nge
in
vari
able
s is
dis
cern
ible
•Q
uote
mar
ks n
ot
requ
ired
(4)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
int:
•Th
is is
a s
ynta
x er
ror
(1)
Plus
one
from
:•
Bec
ause
the
re is
an
erro
r in
usi
ng t
he g
ram
mar
/rul
es o
f th
e pr
ogra
mm
ing
lang
uage
(1)
•Bec
ause
the
wor
d SET
has
bee
n sp
elle
d in
corr
ectly
as T
ES/T
ES is
not
a
reco
gnis
ed c
omm
and
wor
d (1
)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(b
)An
erro
r an
d a
corr
ection
for
eac
h lin
e:Li
ne 1
0•
Erro
r: T
he v
aria
ble
max
imum
doe
sn’t g
et r
eset
to
the
max
imum
num
ber
of
visi
tors
/the
var
iabl
e m
axim
um is
initi
alis
ed t
oo h
igh
(1)
•Cor
rect
ion:
SET
max
imum
TO
0/S
ET m
axim
um T
O –
n(1
)Li
ne 1
3:•
Erro
r: T
he f
or lo
op g
oes
arou
nd t
oo m
any
tim
es/t
he c
ode
goes
pas
t th
e en
d of
the
vis
itor
arr
ay/o
ff-by
-one
err
or o
n ar
ray
leng
th (
1)•
Cor
rect
ion:
FO
R in
dex
FRO
M 0
TO
(le
ngth
-1)
DO
(1)
•D
o no
t pe
nalis
e sy
ntax
er
rors
as
long
as
disc
erni
ble
•‘-
n’ is
any
neg
ativ
e in
tege
r
(4)
84 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
4(b
)(ii)
One
mar
k fo
r ea
ch a
ccur
atel
y sh
own
sequ
ence
(in
itial
isat
ion)
or
com
plet
e pa
ss t
hrou
gh lo
op.
Exam
ple:
Len
gth
Cou
nt
Ind
exEx
ten
ded
[in
dex
]M
arks
30
0(1
)
‘Y’
(1)
1
1
‘N’
(1)
2
‘Y’
(1)
2
3
•D
iffer
ent
form
ats
of
trac
ing
shou
ld b
e aw
arde
d if
sync
hron
ised
cha
nge
in
vari
able
s is
dis
cern
ible
•Q
uote
mar
ks n
ot
requ
ired
(4)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
int:
•Th
is is
a s
ynta
x er
ror
(1)
Plus
one
from
:•
Bec
ause
the
re is
an
erro
r in
usi
ng t
he g
ram
mar
/rul
es o
f th
e pr
ogra
mm
ing
lang
uage
(1)
•Bec
ause
the
wor
d SET
has
bee
n sp
elle
d in
corr
ectly
as T
ES/T
ES is
not
a
reco
gnis
ed c
omm
and
wor
d (1
)(2
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(b
)An
erro
r an
d a
corr
ection
for
eac
h lin
e:Li
ne 1
0•
Erro
r: T
he v
aria
ble
max
imum
doe
sn’t g
et r
eset
to
the
max
imum
num
ber
of
visi
tors
/the
var
iabl
e m
axim
um is
initi
alis
ed t
oo h
igh
(1)
•Cor
rect
ion:
SET
max
imum
TO
0/S
ET m
axim
um T
O –
n(1
)Li
ne 1
3:•
Erro
r: T
he f
o r lo
op g
oes
arou
nd t
oo m
any
tim
es/t
he c
ode
goes
pas
t th
e en
d of
the
vis
itor
arr
ay/o
ff-by
-one
err
or o
n ar
ray
leng
th (
1)•
Cor
rect
ion:
FO
R in
dex
FRO
M 0
TO
(le
ngth
-1)
DO
(1)
•D
o no
t pe
nalis
e sy
ntax
er
rors
as
long
as
disc
erni
ble
•‘-
n’ is
any
neg
ativ
e in
tege
r
(4)
85Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(c
)O
ne m
ark
for
each
cor
rect
row
:
Item
Dat
a ty
pe
Gen
der
of in
divi
dual
sta
ff m
embe
rch
ar/c
hara
cter
(1
)
Whe
ther
an
indi
vidu
al c
ar is
still
unde
r th
e m
anuf
actu
rer’s
war
rant
yBoo
lean
(1
)
Mea
n nu
mbe
r of
hou
rs n
eede
d to
rec
harg
e th
e ba
tter
y in
eac
h ca
rRea
l (1
)
The
num
ber
on t
he in
divi
dual
car
Inte
ger
(1)
(4)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(d
)A
diag
ram
sho
win
g a
data
str
uctu
re t
hat
incl
udes
:•
2 or
mor
e ro
ws
(1)
•8
colu
mns
(1)
•H
omog
enou
s re
alis
tic in
tege
r da
ta,
betw
een
0 an
d 12
incl
usiv
e (1
)
Exam
ple
(3 m
arks
):
IDM
onTu
eW
edTh
urs
Fri
Sat
Sun
3865
108
55
80
047
220
08
88
66
Exam
ple
(3 m
arks
):
[0]
[1]
[2]
[3]
[4]
[5]
[6]
[7]
3865
108
55
80
047
220
08
88
66
Exam
ple
(2 m
arks
):
Mon
Tue
Wed
Thur
sFr
iSat
Sun
108
55
80
00
08
88
66
Exam
ple
(2 m
arks
):
IDM
onTu
eW
edTh
urs
Fri
Sat
Sun
3865
108
55
80
047
220
08
88
66
Exam
ple
(2 m
arks
):
[0]
[1]
[2]
[3]
[4]
[5]
[6]
[7]
3865
108
55
80
047
220
08
88
66
•D
ata
mus
t be
ho
mog
enou
s (a
ll th
e sa
me
type
)•
At le
ast
two
row
s of
dat
a m
ust
be in
clud
ed,
othe
rwis
e it’s
a 1
-D a
rray
•Col
umn/
row
hea
ding
s, if
in
clud
ed,
mus
t be
cle
arly
di
stin
guis
habl
e fr
om t
he
data
•Col
umns
can
be
in a
ny
orde
r•
Igno
re s
ubsc
ript
s if
prov
ided
and
cle
arly
not
pa
rt o
f th
e da
ta•
If s
ubsc
ript
s ap
pear
to
be p
art
of t
he d
ata
and
they
incl
ude
char
acte
rs,
then
the
th
ird
mar
k ca
nnot
be
awar
ded
(3)
86 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(c
)O
ne m
ark
for
each
cor
rect
row
:
Item
Dat
a ty
pe
Gen
der
of in
divi
dual
sta
ff m
embe
rch
ar/c
hara
cter
(1
)
Whe
ther
an
indi
vidu
al c
