GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level...
Transcript of GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level...
![Page 1: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/1.jpg)
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 5
![Page 2: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/2.jpg)
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
![Page 3: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/3.jpg)
Pearson Edexcel Level 1/Level 2 GCSE in Computer ScienceIn April 2018 we made changes to our sample assessment materials (SAMs) because the programming project no longer contributes to the final grade. These changes were communicated in Issue 4. We have now made further changes to the programming project brief, where we have relaxed the rules around the conditions under which the programming project can be taken. We have also removed the pseudocode booklet from component 1, as it is no longer used in this examination. These changes can be found in this issue (Issue 5).
The changes to Issue 4 were only made three months ago therefore we have kept those summary of changes as well.
Summary of Pearson Edexcel Level 1/Level 2 GCSE in Computer Science SAMs Issue 4 changes 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.
Summary of changes made between previous issue and this current issue
Pagenumber
Instructions for the Computer Science Programming project brief have been amended to reflect the fact that the project is no longer assessed.
89
The component code for the Computer Science Programming project has been removed as it is no longer assessed.
89
Marks have been removed from the Computer Science Programming project brief.
89-92
Summary of Pearson Edexcel Level 1/Level 2 GCSE in Computer Science SAMs Issue 5 changes
Summary of changes made between previous issue and this current issue
Pagenumber
The front page of component 1 question paper has been updated to reflect that the pseudocode booklet is no longer used with this examination. The pseudocode booklet is no longer displayed after component 1 in this SAMs booklet.
5
The paper reference codes on the front of the pseudocode booklet have changed to show only the code for component 2 (1CP1/02) as this booklet is not used with component 1.
63, 93
The front cover of the project brief has been amended to reflect the new conditions under which this task must be taken.
89
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.
![Page 4: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/4.jpg)
![Page 5: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/5.jpg)
Contents
Introduction 1
General marking guidance 3
Component 1 5
Component 1 Mark scheme 23
Component 2 37
Components 2 and the Programming Project – Pseudocode command set 63 Component 2 Mark scheme 71
Programming project 89
Components 2 and the Programming Project – Pseudocode command set 93
![Page 6: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/6.jpg)
![Page 7: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/7.jpg)
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 5.0 – August 2018 © Pearson Education Limited 2018
![Page 8: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/8.jpg)
2 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 9: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/9.jpg)
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 should always 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.
How to award marks when level descriptions are used
Finding the right level
The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’ approach, deciding which level most closely describes the quality of the answer. Answers can display characteristics from more than one level, and where this happens markers must use their professional judgement to decide which level is most appropriate.
Placing a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. Statements relating to the treatment of students who do not fully meet the requirements of the question are also shown in the indicative content section of each levels based mark scheme. These statements should be considered alongside the levels descriptors. Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start at the middle of the level (or the upper middle mark if there is an even number of marks) and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level: • If it meets the requirements fully, markers should be prepared to award full marks
within the level. The top mark in the level is used for answers that are as good as can realistically be expected within that level
• If it only barely meets the requirements of the level, markers should consider awarding marks at the bottom of the level. The bottom mark in the level is used for answers that are the weakest that can be expected within that level
3Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 10: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/10.jpg)
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.
1/1/1/1/1/1/1/1/1/1/1
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 do not need any other materials.
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 5.0 – August 2018 © Pearson Education Limited 2018
![Page 11: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/11.jpg)
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.
1/1/1/1/1/1/1/1/1/1/1
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 do not need any other materials.
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 5.0 – August 2018 © Pearson Education Limited 2018
![Page 12: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/12.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49766A0317* Turn over
3
(ii) Calculate how many bits are being transmitted per second for a network described as three Mbps.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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 5.0 – August 2018 © Pearson Education Limited 2018
![Page 13: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/13.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49766A0317* Turn over
3
(ii) Calculate how many bits are being transmitted per second for a network described as three Mbps.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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 5.0 – August 2018 © Pearson Education Limited 2018
![Page 14: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/14.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Compression normally reduces file size.
State two other characteristics of lossy compression.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Give two reasons why high-level programming languages are preferred for some programming tasks.
(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Explain how software can be protected as intellectual property. (2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 15: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/15.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Compression normally reduces file size.
State two other characteristics of lossy compression.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Give two reasons why high-level programming languages are preferred for some programming tasks.
(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Explain how software can be protected as intellectual property. (2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 16: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/16.jpg)
*S49766A0617*6
(d) Discuss the benefits of using subprograms when writing software solutions. (6)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) A patch for an instant messaging application is available.
Explain why users of the application should apply the patch. (2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 17: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/17.jpg)
*S49766A0617*6
(d) Discuss the benefits of using subprograms when writing software solutions. (6)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) A patch for an instant messaging application is available.
Explain why users of the application should apply the patch. (2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 18: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/18.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 12 marks)
12 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 19: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/19.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 12 marks)
13Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 20: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/20.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Give two reasons why an unauthorised person cannot understand encrypted data.
(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 21: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/21.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Give two reasons why an unauthorised person cannot understand encrypted data.