ar is
still
unde
r th
e m
anuf
actu
rer’s
war
rant
yBoo
lean
(1
)
Mea
n nu
mbe
r of
hou
rs n
eede
d to
rec
harg
e th
e ba
tter
y in
eac
h ca
rRea
l (1
)
The
num
ber
on t
he in
divi
dual
car
Inte
ger
(1)
(4)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
5(d
)A
diag
ram
sho
win
g a
data
str
uctu
re t
hat
incl
udes
:•
2 or
mor
e ro
ws
(1)
•8
colu
mns
(1)
•H
omog
enou
s re
alis
tic in
tege
r da
ta,
betw
een
0 an
d 12
incl
usiv
e (1
)
Exam
ple
(3 m
arks
):
IDM
onTu
eW
edTh
urs
Fri
Sat
Sun
3865
108
55
80
047
220
08
88
66
Exam
ple
(3 m
arks
):
[0]
[1]
[2]
[3]
[4]
[5]
[6]
[7]
3865
108
55
80
047
220
08
88
66
Exam
ple
(2 m
arks
):
Mon
Tue
Wed
Thur
sFr
iSat
Sun
108
55
80
00
08
88
66
Exam
ple
(2 m
arks
):
IDM
onTu
eW
edTh
urs
Fri
Sat
Sun
3865
108
55
80
047
220
08
88
66
Exam
ple
(2 m
arks
):
[0]
[1]
[2]
[3]
[4]
[5]
[6]
[7]
3865
108
55
80
047
220
08
88
66
•D
ata
mus
t be
ho
mog
enou
s (a
ll th
e sa
me
type
)•
At le
ast
two
row
s of
dat
a m
ust
be in
clud
ed,
othe
rwis
e it’s
a 1
-D a
rray
•Col
umn/
row
hea
ding
s, if
in
clud
ed,
mus
t be
cle
arly
di
stin
guis
habl
e fr
om t
he
data
•Col
umns
can
be
in a
ny
orde
r•
Igno
re s
ubsc
ript
s if
prov
ided
and
cle
arly
not
pa
rt o
f th
e da
ta•
If s
ubsc
ript
s ap
pear
to
be p
art
of t
he d
ata
and
they
incl
ude
char
acte
rs,
then
the
th
ird
mar
k ca
nnot
be
awar
ded
(3)
87Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(a
)O
ne m
ark
for
the
corr
ect
nam
e:•
Retu
rn v
alue
/ret
urn
resu
lt/re
sult (
1)•
Not
RET
URN
alo
ne,
whi
ch is
in t
he q
uest
ion
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(b
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
The
vari
able
, to
talT
ime,
on
line
16 is
a lo
cal v
aria
ble,
whi
ch e
xist
s on
ly in
side
th
e fu
nction
(1)
•so
upd
atin
g it w
ill n
ot c
hang
e th
e va
lue
of t
otal
Tim
e on
line
2,
whi
ch is
a
glob
al v
aria
ble
(1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(c
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
Exec
utin
g th
e ps
eudo
-cod
e on
line
17
will
hav
e no
eff
ect
on T
OTA
LTIM
E (1
)•
beca
use
the
vari
able
TO
TALT
IME
has
been
def
ined
on
line
5 as
a c
onst
ant,
w
hich
mea
ns it
s va
lue
cann
ot b
e ch
ange
d du
ring
exe
cution
(1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(d
)•
One
mar
k fo
r ea
ch c
orre
ct v
alid
atio
n te
st (
1)•
One
mar
k fo
r ea
ch a
ppro
pria
te c
orre
spon
ding
tes
t da
ta (
1)
The
mar
k fo
r te
st d
ata
iden
tifie
d m
ust
be li
nked
with
the
asso
ciat
ed d
ata
valid
atio
n te
st.
Exam
ple:
Val
idat
ion
tes
tTe
st d
ata
tim
eOn
> 0
tim
eOn
= 0
tim
eOff >
= 0
tim
eOff =
-3
•D
o no
t pe
nalis
e sy
ntax
•Acc
ept
appr
opri
ate
alte
rnat
ive
valu
es f
or t
he
test
dat
a
(4)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7An
amen
ded
proc
edur
e sh
owin
g:•
Para
met
er in
sert
ed (
1)•
Less
tha
n (<
) te
st u
sing
the
new
par
amet
er (
1)•
Des
crip
tive
var
iabl
e na
me
for
the
para
met
er r
elat
ive
to c
onte
xt (
1)
Exam
ple:
•D
o no
t pe
nalis
esy
ntax
, if
disc
erni
ble
(3)
88 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(a
)O
ne m
ark
for
the
corr
ect
nam
e:•
Retu
rn v
alue
/ret
urn
resu
lt/re
sult (
1)•
Not
RET
URN
alo
ne,
whi
ch is
in t
he q
uest
ion
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(b
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
The
vari
able
, to
talT
ime,
on
line
16 is
a lo
cal v
aria
ble,
whi
ch e
xist
s on
ly in
side
th
e fu
nction
(1)
•so
upd
atin
g it w
ill n
ot c
hang
e th
e va
lue
of t
otal
Tim
e on
line
2,
whi
ch is
a
glob
al v
aria
ble
(1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(c
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
Exec
utin
g th
e ps
eudo
-cod
e on
line
17
will
hav
e no
eff
ect
on T
OTA
LTIM
E (1
)•
beca
use
the
vari
able
TO
TALT
IME
has
been
def
ined
on
line
5 as
a c
onst
ant,
w
hich
mea
ns it
s va
lue
cann
ot b
e ch
ange
d du
ring
exe
cution
(1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
6(d
)•
One
mar
k fo
r ea
ch c
orre
ct v
alid
atio
n te
st (
1)•
One
mar
k fo
r ea
ch a
ppro
pria
te c
orre
spon
ding
tes
t da
ta (
1)
The
mar
k fo
r te
st d
ata
iden
tifie
d m
ust
be li
nked
with
the
asso
ciat
ed d
ata
valid
atio
n te
st.
Exam
ple:
Val
idat
ion
tes
tTe
st d
ata
tim
eOn
> 0
tim
eOn
= 0
tim
eOff >
= 0
tim
eOff =
-3
•D
o no
t pe
nalis
e sy
ntax
•Acc
ept
appr
opri
ate
alte
rnat
ive
valu
es f
or t
he
test
dat
a
(4)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
7An
amen
ded
proc
edur
e sh
owin
g:•
Para
met
er in
sert
ed (
1)•
Less
tha
n (<
) te
st u
sing
the
new
par
amet
er (
1)•
Des
crip
tive
var
iabl
e na
me
for
the
para
met
er r
elat
ive
to c
onte
xt (
1)
Exam
ple:
•D
o no
t pe
nalis
esy
ntax
, if
disc
erni
ble
(3)
89Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
8An
asse
ssm
ent
that
incl
udes
:•
Usi
ng a
1-d
imen
sion
al a
rray
is t
he m
ost
appr
opri
ate
choi
ce (
1)an
d f
ou
r fr
om
:•
20 v
aria
bles
req
uire
s 20
dis
tinct
nam
es (
1)•
An
arra
y re
quir
es o
nly
one
nam
e (1
)•
20 v
aria
bles
may
req
uire
com
plex
sel
ection
sta
tem
ents
(1)
•An
arra
y m
ay r
equi
re o
nly
one
loop
(1)
•20
var
iabl
es a
re a
lway
s ne
eded
eve
n if
few
er c
ars
are
in t
he r
ace
(1)
•An
arra
y ca
n be
allo
cate
d to
the
exa
ct n
umbe
r of
car
s (1
)
•D
o no
t aw
ard
‘mor
e co
mpl
ex t
o co
de’ a
lone
•D
o aw
ard
‘mor
e co
mpl
ex t
o co
de
beca
use
you
have
to
keep
tra
ck o
f m
ore
vari
able
nam
es’
(5)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
9(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
Sor
ting
the
file
by
post
code
wou
ld m
ake
the
sear
chin
g m
ore
effic
ient
(1
)•
beca
use
not
ever
y re
cord
has
to
be lo
oked
at
to fin
d th
e ta
rget
ed
post
code
s (1
)•
sinc
e yo
u ca
n st
op lo
okin
g w
hen
you
go p
ast
whe
re y
our
targ
eted
pos
tcod
e sh
ould
be
(1)
•D
o no
t aw
ard
gene
ralit
ies
(3)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
9(b
)(i)
Iden
tifie
d is
sues
tha
t in
clud
e:•
it is
une
thic
al t
o as
k fo
r th
e et
hnic
ori
gin
of a
per
son
who
will
be
driv
ing
a ca
r (1
)•
Col
lect
ed in
form
atio
n ca
n be
dir
ectly
tied
to
an id
entifia
ble
indi
vidu
al
(1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
9(b
)(ii)
Any
one
fro
m:
•Re
dist
ribu
tion
of t
he d
ata
witho
ut p
erm
issi
on m
ay b
e ill
egal
(1)
•U
se o
f da
ta f
or p
urpo
ses
othe
r th
an w
hich
it is
col
lect
ed for
may
be
illeg
al (
1)•
Org
anis
atio
ns m
ay h
ave
to a
sk p
erm
issi
on b
efor
e sh
arin
g pe
rson
al d
ata
with
a th
ird
part
y (1
)
•Acc
ept
viol
ates
the
Dat
a Pr
otec
tion
Act
(D
PA)
2003
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
10
(a)
Aco
mpl
eted
flo
w c
hart
tha
t in
clud
es:
•Cor
rect
elli
pse
sym
bol f
or f
low
cha
rt s
tart
(1)
•Cor
rect
wor
d ‘S
tart
’ or
‘Beg
in’ i
n sy
mbo
l (1)
•Cor
rect
dia
mon
d sy
mbo
l for
dec
isio
n (1
)•
Cor
rect
tes
t ‘n
ewPo
s <
old
Pos’
in s
ymbo
l (1)
•Cor
rect
labe
l ‘ye
s’ o
n bo
ttom
arr
ow (
1)•
Cor
rect
labe
l ‘no
’ on
righ
tar
row
(1)
•Sy
mbo
l and
con
tent
s ar
e aw
arde
d in
depe
nden
tly
(6)
90 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
8An
asse
ssm
ent
that
incl
udes
:•
Usi
ng a
1-d
imen
sion
al a
rray
is t
he m
ost
appr
opri
ate
choi
ce (
1)an
d f
ou
r fr
om
:•
20 v
aria
bles
req
uire
s 20
dis
tinct
nam
es (
1)•
An
arra
y re
quir
es o
nly
one
nam
e (1
)•
20 v
aria
bles
may
req
uire
com
plex
sel
ection
sta
tem
ents
(1)
•An
arra
y m
ay r
equi
re o
nly
one
loop
(1)
•20
var
iabl
es a
re a
lway
s ne
eded
eve
n if
few
er c
ars
are
in t
he r
ace
(1)
•An
arra
y ca
n be
allo
cate
d to
the
exa
ct n
umbe
r of
car
s (1
)
•D
o no
t aw
ard
‘mor
e co
mpl
ex t
o co
de’ a
lone
•D
o aw
ard
‘mor
e co
mpl
ex t
o co
de
beca
use
you
have
to
keep
tra
ck o
f m
ore
vari
able
nam
es’
(5)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
9(a
)An
expl
anat
ion
that
mak
es r
efer
ence
to
the
follo
win
g po
ints
:•
Sor
ting
the
file
by
post
code
wou
ld m
ake
the
sear
chin
g m
ore
effic
ient
(1
)•
beca
use
not
ever
y re
cord
has
to
be lo
oked
at
to fin
d th
e ta
rget
ed
post
code
s (1
)•
sinc
e yo
u ca
n st
op lo
okin
g w
hen
you
go p
ast
whe
re y
our
targ
eted
pos
tcod
e sh
ould
be
(1)
•D
o no
t aw
ard
gene
ralit
ies
(3)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
9(b
)(i)
Iden
tifie
d is
sues
tha
t in
clud
e:•
it is
une
thic
al t
o as
k fo
r th
e et
hnic
ori
gin
of a
per
son
who
will
be
driv
ing
a ca
r (1
)•
Col
lect
ed in
form
atio
n ca
n be
dir
ectly
tied
to
an id
entifia
ble
indi
vidu
al
(1)
(2)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
9(b
)(ii)
Any
one
fro
m:
•Re
dist
ribu
tion
of t
he d
ata
witho
ut p
erm
issi
on m
ay b
e ill
egal
(1)
•U
se o
f da
ta f
or p
urpo
ses
othe
r th
an w
hich
it is
col
lect
ed for
may
be
illeg
al (
1)•
Org
anis
atio
ns m
ay h
ave
to a
sk p
erm
issi
on b
efor
e sh
arin
g pe
rson
al d
ata
with
a th
ird
part
y (1
)
•Acc
ept
viol
ates
the
Dat
a Pr
otec
tion
Act
(D
PA)
2003
(1)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
10
(a)
Aco
mpl
eted
flo
w c
hart
tha
t in
clud
es:
•Cor
rect
elli
pse
sym
bol f
or f
low
cha
rt s
tart
(1)
•Cor
rect
wor
d ‘S
tart
’ or
‘Beg
in’ i
n sy
mbo
l (1)
•Cor
rect
dia
mon
d sy
mbo
l for
dec
isio
n (1
)•
Cor
rect
tes
t ‘n
ewPo
s <
old
Pos’
in s
ymbo
l (1)
•Cor
rect
labe
l ‘ye
s’ o
n bo
ttom
arr
ow (
1)•
Cor
rect
labe
l ‘no
’ on
righ
tar
row
(1)
•Sy
mbo
l and
con
tent
s ar
e aw
arde
d in
depe
nden
tly
(6)
91Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
10
(a)
(con
tin
ued
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
10
(b)
A flo
wch
art
that
incl
udes
the
fol
low
ing
aspe
cts:
Asp
ect
of
Sol
uti
onM
arks
01
23
Fun
ctio
nal
ity
No
awar
dabl
e co
nten
t
Ther
e ar
e si
gnifi
cant
err
ors
in lo
gic,
lead
ing
to a
n ov
eral
l so
lutio
n th
at is
no
n-fu
nction
al
Ther
e ar
e m
inor
er
rors
in lo
gic,
le
adin
g to
an
over
all s
olut
ion
that
is n
ot
com
plet
ely
func
tion
al
Ther
e ar
e no
err
ors
in
logi
c,
lead
ing
to
an o
vera
ll so
lutio
n th
at
is ful
ly
func
tion
alA
ccu
racy
of
Not
atio
nN
o aw
arda
ble
cont
ent
Not
atio
n fo
llow
s a
broa
dly
unre
cogn
isab
le
conv
ention
tha
t is
app
lied
inco
nsis
tent
ly,
alth
ough
asp
ects
of
it a
re
disc
erni
ble
Not
atio
n fo
llow
s a
reco
gnis
able
co
nven
tion
whi
ch
is b
road
ly
disc
erni
ble
but
is
appl
ied
inco
nsis
tent
ly
Not
atio
n fo
llow
s a
reco
gnis
able
co
nven
tion
an
d is
ap
plie
d co
nsis
tent
ly
thro
ugho
ut
Ther
e ar
e a
max
imum
of 3
mar
ks for
fun
ctio
nalit
y.Th
ere
are
a m
axim
um o
f 3
mar
ks for
acc
urac
y of
not
atio
n.Th
e m
arks
for
fun
ctio
nalit
y an
d ac
cura
cy a
re a
war
ded
inde
pend
ently.