(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 22: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/22.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49766A01317*13
(d) (i) State what is meant by a ‘pixel’.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Turn over 16 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 23: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/23.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49766A01317*13
(d) (i) State what is meant by a ‘pixel’.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Turn over 17Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 24: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/24.jpg)
*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
18 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 25: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/25.jpg)
*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 5.0 – August 2018 © Pearson Education Limited 2018
![Page 26: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/26.jpg)
*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 5.0 – August 2018 © Pearson Education Limited 2018
![Page 27: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/27.jpg)
*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 5.0 – August 2018 © Pearson Education Limited 2018
![Page 28: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/28.jpg)
22 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 29: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/29.jpg)
Com
pon
ent
1 M
ark
sch
eme
Que
stio
nN
umbe
r Ans
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
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
1(b
)
B [
Cac
he]
(1)
(1)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
1(c
) D
eriv
atio
n of
the
req
uire
d ASCII
cod
e:
D
eriv
e th
e fa
ct t
hat
74 d
enar
y is
the
ASCII
val
ue f
or t
he le
tter
‘J’ (
1)
Exam
ple:
D
, E,
F,
G,
H,
I, J
==
68,
69,
70,
71,
72,
73,
74
J –
D =
6;
68 +
6 =
74
/01
(1)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
1(d
)(i)
Cal
cula
tion:
1 ki
loby
te =
102
4 by
tes
(1)
3
x 10
24 o
r 30
72 (
1)
U
nits
are
not
req
uire
d.
Aw
ard
full
mar
ks f
or
the
corr
ect
num
eric
al
answ
er.
(2)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
1(d
)(ii)
Cal
cula
tion:
1 M
egab
it =
100
0000
byt
es (
1)
3
x 10
0000
0 or
300
0000
(1)
U
nits
are
not
req
uire
d.
Aw
ard
full
mar
ks f
or
the
corr
ect
num
eric
al
answ
er.
(2)
23Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 30: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/30.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
1(e
)
D [
IMAP]
(1)
(1
)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
1(f
) A d
escr
iptio
n th
at 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)
Th
e se
rver
obt
ains
the
add
ress
of 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
nN
umbe
r Ans
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
)
24 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 31: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/31.jpg)
Que
stio
nN
umbe
r Ans
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 t
hat
the
desk
top
publ
ishe
d fil
e ca
n be
res
tore
d so
tha
t it
is e
xact
ly t
he s
ame
as t
he o
rigi
nal (
1)
(2)
Que
stio
nN
umbe
r Ans
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)
Th
e re
mov
ed d
ata
is n
ot n
orm
ally
not
iced
by
a hu
man
(si
ght,
sou
nd)
(1)
Th
e or
igin
al c
onte
nts
of t
he file
can
not
be r
esto
red
exac
tly (
1)
(2)
Que
stio
nN
umbe
r Ans
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)
Ei
ther
: 3b
1r
4g 2
r O
rb3
r1
g4 r
2
D
isre
gard
spa
cing
.
The
sing
le in
stan
ce o
f ‘r’ i
n po
sitio
n 2,
mus
t be
de
note
d by
‘1r’
or
‘r1’
. Th
e nu
mer
ic v
alue
is n
eces
sary
.(2
)
25Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 32: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/32.jpg)
Que
stio
nN
umbe
r Ans
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
tatio
n so
ftw
are
mov
es 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)
Use
bac
kup
soft
war
e to
mov
e fil
es t
o a
secu
re p
lace
and
del
etin
g fil
es o
n th
e ha
rd d
isc
free
s up
spa
ce (
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
nN
umbe
r Ans
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
syst
ems
(1)
(2)
Que
stio
nN
umbe
r Ans
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:
Inte
llect
ual p
rope
rty
can
be p
rote
cted
by
copy
righ
t/pa
tent
law
s (1
) Pl
us o
ne 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
tering
the
cop
yrig
ht t
he s
ourc
e/(o
bjec
t) c
ode
is p
rote
cted
(1)
D
o no
t aw
ard
mar
ks f
or
exam
ples
onl
y.
D
o no
t ac
cept
‘pre
vent
s th
eft’.
(2)
26 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 33: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/33.jpg)
Que
stio
nN
umbe
r In
dica
tive
cont
ent
Mar
k
3(d
) In
dica
tive
cont
ent:
are
writt
en o
nly
once
/no
repe
ated
/cop
ied
bloc
ks o
f co
de (
1)
on
ly n
eeds
to
be d
ebug
ged
once
(1)
can
be r
euse
d/ca
lled
from
any
whe
re in
the
pro
gram
(1)
mak
e m
ain
prog
ram
mor
e re
adab
le/s
hort
er (
1)
ca
n re
duce
the
nee
d fo
r gl
obal
var
iabl
es (
1)
ca
n be
put
into
libr
arie
s/re
used
in o
ther
pro
gram
s/sh
ared
with
oth
ers
(1)
ca
n be
use
d to
hid
e co
mpl
ex c
ode/
func
tiona
lity
(1)
ca
n be
writt
en in
low
-lev
el la
ngua
ges
for
spec
ial p
urpo
se/i
nter
act
with
har
dwar
e/op
timis
e pe
rfor
man
ce (
1)(6
)
Leve
l M
ark
Des
crip
tor
0
No
rew
arda
ble
cont
ent.
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.
Leve
l 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 s
ome
stru
ctur
e.
Leve
l 3
5–6
Dem
onst
rate
s co
mpr
ehen
sive
kno
wle
dge
and
unde
rsta
ndin
g by
sel
ectin
g re
leva
nt 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
to s
uppo
rt t
he d
iscu
ssio
n be
ing
pres
ente
d.
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
.
27Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 34: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/34.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
4(a
) A d
escr
iptio
n th
at 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
eac
h ot
her
(1)
by
the
use
of
a co
mm
on s
et o
f ru
les
(1)
(2)
Que
stio
nN
umbe
r Ans
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
the
mac
hine
run
ning
the
app
licat
ion
is le
ss v
ulne
rabl
e to
suc
cess
ful
cybe
ratt
acks
(1)
(2
)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
4(c
) A d
escr
iptio
n th
at 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)
then
dev
ice
A r
eads
tha
t ad
dres
s an
d se
nds
the
pack
et t
o de
vice
C (
1)
(2)
28 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 35: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/35.jpg)
Que
stio
nN
umbe
r In
dica
tive
cont
ent
Mar
k
4(d
) In
dica
tive
cont
ent:
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
)
Th
e st
orag
e pr
ovid
er is
res
pons
ible
for
bac
kup/
disa
ster
rec
over
y if
the
scho
ol s
tore
s its
dat
a in
the
'clo
ud'
Th
e sc
hool
's f
iles
are
avai
labl
e w
ithou
t an
inte
rnet
con
nect
ion
if da
ta is
sto
red
on h
ard
disc
s (c
onne
cted
to
the
scho
ol's
ser
vers
)
An
inte
rnet
con
nect
ion
is r
equi
red
to a
cces
s th
e sc
hool
's f
iles
if th
ey a
re s
tore
d in
the
'clo
ud'
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 f
iles
are
stor
ed in
the
'c
loud
'
The
staf
f ca
n ac
cess
the
ir f
iles
at s
choo
l onl
y if
the
data
is s
tore
d on
har
d di
scs
(con
nect
ed t
o th
e sc
hool
's s
erve
rs)
Th
e sc
hool
will
be
resp
onsi
ble
for
mai
ntai
ning
the
ser
vers
, re
plac
ing
them
whe
n th
ey a
ge/t
echn
olog
y be
com
es
outd
ated
Th
e st
orag
e pr
ovid
er is
res
pons
ible
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
evol
ves
Th
e sc
hool
will
be
resp
onsi
ble
for
incr
easi
ng t
he s
tora
ge c
apac
ity o
f th
eir
serv
ers
as d
eman
ds e
volv
e
The
stor
age
prov
ider
is a
ble
to p
rovi
de a
dditi
onal
sto
rage
spa
ce o
n de
man
d.(6
)
Leve
l M
ark
Des
crip
tor
0
No
rew
arda
ble
cont
ent.
Le
vel 1
1–
2 A c
ompa
riso
n m
ay b
e at
tem
pted
but
with
lim
ited
appl
icat
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
.
The
com
pariso
n w
ill c
onta
in b
asic
info
rmat
ion
with
som
e at
tem
pt m
ade
to li
nk k
now
ledg
e an
d un
ders
tand
ing
to
the
give
n co
ntex
t.
Leve
l 2
3–4
A c
ompa
riso
n w
ill b
e gi
ven
with
ade
quat
e 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. Are
occ
asio
nally
sup
port
ed t
hrou
gh a
link
age.
The
com
pariso
n sh
ows
som
e lin
kage
s an
d lin
es o
f re
ason
ing
with
som
e st
ruct
ure.
Le
vel 3
5–
6 A 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
pariso
n sh
ows
a w
ell-
deve
lope
d an
d su
stai
ned
lines
of
reas
onin
g w
hich
is c
lear
, co
here
nt a
nd lo
gica
lly
stru
ctur
ed.
29Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 36: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/36.jpg)
Que
stio
nN
umbe
r Ans
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
itors
wei
ght
of lo
ad (
1)
so
tha
t it
can
adju
st w
ater
leve
ls f
or s
mal
l/la
rge
load
s (1
) O
R
mon
itors
wat
er t
empe
ratu
re (
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)
O
R
mon
itors
soa
king
but
ton
sett
ing
(1)
so
tha
t it
can
add
addi
tiona
l tim
e at
the
rig
ht p
lace
in t
he p
rogr
amm
e cy
cle
(1)
OR
m
onito
rs m
axim
um s
pin
switc
h se
ttin
g (1
)
so t
hat
it ca
n se
t re
quired
mot
or r
evol
utio
ns (
1)
O
ther
app
ropr
iate
re
spon
ses
can
be a
war
ded.