Exam
ple:
•D
isre
gard
use
of
‘sto
p’
inst
ead
of lo
op a
s sh
own
in
exam
ple
•D
o no
t pe
nalis
e us
e of
pla
in
rect
angl
e in
stea
d of
in
put/
outp
ut flo
w c
hart
sy
mbo
l, if
disc
erni
ble
92 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
10
(a)
(con
tin
ued
)
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
10
(b)
A flo
wch
art
that
incl
udes
the
fol
low
ing
aspe
cts:
Asp
ect
of
Sol
uti
onM
arks
01
23
Fun
ctio
nal
ity
No
awar
dabl
e co
nten
t
Ther
e ar
e si
gnifi
cant
err
ors
in lo
gic,
lead
ing
to a
n ov
eral
l so
lutio
n th
at is
no
n-fu
nction
al
Ther
e ar
e m
inor
er
rors
in lo
gic,
le
adin
g to
an
over
all s
olut
ion
that
is n
ot
com
plet
ely
func
tion
al
Ther
e ar
e no
err
ors
in
logi
c,
lead
ing
to
an o
vera
ll so
lutio
n th
at
is ful
ly
func
tion
alA
ccu
racy
of
Not
atio
nN
o aw
arda
ble
cont
ent
Not
atio
n fo
llow
s a
broa
dly
unre
cogn
isab
le
conv
ention
tha
t is
app
lied
inco
nsis
tent
ly,
alth
ough
asp
ects
of
it a
re
disc
erni
ble
Not
atio
n fo
llow
s a
reco
gnis
able
co
nven
tion
whi
ch
is b
road
ly
disc
erni
ble
but
is
appl
ied
inco
nsis
tent
ly
Not
atio
n fo
llow
s a
reco
gnis
able
co
nven
tion
an
d is
ap
plie
d co
nsis
tent
ly
thro
ugho
ut
Ther
e ar
e a
max
imum
of 3
mar
ks for
fun
ctio
nalit
y.Th
ere
are
a m
axim
um o
f 3
mar
ks for
acc
urac
y of
not
atio
n.Th
e m
arks
for
fun
ctio
nalit
y an
d ac
cura
cy a
re a
war
ded
inde
pend
ently.
Exam
ple:
•D
isre
gard
use
of
‘sto
p’
inst
ead
of lo
op a
s sh
own
in
exam
ple
•D
o no
t pe
nalis
e us
e of
pla
in
rect
angl
e in
stea
d of
in
put/
outp
ut flo
w c
hart
sy
mbo
l, if
disc
erni
ble
93Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
10
(b)
(Con
tin
ued
)
(6)
No
Yes
No
Yes
Star
t
Yes
No
Swit
chup
?
Swit
chof
f?
Turn
rig
htla
mp
off
Turn
rig
htla
mp
on
Wai
t 0.
5
Yes
No
Swit
chdo
wn?
Swit
chof
f?
Turn
left
lam
p of
f
Turn
left
lam
p on
Wai
t 0.
5
Que
stio
n N
umbe
rAns
wer
Add
ition
al
Gui
danc
eM
ark
11
Pseu
do c
ode
that
has
the
fol
low
ing
aspe
cts:
Ther
e ar
e a
max
imum
of 3
mar
ks for
fun
ctio
nalit
y.Th
ere
are
a m
axim
um o
f 3
mar
ks for
acc
urac
y of
not
atio
n.Th
ere
are
a m
axim
um o
f 3
mar
ks for
eff
icie
ncy,
app
ropr
iate
ness
, an
d ac
cura
cy o
f so
lutio
n.Ea
ch r
ow is
aw
arde
d in
depe
nden
tly.
Asp
ect
of
Sol
uti
onM
arks
01
23
Fun
ctio
nal
ity
No
awar
dabl
e co
nten
tTh
ere
are
sign
ifica
nt e
rror
s in
logi
c, le
adin
g to
an
ove
rall
solu
tion
that
is n
on-
func
tion
al.
Ther
e ar
e m
inor
er
rors
in lo
gic,
le
adin
g to
an
over
all
solu
tion
that
is n
ot
com
plet
ely
func
tion
al.
Ther
e ar
e no
err
ors
in lo
gic,
lead
ing
to
an o
vera
ll so
lutio
n th
at is
ful
ly
func
tion
al.
Acc
ura
cy o
f N
otat
ion
No
awar
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e co
nten
tN
otat
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follo
ws
a br
oadl
y un
reco
gnis
able
co
nven
tion
tha
t is
ap
plie
d in
cons
iste
ntly
, al
thou
gh a
spec
ts
of it
are
di
scer
nibl
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atio
n fo
llow
s a
reco
gnis
able
co
nven
tion
whi
ch is
br
oadl
y di
scer
nibl
e bu
t is
app
lied
inco
nsis
tent
ly.
Not
atio
n fo
llow
s a
reco
gnis
able
co
nven
tion
and
is
appl
ied
cons
iste
ntly
th
roug
hout
.
Effi
cien
cy,
Ap
pro
pri
aten
ess,
an
d A
ccu
racy
of
Sol
uti
on
No
awar
dabl
e co
nten
tTh
ere
are
sign
ifica
nt e
rror
s in
the
sel
ection
an
d ac
cura
te u
se
of a
ppro
pria
te
tech
niqu
es.