(2)
30 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 37: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/37.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
5(b
) A t
ruth
tab
le f
or t
he fun
ctio
n of
the
ope
rato
r AN
D:
fo
ur d
iffer
ent
inpu
t co
mbi
natio
ns a
nd f
our
differ
ent
corr
ect
outp
ut c
ombi
natio
ns
Exam
ples
Inpu
t 1
Inpu
t 2
Out
put
0 0
0 0
1 0
1 0
0 1
1 1
I
np
ut
1
Inp
ut
2
0
1
00
0 1
0 1
Fals
e AN
D F
alse
= F
alse
Fa
lse
AN
D T
rue
= F
alse
Tr
ue A
ND
Fal
se =
Fal
se
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)
31Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 38: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/38.jpg)
Que
stio
nN
umbe
r Ans
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
brac
kets
or
orde
r of
pre
cede
nce
if br
acke
ts n
ot u
sed
(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
italis
atio
n.
O
verr
idin
g or
der
of
prec
eden
ce (
NO
T, A
ND
, O
R)
may
req
uire
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
alte
rnat
ive
equi
vale
nt
expr
essi
on s
houl
d be
aw
arde
d.
(3)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
5(d
)
B [
1010
100
0] (
1)
(1)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
6(a
) A s
tate
men
t th
at in
clud
es:
an
alg
orith
m is
a s
eque
nce
of s
teps
/ste
p-by
-ste
p in
stru
ctio
ns (
1)
w
hich
(if
follo
wed
exa
ctly
) w
ill p
erfo
rm a
spe
cific
tas
k (1
) (2
)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
6(b
) Tw
o re
ason
s:
En
cryp
ted
data
is e
ncod
ed/s
cram
bled
so
that
it c
anno
t be
und
erst
ood
(1)
Th
e un
auth
oris
ed p
erso
n w
ould
not
hav
e th
e ke
y to
dec
rypt
the
dat
a (1
)
D
isre
gard
res
pons
es
indi
catin
g ‘a
cces
s’;
encr
yptio
n on
ly m
akes
the
da
ta u
nint
erpr
etab
le.
D
o no
t aw
ard
secu
re/s
ecre
t al
one.
(2)
32 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 39: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/39.jpg)
Que
stio
nN
umbe
r Ans
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
tifyi
ng +
5 as
the
equ
ival
ent
sing
le s
hift
to
obta
in u
nsp
(1)
Re
cogn
ise
that
bot
h sh
ifts
give
the
sam
e re
sult,
so
the
doub
le s
hift
is n
o m
ore
secu
re t
han
the
sing
le s
hift
(1)
pi
nk
pi
nk
+
7 w
pur
+5
unsp
-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
k on
ly if
ex
plai
ned
in f
ull.
(3)
Que
stio
nN
umbe
r Ans
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
gra
phic
imag
e (1
) D
o no
t ac
cept
pic
ture
ele
men
t.
(1)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
6(d
)(ii)
Mat
hem
atic
al e
xpre
ssio
n (1
)
1500
0 by
tes
(1)
Exam
ple:
����������
8������
Acc
ept
any
othe
r eq
uiva
lent
m
athe
mat
ical
exp
ress
ion.
Uni
ts n
ot r
equi
red.
(2)
33Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 40: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/40.jpg)
Que
stio
nN
umbe
r Ans
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
:
52
84
4
6
39
68
1
53
4 6
52
84
1
39
53
68
1 4
6 39
52
53
68
84
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
nN
umbe
r Ans
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 c
ompi
ler
is u
sed
beca
use
com
pile
d co
de r
uns
fast
er t
han
inte
rpre
ted
code
(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
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
6(g
) A s
tate
men
t th
at in
clud
es:
(A
bstr
actin
g m
eans
) re
mov
ing
unne
cess
ary
deta
il/si
mpl
ifyin
g (1
)
so t
hat
we
can
focu
s on
the
ess
ence
/rea
l par
t/im
port
ant
part
of th
e pr
oble
m (
1)
(2)
34 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 41: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/41.jpg)
Que
stio
nN
umbe
r Ans
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
e nu
mbe
r, ch
osen
ran
dom
ly,
betw
een
1 an
d 12
, in
clus
ive
(1)
OR
Tw
o nu
mbe
rs b
etw
een
1 an
d 6
Acc
ept
betw
een
1 an
d 12
Do
not
awar
d ‘s
imul
ate
a ro
ll of
dic
e’ o
r eq
uiva
lent
.