Tech
niqu
es h
ave
been
sel
ecte
d an
d us
ed w
ith
som
e ac
cura
cy,
alth
ough
th
e te
chni
ques
may
no
t be
the
mos
t ap
prop
riat
e.
Tech
niqu
es h
ave
been
sel
ecte
d an
d us
ed a
ccur
atel
y an
d ap
prop
riat
ely
thro
ugho
ut t
o de
mon
stra
te a
n ef
ficie
nt s
olut
ion.
(9)
94 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Que
stio
n N
umbe
rAns
wer
Add
ition
al G
uida
nce
Mar
k
10
(b)
(Con
tin
ued
)
(6)
No
Yes
No
Yes
Star
t
Yes
No
Swit
chup
?
Swit
chof
f?
Turn
rig
htla
mp
off
Turn
rig
htla
mp
on
Wai
t 0.
5
Yes
No
Swit
chdo
wn?
Swit
chof
f?
Turn
left
lam
p of
f
Turn
left
lam
p on
Wai
t 0.
5
Que
stio
n N
umbe
rAns
wer
Add
ition
al
Gui
danc
eM
ark
11
Pseu
do c
ode
that
has
the
fol
low
ing
aspe
cts:
Ther
e ar
e a
max
imum
of 3
mar
ks for
fun
ctio
nalit
y.Th
ere
are
a m
axim
um o
f 3
mar
ks for
acc
urac
y of
not
atio
n.Th
ere
are
a m
axim
um o
f 3
mar
ks for
eff
icie
ncy,
app
ropr
iate
ness
, an
d ac
cura
cy o
f so
lutio
n.Ea
ch r
ow is
aw
arde
d in
depe
nden
tly.
Asp
ect
of
Sol
uti
onM
arks
01
23
Fun
ctio
nal
ity
No
awar
dabl
e co
nten
tTh
ere
are
sign
ifica
nt e
rror
s in
logi
c, le
adin
g to
an
ove
rall
solu
tion
that
is n
on-
func
tion
al.
Ther
e ar
e m
inor
er
rors
in lo
gic,
le
adin
g to
an
over
all
solu
tion
that
is n
ot
com
plet
ely
func
tion
al.
Ther
e ar
e no
err
ors
in lo
gic,
lead
ing
to
an o
vera
ll so
lutio
n th
at is
ful
ly
func
tion
al.
Acc
ura
cy o
f N
otat
ion
No
awar
dabl
e co
nten
tN
otat
ion
follo
ws
a br
oadl
y un
reco
gnis
able
co
nven
tion
tha
t is
ap
plie
d in
cons
iste
ntly
, al
thou
gh a
spec
ts
of it
are
di
scer
nibl
e.
Not
atio
n fo
llow
s a
reco
gnis
able
co
nven
tion
whi
ch is
br
oadl
y di
scer
nibl
e bu
t is
app
lied
inco
nsis
tent
ly.
Not
atio
n fo
llow
s a
reco
gnis
able
co
nven
tion
and
is
appl
ied
cons
iste
ntly
th
roug
hout
.
Effi
cien
cy,
Ap
pro
pri
aten
ess,
an
d A
ccu
racy
of
Sol
uti
on
No
awar
dabl
e co
nten
tTh
ere
are
sign
ifica
nt e
rror
s in
the
sel
ection
an
d ac
cura
te u
se
of a
ppro
pria
te
tech
niqu
es.
Tech
niqu
es h
ave
been
sel
ecte
d an
d us
ed w
ith
som
e ac
cura
cy,
alth
ough
th
e te
chni
ques
may
no
t be
the
mos
t ap
prop
riat
e.
Tech
niqu
es h
ave
been
sel
ecte
d an
d us
ed a
ccur
atel
y an
d ap
prop
riat
ely
thro
ugho
ut t
o de
mon
stra
te a
n ef
ficie
nt s
olut
ion.
(9)
95Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Question 11 – Pseudo-code example:
# Keep asking for input until user wants to start raceRECEIVE key FROM (CHARACTER) KEYBOARDWHILE key <> 'y' DO
SEND "Please try again. Press y to start countdown" TO DISPLAYRECEIVE key FROM (CHARACTER) KEYBOARD
END WHILE
IF countGridBreaks() = 0 THENSET red TO false SET amber1 TO truewait()IF countGridBreaks() = 0 THEN
SET amber1 TO falseSET amber2 TO truewait()IF countGridBreaks() = 0 THEN
SET amber2 TO false SET green TO true
ELSEstopRace()
ENDIFELSE
stopRace()ENDIF
ELSEstopRace ()
ENDIF
Turn over
Sample material for first teaching September 2016Project briefTime: 20 hours available
Instructions to teachers
• Students should use one of the following programming languages: – Python – Java – Pascal/Object Pascal – Visual Basic.NET – C-derived languages.
• You must adhere to the instructions as specified in the specification
• Students should only have access to the task when in a supervised environment.
• Internet access is not allowed.
• The materials submitted must include: – evidence of the development of the solution – the program code including any necessary solution files – a completed programming project authentication form – available in the specification – see Appendix 4 – a completed Head of centre declaration form which should be signed by the Head – available in the specification – see Appendix 5.
Information to students
• The work you submit must be your own.
• You must not discuss the programming project with others outside your centre.
• You must not share solutions with others outside your centre.
• You must not use others’ solutions to help conduct the programming project. This includes commercially available solutions.
• You must not discuss or seek help with your solution, other than from your supervisor.
• This includes posting your solution online.
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S49770A*S49770A©2016 Pearson Education Ltd.
1/1/1/1
Computer ScienceProgramming project
96 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
Question 11 – Pseudo-code example:
# Keep asking for input until user wants to start raceRECEIVE key FROM (CHARACTER) KEYBOARDWHILE key <> 'y' DO
SEND "Please try again. Press y to start countdown" TO DISPLAYRECEIVE key FROM (CHARACTER) KEYBOARD
END WHILE
IF countGridBreaks() = 0 THENSET red TO false SET amber1 TO truewait()IF countGridBreaks() = 0 THEN
SET amber1 TO falseSET amber2 TO truewait()IF countGridBreaks() = 0 THEN
SET amber2 TO false SET green TO true
ELSEstopRace()
ENDIFELSE
stopRace()ENDIF
ELSEstopRace ()
ENDIF
Turn over
Sample material for first teaching September 2016Project briefTime: 20 hours available
Instructions to teachers
• Students should use one of the following programming languages: – Python – Java – Pascal/Object Pascal – Visual Basic.NET – C-derived languages.
• You must adhere to the instructions as specified in the specification
• Students should only have access to the task when in a supervised environment.
• Internet access is not allowed.
• The materials submitted must include: – evidence of the development of the solution – the program code including any necessary solution files – a completed programming project authentication form – available in the specification – see Appendix 4 – a completed Head of centre declaration form which should be signed by the Head – available in the specification – see Appendix 5.
Information to students
• The work you submit must be your own.
• You must not discuss the programming project with others outside your centre.
• You must not share solutions with others outside your centre.
• You must not use others’ solutions to help conduct the programming project. This includes commercially available solutions.
• You must not discuss or seek help with your solution, other than from your supervisor.
• This includes posting your solution online.
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S49770A*S49770A©2016 Pearson Education Ltd.
1/1/1/1
Computer ScienceProgramming project
97Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
2S49770A
Weather station
A team of university weather researchers has permission to use computer-controlled drones to monitor the climate of the local area. There are five drones in total that fly over a local area. Each drone records the day and time a reading is taken, temperature, wind speed, and location. This data is sent back to the researchers at the local weather station. The data is stored as a text file.
Sample data file for Drone 1
Day TimeTemperature (°C)
Wind speed (mph)
Location (six-figure grid reference)
Monday 08:00 6.2 7 207834
Monday 08:15 6.1 7 205834
Monday 08:30 6.8 6 204835
Monday 09:00 7.3 6 204837
Tuesday 08:00 6.3 6 204839
Tuesday 08:15 6.8 7 203840
Tuesday 08:30 7.2 5 202841
Tuesday 09:00 7.5 6 204837
Further data is kept for each day for the rest of the week.
The researchers need to be able to access the temperature and wind-speed data for different time periods and locations. They want to use this data to calculate the average temperature, the average wind speed, and the temperature range over different time periods and locations.
The researchers need a computer program to be written to allow for this to happen. The program will enable them to read and interpret data to provide an accurate understanding of weather conditions in the local area over different time periods.
Your task is to analyse this problem and to design, implement, test and evaluate the solution.
3S49770A
Turn over
The written report
Your written report is evidence of the work you have done. The report should contain the details mentioned below for each stage of the task. The marks available for each stage are also shown below.
Stage 1 Analysis
You should include a short introduction summarising the overall problem. List each of the requirements of the problem in the form of text or detailed bullet points.
The problem should be broken down into sub-problems. You should give a short description of what each of the sub-problems will do and a short explanation of why you broke down the problem in this way.
Stage 2 Design
The algorithm
This section of your report should begin with your algorithm. You should show how the sub-problems link together (if appropriate). You should include inputs, processes and outputs, and the programming constructs that you will use when you produce your program. Finally, you should show how your algorithm meets the requirements.
Test strategy and initial test plan
This section of your report should include your test strategy and the initial test plan that must be completed before you start the implementation stage. It is recommended that you use the following table to produce your initial test plan. Your teacher must see the test plan before you begin to develop your program code.
Test no Purpose of the test
Test data Expected result
Stage 3 Implementation
Copy and paste your program code into this part of your report. Include screenshots to show examples of how you debugged your program.
98 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
2S49770A
Weather station
A team of university weather researchers has permission to use computer-controlled drones to monitor the climate of the local area. There are five drones in total that fly over a local area. Each drone records the day and time a reading is taken, temperature, wind speed, and location. This data is sent back to the researchers at the local weather station. The data is stored as a text file.
Sample data file for Drone 1
Day TimeTemperature (°C)
Wind speed (mph)
Location (six-figure grid reference)
Monday 08:00 6.2 7 207834
Monday 08:15 6.1 7 205834
Monday 08:30 6.8 6 204835
Monday 09:00 7.3 6 204837
Tuesday 08:00 6.3 6 204839
Tuesday 08:15 6.8 7 203840
Tuesday 08:30 7.2 5 202841
Tuesday 09:00 7.5 6 204837
Further data is kept for each day for the rest of the week.
The researchers need to be able to access the temperature and wind-speed data for different time periods and locations. They want to use this data to calculate the average temperature, the average wind speed, and the temperature range over different time periods and locations.
The researchers need a computer program to be written to allow for this to happen. The program will enable them to read and interpret data to provide an accurate understanding of weather conditions in the local area over different time periods.
Your task is to analyse this problem and to design, implement, test and evaluate the solution.
3S49770A
Turn over
The written report
Your written report is evidence of the work you have done. The report should contain the details mentioned below for each stage of the task. The marks available for each stage are also shown below.
Stage 1 Analysis
You should include a short introduction summarising the overall problem. List each of the requirements of the problem in the form of text or detailed bullet points.
The problem should be broken down into sub-problems. You should give a short description of what each of the sub-problems will do and a short explanation of why you broke down the problem in this way.
Stage 2 Design
The algorithm
This section of your report should begin with your algorithm. You should show how the sub-problems link together (if appropriate). You should include inputs, processes and outputs, and the programming constructs that you will use when you produce your program. Finally, you should show how your algorithm meets the requirements.
Test strategy and initial test plan
This section of your report should include your test strategy and the initial test plan that must be completed before you start the implementation stage. It is recommended that you use the following table to produce your initial test plan. Your teacher must see the test plan before you begin to develop your program code.
Test no Purpose of the test
Test data Expected result
Stage 3 Implementation
Copy and paste your program code into this part of your report. Include screenshots to show examples of how you debugged your program.
99Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
4S49770A
Stage 4 Testing, Refining and Evaluation
Your completed test table should go in this section of your report. You may need to change the program in response to the results that you get from your test plan and add more tests to your table.
Test no Purpose of the test
Test data Expected result
Actual result
Action needed/comments
You might have thought of refinements that you added to your program as you were implementing it. These should be documented as additions to your design and described in your program using comments. You should describe the refinements you identified and explain why they were needed. If you implemented these refinements and tested them, then the tests should be included in your table.
Finally, you should evaluate your project by explaining how your project meets each of the requirements that you identified in the analysis stage of your project.
Turn over
Paper Reference
Do not return this resource booklet with the question paper.
Sample assessment material for first teaching September 2016Pseudocode command set
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S50557A*S50557A©2016 Pearson Education Ltd.
1/1/1
Computer ScienceComponents 1 and 2 and the Programming Project
1CP1/011CP1/02
100 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
4S49770A
Stage 4 Testing, Refining and Evaluation
Your completed test table should go in this section of your report. You may need to change the program in response to the results that you get from your test plan and add more tests to your table.
Test no Purpose of the test
Test data Expected result
Actual result
Action needed/comments
You might have thought of refinements that you added to your program as you were implementing it. These should be documented as additions to your design and described in your program using comments. You should describe the refinements you identified and explain why they were needed. If you implemented these refinements and tested them, then the tests should be included in your table.
Finally, you should evaluate your project by explaining how your project meets each of the requirements that you identified in the analysis stage of your project.
Turn over
Paper Reference
Do not return this resource booklet with the question paper.
Sample assessment material for first teaching September 2016Pseudocode command set
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S50557A*S50557A©2016 Pearson Education Ltd.