(1)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
6(h
)(ii)
O
ne o
f th
e fo
llow
ing
reas
ons:
‘Rol
l’ is
an
abst
ract
ion
beca
use
it al
low
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
gorith
m (
1)
OR
‘R
oll’
is a
n ab
stra
ctio
n be
caus
e it
is a
mod
el/s
imul
atio
n/re
pres
enta
tion
of a
re
al/p
hysi
cal a
ctiv
ity/a
ctio
n (1
) (1
)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
7(a
)(i)
One
mar
k fo
r ea
ch c
orre
ct r
ow (
2):
0 0
0 0
0 1
1 0
1 1
1 1
1 0
1 0
(2)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
7(a
)(ii)
The
com
pariso
n sh
ould
incl
ude
refe
renc
e to
bot
h tw
o’s
com
plem
ent
and
sign
ed-
mag
nitu
de n
umbe
rs for
any
tw
o of
the
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
)
35Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 42: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/42.jpg)
Que
stio
nN
umbe
r Ans
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)
O
verf
low
has
occ
urre
d so
8-
bits
are
not
larg
e en
ough
to
hol
d th
e re
sult.
325
= 1
010
0 01
01
(1)
Que
stio
nN
umbe
r Ans
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
as e
quiv
alen
t to
sa
mpl
ing
inte
rval
. (3
)
Que
stio
nN
umbe
r Ans
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)
whi
ch in
crea
ses
mem
ory/
stor
age
requ
irem
ents
(1)
and
give
s a
mor
e ac
cura
te d
igita
l 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 ra
te.
D
o no
t aw
ard
resp
onse
s in
dica
ting
qual
ity o
f pl
ayba
ck.
(3)
Turn over
Centre Number Candidate Number
Write your name here
Surname Other names
Total Marks
*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.
• You are not allowed to use a calculator.
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.
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.
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
36 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 43: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/43.jpg)
Turn over
Centre Number Candidate Number
Write your name here
Surname Other names
Total Marks
*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.
• You are not allowed to use a calculator.
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.
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.
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
37Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 44: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/44.jpg)
*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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 4 marks)
38 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 45: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/45.jpg)
*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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 4 marks)
39Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 46: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/46.jpg)
*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.
40 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 47: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/47.jpg)
*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.
41Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 48: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/48.jpg)
*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)
42 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 49: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/49.jpg)
*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)
43Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 50: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/50.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*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
44 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 51: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/51.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*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
45Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 52: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/52.jpg)
*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.
46 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 53: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/53.jpg)
*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.
47Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 54: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/54.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Explain why the variable on line 2, totalTime, is not reset when the pseudo-code on line 16 is executed.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49768A01326*13
(c) Explain the effect of executing the pseudo-code on line 17.(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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 48 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 55: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/55.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Explain why the variable on line 2, totalTime, is not reset when the pseudo-code on line 16 is executed.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S49768A01326*13
(c) Explain the effect of executing the pseudo-code on line 17.(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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 49Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 56: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/56.jpg)
*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.
50 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 57: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/57.jpg)
*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.
51Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 58: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/58.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 8 = 5 marks)
52 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 59: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/59.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 8 = 5 marks)
53Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 60: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/60.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Give a reason why it may be illegal for organisations to share their data with third parties.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 9 = 6 marks)
54 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 61: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/61.jpg)
*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)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Give a reason why it may be illegal for organisations to share their data with third parties.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 9 = 6 marks)
55Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 62: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/62.jpg)
*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?
56 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 63: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/63.jpg)
*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?
57Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 64: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/64.jpg)
*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)
58 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 65: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/65.jpg)
*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)
59Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 66: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/66.jpg)
*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.
60 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 67: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/67.jpg)
*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.
61Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 68: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/68.jpg)
*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.
1/1/1/1/1
Computer ScienceComponent 2 and the Programming Project
1CP1/02
62 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 69: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/69.jpg)
*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.
1/1/1/1/1
Computer ScienceComponent 2 and the Programming Project
1CP1/02
63Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 70: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/70.jpg)
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.
64 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 71: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/71.jpg)
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.
65Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 72: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/72.jpg)
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 & ‘ ‘
66 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 73: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/73.jpg)
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 & ‘ ‘
67Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 74: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/74.jpg)
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.
68 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 75: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/75.jpg)
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.
69Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 76: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/76.jpg)
70 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 77: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/77.jpg)
Com
pon
ent
2 M
ark
sch
eme
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
1(a
) Any
tw
o fr
om:
D
ate/
time
of la
st s
ervi
ce (
1).
To
tal r
unni
ng t
ime
sinc
e la
st s
ervi
ce (
1)
Det
ails
of
last
ser
vice
(1)
O
vera
ll to
tal o
f ru
nnin
g tim
e si
nce
car
boug
ht (
lifet
ime)
(1)
Car
num
ber
(1)
Acc
ept
mea
ning
ful
variab
le n
ames
tie
d to
the
scen
ario
, e.
g.Car
Num
ber
(2)
Que
stio
nN
umbe
r Ans
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
in y
ears
(1)
30
min
+ (
10 m
in *
age
InYe
ars)
(1)
Exam
ple:
30 +
(10
* (
toda
yYea
r –
purc
hase
Year
))
(tod
ayYe
ar –
pur
chas
eYea
r) *
10
+ 3
0 30
min
+ (
10 m
in *
(to
dayY
ear
– pu
rcha
seYe
ar))
U
nits
not
req
uire
d
(2)
71Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 78: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/78.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
2(a
) O
ne m
ark
for
each
poi
nt:
Inp
ut
Pro
cess
Ou
tpu
t
(up
to)
5 la
p tim
es
(1)
Cal
cula
te o
vera
ll to
tal
time
for
any
car
in
the
race
Sum
of
lap
times
10 c
ar n
umbe
rs a
nd
10 t
otal
tim
es
Find
the
win
ner
(1)
Car
num
ber
with
qu
icke
st t
otal
tim
e
10 c
ar n
umbe
rs w
ith
5 la
p tim
es e
ach
Find
car
with
qui
ckes
t la
p tim
e Car
num
ber
with
qu
icke
st la
p tim
e (1
)
Aw
ard
as lo
ng a
s m
eani
ng is
dis
cern
ible
(3)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
2(b
) O
ne m
ark
for
a co
rrec
t st
atem
ent:
Re
turn
s th
e in
tege
r pa
rt o
f a
divi
sion
(1
)
72 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 79: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/79.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
3(a
) O
ne m
ark
for
each
cor
rect
ans
wer
in t
he la
st c
olum
n:
Inp
ut
Ou
tpu
t d
isp
laye
d
nu
mA
du
lts
nu
mC
hild
ren
80
smal
l-gr
oup
disc
ount
(1)
22
fam
ily d
isco
unt
(1)
120
larg
e-gr
oup
disc
ount
(1)
In
thi
s or
der
only
in
last
col
umn
(3)
73Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 80: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/80.jpg)
Que
stio
nN
umbe
r Ans
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
gene
ratin
g ‘reg
ular
prici
ng’
1/2/
3/4
0
Sm
alle
st g
roup
qua
lifyi
ng
for
‘fam
ily d
isco
unt’
2 1
(2)
74 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 81: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/81.jpg)
Que
stio
nN
umbe
r Ans
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)
Des
crip
tive
iden
tifie
rs (
1)
Com
men
ts (
1)
(2)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
4(b
)(i)
O
ne m
ark
for
each
cor
rect
ans
wer
:
Pro
gra
mm
ing
con
stru
ct
Lin
e n
um
ber
(s)
A c
omm
ent
2
(1
)
An
inte
ger
variab
le in
itial
isat
ion
9/10
/11
(1
)
Sel
ectio
n 14
-16
(1
)
Iter
atio
n 13
-18
(1
)
In
thi
s or
der
only
in
last
col
umn
of t
able
Awar
d on
ly b
lock
ing
lines
indi
cate
d (1
4, 1
6) a
nd (
13,
18)
Ig
nore
exa
mpl
es
(4)
75Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 82: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/82.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
4(b
)(ii)
O
ne m
ark
for
each
acc
urat
ely
show
n se
quen
ce (
initi
alis
atio
n) o
r co
mpl
ete
pass
thr
ough
loop
.
Exam
ple:
Len
gth
Co
un
t In
dex
Exte
nd
ed [
ind
ex]
Mar
ks
3 0
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
variab
les
is d
isce
rnib
le
Q
uote
mar
ks n
ot
requ
ired
(4)
76 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 83: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/83.jpg)
Que
stio
nN
umbe
r Ans
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:
This
is a
syn
tax
erro
r (1
) Pl
us o
ne fro
m:
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
TES/T
ES is
not
a
reco
gnis
ed c
omm
and
wor
d (1
) (2
)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
5(b
) An
erro
r an
d a
corr
ectio
n fo
r ea
ch li
ne:
Line
10
Er
ror:
The
var
iabl
e m
axim
um d
oesn
’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:
Er
ror:
The
for
loop
goe
s ar
ound
too
man
y tim
es/t
he c
ode
goes
pas
t th
e en
d of
the
vis
itor
arra
y/of
f-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)
77Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 84: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/84.jpg)
Que
stio
nN
umbe
r Ans
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
r ch
ar/c
hara
cter
(1)
Whe
ther
an
indi
vidu
al c
ar is
stil
l und
er t
he
man
ufac
ture
r’s
war
rant
y Boo
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
r Rea
l
(1)
The
num
ber
on t
he in
divi
dual
car
In
tege
r
(1)
(4)
78 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 85: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/85.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
5(d
) A d
iagr
am s
how
ing
a da
ta s
truc
ture
tha
t in
clud
es:
2
or m
ore
row
s (1
)
8 co
lum
ns (
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
):
ID
Mon
Tu
e W
ed
Thur
s Fr
i Sat
Sun
38
65
10
8 5
5 8
0 0
4722
0
0 8
8 8
6 6
Exam
ple
(3 m
arks
):
[0]
[1]
[2]
[3]
[4]
[5]
[6]
[7]
3865
10
8
5 5
8 0
0 47
22
0 0
8 8
8 6
6
Exam
ple
(2 m
arks
):
Mon
Tu
e W
ed
Thur
s Fr
i Sat
Sun
10
8
5 5
8 0
0 0
0 8
8 8
6 6
Exam
ple
(2 m
arks
):
ID
Mon
Tu
e W
ed
Thur
s Fr
i Sat
Sun
38
65
10
8 5
5 8
0 0
4722
0
0 8
8 8
6 6
Exam
ple
(2 m
arks
):
[0]
[1]
[2]
[3]
[4]
[5]
[6]
[7]
3865
10
8
5 5
8 0
0 47
22
0 0
8 8
8 6
6