1/1/1
Computer ScienceComponents 1 and 2 and the Programming Project
1CP1/011CP1/02
101Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
2S50557A
Pseudocode command set
Questions in the written examination that involve code will use this pseudocode for clarity and consistency. However, students may answer questions using any valid method.
Data types
INTEGER
REAL
BOOLEAN
CHARACTER
Type coercion
Type coercion is automatic if indicated by context. For example 3 + 8.25 = 11.25 (integer + real = real)
Mixed mode arithmetic is coerced like this:
INTEGER REAL
INTEGER INTEGER REAL
REAL REAL REAL
Coercion can be made explicit. For example, RECEIVE age FROM (INTEGER) KEYBOARD assumes that the input from the keyboard is interpreted as an INTEGER, not a STRING.
Constants
The value of constants can only ever be set once. They are identified by the keyword CONST. Two examples of using a constant are shown.
CONST REAL PI
SET PI TO 3.14159
SET circumference TO radius * PI * 2
Data structures
ARRAY
STRING
Indices start at zero (0) for all data structures.
All data structures have an append operator, indicated by &.
Using & with a STRING and a non-STRING will coerce to STRING. For example, SEND ‘Fred’ & age TO DISPLAY, will display a single STRING of ‘Fred18’.
3S50557A
Turn over
Identifiers
Identifiers are sequences of letters, digits and ‘_’, starting with a letter, for example: MyValue, myValue, My_Value, Counter2
Functions
LENGTH()
For data structures consisting of an array or string.
RANDOM(n)
This generates a random number from 0 to n.
Comments
Comments are indicated by the # symbol, followed by any text.
A comment can be on a line by itself or at the end of a line.
Devices
Use of KEYBOARD and DISPLAY are suitable for input and output.
Additional devices may be required, but their function will be obvious from the context. For example, CARD_READER and MOTOR are two such devices.
Notes
In the following pseudocode, the < > indicates where expressions or values need to be supplied. The < > symbols are not part of the pseudocode.
102 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
2S50557A
Pseudocode command set
Questions in the written examination that involve code will use this pseudocode for clarity and consistency. However, students may answer questions using any valid method.
Data types
INTEGER
REAL
BOOLEAN
CHARACTER
Type coercion
Type coercion is automatic if indicated by context. For example 3 + 8.25 = 11.25 (integer + real = real)
Mixed mode arithmetic is coerced like this:
INTEGER REAL
INTEGER INTEGER REAL
REAL REAL REAL
Coercion can be made explicit. For example, RECEIVE age FROM (INTEGER) KEYBOARD assumes that the input from the keyboard is interpreted as an INTEGER, not a STRING.
Constants
The value of constants can only ever be set once. They are identified by the keyword CONST. Two examples of using a constant are shown.
CONST REAL PI
SET PI TO 3.14159
SET circumference TO radius * PI * 2
Data structures
ARRAY
STRING
Indices start at zero (0) for all data structures.
All data structures have an append operator, indicated by &.
Using & with a STRING and a non-STRING will coerce to STRING. For example, SEND ‘Fred’ & age TO DISPLAY, will display a single STRING of ‘Fred18’.
3S50557A
Turn over
Identifiers
Identifiers are sequences of letters, digits and ‘_’, starting with a letter, for example: MyValue, myValue, My_Value, Counter2
Functions
LENGTH()
For data structures consisting of an array or string.
RANDOM(n)
This generates a random number from 0 to n.
Comments
Comments are indicated by the # symbol, followed by any text.
A comment can be on a line by itself or at the end of a line.
Devices
Use of KEYBOARD and DISPLAY are suitable for input and output.
Additional devices may be required, but their function will be obvious from the context. For example, CARD_READER and MOTOR are two such devices.
Notes
In the following pseudocode, the < > indicates where expressions or values need to be supplied. The < > symbols are not part of the pseudocode.
103Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
4S50557A
Variables and arrays
Syntax Explanation of syntax Example
SET Variable TO <value> Assigns a value to a variable.SET Counter TO 0SET MyString TO ‘Hello world’
SET Variable TO <expression>Computes the value of an expression and assigns to a variable.
SET Sum TO Score + 10SET Size to LENGTH(Word)
SET Array[index] TO <value>Assigns a value to an element of a one-dimensional array.
SET ArrayClass[1] TO ‘Ann’SET ArrayMarks[3]TO 56
SET Array TO [<value>, …]Initialises a one-dimensional array with a set of values.
SET ArrayValues TO [1, 2, 3, 4, 5]
SET Array [RowIndex, ColumnIndex] TO <value>
Assigns a value to an element of a two dimensional array.
SET ArrayClassMarks[2,4] TO 92
Selection
Syntax Explanation of syntax Example
IF <expression> THEN <command> END IF
If <expression> is true then command is executed.
IF Answer = 10 THEN SET Score TO Score + 1END IF
IF <expression> THEN <command> ELSE <command>END IF
If <expression> is true then first<command> is executed, otherwise second<command> is executed.
IF Answer = ‘correct’ THEN SEND ‘Well done’ TO DISPLAYELSE SEND ‘Try again’ TO DISPLAY END IF
5S50557A
Turn over
Repetition
Syntax Explanation of syntax Example
WHILE <condition> DO <command> END WHILE
Pre-conditioned loop. Executes<command> whilst <condition> is true.
WHILE Flag = 0 DO SEND ‘All well’ TO DISPLAYEND WHILE
REPEAT <command> UNTIL <expression>
Post-conditioned loop. Executes<command> until <condition> is true. The loop must execute at least once.
REPEAT SET Go TO Go + 1 UNTIL Go = 10
REPEAT <expression> TIMES <command> END REPEAT
Count controlled loop. The number of times <command> is executed is determined by the expression.
REPEAT 100-Number TIMES SEND ‘*’ TO DISPLAY END REPEAT
FOR <id> FROM <expression> TO<expression> DO <command> END FOR
Count controlled loop. Executes<command> a fixed number of times.
FOR Index FROM 1 TO 10 DO SEND ArrayNumbers[Index] TO DISPLAYEND FOR
FOR <id> FROM <expression> TO<expression> STEP <expression> DO <command> END FOR
Count controlled loop using a step.
FOR Index FROM 1 TO 500 STEP 25 DO SEND Index TO DISPLAYEND FOR
FOR EACH <id> FROM <expression> DO<command>END FOREACH
Count controlled loop. Executes for each element of an array.
SET WordsArray TO [‘The’, ‘Sky’, ‘is’, ‘grey’]SET Sentence to ‘‘FOR EACH Word FROM WordsUArray DO SET Sentence TO Sentence & Word & ‘ ‘
104 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
4S50557A
Variables and arrays
Syntax Explanation of syntax Example
SET Variable TO <value> Assigns a value to a variable.SET Counter TO 0SET MyString TO ‘Hello world’
SET Variable TO <expression>Computes the value of an expression and assigns to a variable.