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
sub
script
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)
79Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 86: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/86.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
6(a
) O
ne m
ark
for
the
corr
ect
nam
e:
Re
turn
val
ue/r
etur
n re
sult/
resu
lt (1
)
Not
RET
URN
alo
ne,
whi
ch is
in t
he q
uest
ion
(1)
Que
stio
nN
umbe
r Ans
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
variab
le,
tota
lTim
e, o
n lin
e 16
is a
loca
l var
iabl
e, w
hich
exi
sts
only
insi
de
the
func
tion
(1)
so
upd
atin
g it
will
not
cha
nge
the
valu
e of
tot
alTi
me
on li
ne 2
, w
hich
is a
gl
obal
var
iabl
e (1
) (2
)
Que
stio
nN
umbe
r Ans
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
variab
le T
OTA
LTIM
E ha
s be
en d
efin
ed o
n lin
e 5
as a
con
stan
t,
whi
ch m
eans
its
valu
e ca
nnot
be
chan
ged
during
exe
cutio
n (1
) (2
)
Que
stio
nN
umbe
r Ans
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)
O
ne m
ark
for
each
app
ropr
iate
cor
resp
ondi
ng t
est
data
(1)
The
mar
k fo
r te
st d
ata
iden
tifie
d m
ust
be li
nked
with
the
ass
ocia
ted
data
val
idat
ion
test
.
Exam
ple:
Val
idat
ion
tes
t Te
st d
ata
timeO
n >
0
tim
eOn
= 0
tim
eOff
>=
0
tim
eOff
= -
3
D
o no
t pe
nalis
e sy
ntax
Acc
ept
appr
opriat
e al
tern
ativ
e va
lues
for
the
te
st d
ata
(4)
80 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 87: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/87.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
7An
amen
ded
proc
edur
e sh
owin
g:
Pa
ram
eter
inse
rted
(1)
Less
tha
n (<
) te
st u
sing
the
new
par
amet
er (
1)
D
escr
iptiv
e va
riab
le n
ame
for
the
para
met
er r
elat
ive
to c
onte
xt (
1)
Exam
ple:
D
o no
t pe
nalis
e sy
ntax
, if
disc
erni
ble
(3)
81Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 88: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/88.jpg)
Que
stio
nN
umbe
r Ans
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
opriat
e ch
oice
(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
quires
onl
y on
e na
me
(1)
20
var
iabl
es m
ay r
equi
re c
ompl
ex s
elec
tion
stat
emen
ts (
1)
An
arra
y m
ay r
equi
re o
nly
one
loop
(1)
20 v
aria
bles
are
alw
ays
need
ed e
ven
if fe
wer
car
s ar
e in
the
rac
e (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
Do
awar
d ‘m
ore
com
plex
to
code
be
caus
e yo
u ha
ve t
o ke
ep t
rack
of
mor
e va
riab
le n
ames
’
(5)
Que
stio
nN
umbe
r Ans
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 p
ostc
ode
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 f
ind
the
targ
eted
po
stco
des
(1)
si
nce
you
can
stop
look
ing
whe
n yo
u go
pas
t w
here
you
r ta
rget
ed p
ostc
ode
shou
ld b
e (1
)
D
o no
t aw
ard
gene
ralit
ies
(3)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
9(b
)(i)
Id
entif
ied
issu
es t
hat
incl
ude:
it is
une
thic
al t
o as
k fo
r th
e et
hnic
origi
n of
a p
erso
n w
ho w
ill b
e dr
ivin
g a
car
(1)
Col
lect
ed in
form
atio
n ca
n be
direc
tly t
ied
to a
n id
entif
iabl
e in
divi
dual
(1
) (2
)
Que
stio
nN
umbe
r Ans
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
with
out
perm
issi
on m
ay b
e ill
egal
(1)
Use
of
data
for
pur
pose
s ot
her
than
whi
ch it
is c
olle
cted
for
may
be
illeg
al (
1)
O
rgan
isat
ions
may
hav
e to
ask
per
mis
sion
bef
ore
shar
ing
pers
onal
dat
a w
ith a
th
ird
part
y (1
)
Acc
ept
viol
ates
the
Dat
a Pr
otec
tion
Act
(D
PA)
2003
(1)
82 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 89: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/89.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
10
(a)
A c
ompl
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
t ar
row
(1)
Sy
mbo
l and
con
tent
s ar
e aw
arde
d in
depe
nden
tly
(6)
83Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 90: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/90.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
10
(a)
(con
tin
ued
)
84 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 91: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/91.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
al G
uida
nce
Mar
k
10
(b)
A f
low
char
t th
at in
clud
es t
he f
ollo
win
g as
pect
s:
Asp
ect
of
So
luti
on
M
arks
01
2
3
Fu
nct
ion
alit
y N
oaw
arda
ble
cont
ent
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
nctio
nal
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
tiona
l
Ther
e ar
e no
err
ors
in
logi
c,le
adin
g to
an
ove
rall
solu
tion
that
is
ful
ly
func
tiona
l A
ccu
racy
of
No
tati
on
N
oaw
arda
ble
cont
ent
Not
atio
n fo
llow
s a
broa
dly
unre
cogn
isab
le
conv
entio
n th
at
is a
pplie
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
conv
entio
n w
hich
is
bro
adly
di
scer
nibl
e bu
t is
ap
plie
din
cons
iste
ntly
Not
atio
n fo
llow
s a
reco
gnis
able
conv
entio
n an
d is
ap
plie
dco
nsis
tent
ly
thro
ugho
ut
Ther
e ar
e a
max
imum
of
3 m
arks
for
fun
ctio
nalit
y.