SET Sum TO Score + 10SET Size to LENGTH(Word)
SET Array[index] TO <value>Assigns a value to an element of a one-dimensional array.
SET ArrayClass[1] TO ‘Ann’SET ArrayMarks[3]TO 56
SET Array TO [<value>, …]Initialises a one-dimensional array with a set of values.
SET ArrayValues TO [1, 2, 3, 4, 5]
SET Array [RowIndex, ColumnIndex] TO <value>
Assigns a value to an element of a two dimensional array.
SET ArrayClassMarks[2,4] TO 92
Selection
Syntax Explanation of syntax Example
IF <expression> THEN <command> END IF
If <expression> is true then command is executed.
IF Answer = 10 THEN SET Score TO Score + 1END IF
IF <expression> THEN <command> ELSE <command>END IF
If <expression> is true then first<command> is executed, otherwise second<command> is executed.
IF Answer = ‘correct’ THEN SEND ‘Well done’ TO DISPLAYELSE SEND ‘Try again’ TO DISPLAY END IF
5S50557A
Turn over
Repetition
Syntax Explanation of syntax Example
WHILE <condition> DO <command> END WHILE
Pre-conditioned loop. Executes<command> whilst <condition> is true.
WHILE Flag = 0 DO SEND ‘All well’ TO DISPLAYEND WHILE
REPEAT <command> UNTIL <expression>
Post-conditioned loop. Executes<command> until <condition> is true. The loop must execute at least once.
REPEAT SET Go TO Go + 1 UNTIL Go = 10
REPEAT <expression> TIMES <command> END REPEAT
Count controlled loop. The number of times <command> is executed is determined by the expression.
REPEAT 100-Number TIMES SEND ‘*’ TO DISPLAY END REPEAT
FOR <id> FROM <expression> TO<expression> DO <command> END FOR
Count controlled loop. Executes<command> a fixed number of times.
FOR Index FROM 1 TO 10 DO SEND ArrayNumbers[Index] TO DISPLAYEND FOR
FOR <id> FROM <expression> TO<expression> STEP <expression> DO <command> END FOR
Count controlled loop using a step.
FOR Index FROM 1 TO 500 STEP 25 DO SEND Index TO DISPLAYEND FOR
FOR EACH <id> FROM <expression> DO<command>END FOREACH
Count controlled loop. Executes for each element of an array.
SET WordsArray TO [‘The’, ‘Sky’, ‘is’, ‘grey’]SET Sentence to ‘‘FOR EACH Word FROM WordsUArray DO SET Sentence TO Sentence & Word & ‘ ‘
105Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
6S50557A
Input/output
Syntax Explanation of syntax Example
SEND <expression> TO DISPLAY Sends output to the screen.SEND ‘Have a good day.’ TO DISPLAY
RECEIVE <identifier> FROM (type)<device>
Reads input of specified type.
RECEIVE Name FROM (STRING) KEYBOARDRECEIVE LengthOfJourney FROM (INTEGER) CARD_READERRECEIVE YesNo FROM (CHARACTER) CARD_READER
File handling
Syntax Explanation of syntax Example
READ <File> <record>
Reads in a record from a <file> and assigns to a <variable>.Each READ statement reads a record from the file.
READ MyFile.doc Record
WRITE <File> <record>Writes a record to a file.Each WRITE statement writes a record to the file.
WRITE MyFile.doc Answer1, Answer2, ‘xyz 01’
Subprograms
Syntax Explanation of syntax Example
PROCEDURE <id> (<parameter>, …)BEGIN PROCEDURE <command>END PROCEDURE
Defines a procedure.
PROCEDURE CalculateAverage (Mark1, Mark2, Mark3)BEGIN PROCEDURE SET Avg to (Mark1 + Mark2 + Mark3)/3END PROCEDURE
FUNCTION <id> (<parameter>, …)BEGIN FUNCTION <command>RETURN <expression>END FUNCTION
Defines a function.
FUNCTION AddMarks (Mark1, Mark2, Mark3)BEGIN FUNCTION SET Total to (Mark1 + Mark2 + Mark3)/3 RETURN TotalEND FUNCTION
<id> (<parameter>, …)Calls a procedure or a function.
Add (FirstMark, SecondMark)
7S50557A
Arithmetic operators
Symbol Description
+ Add
- Subtract
/ Divide
* Multiply
^ Exponent
MOD Modulo
DIV Integer division
Relational operators
Symbol Description
= equal to
<> not equal to
> greater than
>= greater than or equal to
< less than
<= less than or equal to
Logical operators
Symbol Description
AND Returns true if both conditions are true.
OR Returns true if any of the conditions are true.
NOTReverses the outcome of the expression; true becomes false, false becomes true.
106 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
6S50557A
Input/output
Syntax Explanation of syntax Example
SEND <expression> TO DISPLAY Sends output to the screen.SEND ‘Have a good day.’ TO DISPLAY
RECEIVE <identifier> FROM (type)<device>
Reads input of specified type.
RECEIVE Name FROM (STRING) KEYBOARDRECEIVE LengthOfJourney FROM (INTEGER) CARD_READERRECEIVE YesNo FROM (CHARACTER) CARD_READER
File handling
Syntax Explanation of syntax Example
READ <File> <record>
Reads in a record from a <file> and assigns to a <variable>.Each READ statement reads a record from the file.
READ MyFile.doc Record
WRITE <File> <record>Writes a record to a file.Each WRITE statement writes a record to the file.
WRITE MyFile.doc Answer1, Answer2, ‘xyz 01’
Subprograms
Syntax Explanation of syntax Example
PROCEDURE <id> (<parameter>, …)BEGIN PROCEDURE <command>END PROCEDURE
Defines a procedure.
PROCEDURE CalculateAverage (Mark1, Mark2, Mark3)BEGIN PROCEDURE SET Avg to (Mark1 + Mark2 + Mark3)/3END PROCEDURE
FUNCTION <id> (<parameter>, …)BEGIN FUNCTION <command>RETURN <expression>END FUNCTION
Defines a function.
FUNCTION AddMarks (Mark1, Mark2, Mark3)BEGIN FUNCTION SET Total to (Mark1 + Mark2 + Mark3)/3 RETURN TotalEND FUNCTION
<id> (<parameter>, …)Calls a procedure or a function.
Add (FirstMark, SecondMark)
7S50557A
Arithmetic operators
Symbol Description
+ Add
- Subtract
/ Divide
* Multiply
^ Exponent
MOD Modulo
DIV Integer division
Relational operators
Symbol Description
= equal to
<> not equal to
> greater than
>= greater than or equal to
< less than
<= less than or equal to
Logical operators
Symbol Description
AND Returns true if both conditions are true.
OR Returns true if any of the conditions are true.
NOTReverses the outcome of the expression; true becomes false, false becomes true.
107Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science – Sample assessment materials (SAMs) – Issue 4.0 – April 2018 © Pearson Education Limited 2018
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