Ther
e ar
e a
max
imum
of
3 m
arks
for
acc
urac
y of
not
atio
n.
The
mar
ks f
or f
unct
iona
lity
and
accu
racy
are
aw
arde
d in
depe
nden
tly.
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 f
low
cha
rt
sym
bol,
if di
scer
nibl
e
85Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 92: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/92.jpg)
Que
stio
nN
umbe
r Ans
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
86 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 93: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/93.jpg)
Que
stio
nN
umbe
r Ans
wer
Add
ition
alG
uida
nce
Mar
k
11
Ps
eudo
cod
e th
at h
as t
he f
ollo
win
g as
pect
s:
Ther
e ar
e a
max
imum
of
3 m
arks
for
fun
ctio
nalit
y.
Ther
e ar
e a
max
imum
of
3 m
arks
for
acc
urac
y of
not
atio
n.
Ther
e ar
e a
max
imum
of
3 m
arks
for
effic
ienc
y, a
ppro
pria
tene
ss,
and
accu
racy
of so
lutio
n.
Each
row
is a
war
ded
inde
pend
ently
.
Asp
ect
of
So
luti
on
M
arks
01
2
3
Fu
nct
ion
alit
y N
o aw
arda
ble
cont
ent
Ther
e ar
e si
gnifi
cant
err
ors
in lo
gic,
lead
ing
to
an o
vera
ll so
lutio
n th
at is
non
-fu
nctio
nal.
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
tiona
l.
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
tiona
l.
Acc
ura
cy o
f N
ota
tio
n
No
awar
dabl
e co
nten
tN
otat
ion
follo
ws
a br
oadl
yun
reco
gnis
able
co
nven
tion
that
is
appl
ied
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
conv
entio
n w
hich
is
broa
dly
disc
erni
ble
but
is a
pplie
d in
cons
iste
ntly
.
Not
atio
n fo
llow
s a
reco
gnis
able
conv
entio
n an
d is
ap
plie
d co
nsis
tent
ly
thro
ugho
ut.
Effi
cien
cy,
Ap
pro
pri
aten
ess,
an
d A
ccu
racy
of
So
luti
on
No
awar
dabl
e co
nten
tTh
ere
are
sign
ifica
nt e
rror
s in
the
sel
ectio
n 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 s
ome
accu
racy
, al
thou
gh
the
tech
niqu
es m
ay
not
be t
he m
ost
appr
opriat
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)
87Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 94: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/94.jpg)
Question 11 – Pseudo-code example:
# Keep asking for input until user wants to start race RECEIVE key FROM (CHARACTER) KEYBOARD WHILE key <> 'y' DO SEND "Please try again. Press y to start countdown" TO DISPLAY RECEIVE key FROM (CHARACTER) KEYBOARD END WHILE
IF countGridBreaks() = 0 THEN SET red TO false
SET amber1 TO true wait() IF countGridBreaks() = 0 THEN SET amber1 TO false
SET amber2 TO true wait() IF countGridBreaks() = 0 THEN SET amber2 TO false
SET green TO true ELSE stopRace() ENDIF ELSE stopRace() ENDIF ELSE stopRace () 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• Internet access is 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 3 – a completed Head of centre declaration form which should be signed by the Head – available in the specification – see Appendix 4.
Information to students
• The work you submit must be your own.
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S49770A*S49770A©2016 Pearson Education Ltd.
1/1/1/1/1
Computer ScienceProgramming project
88 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 95: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/95.jpg)
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• Internet access is 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 3 – a completed Head of centre declaration form which should be signed by the Head – available in the specification – see Appendix 4.
Information to students
• The work you submit must be your own.
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
*S49770A*S49770A©2016 Pearson Education Ltd.
1/1/1/1/1
Computer ScienceProgramming project
89Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 96: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/96.jpg)
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.
90 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 97: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/97.jpg)
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.
91Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 98: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/98.jpg)
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.
1/1/1/1/1
Computer ScienceComponent 2 and the Programming Project
1CP1/02
92 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 99: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/99.jpg)
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.
1/1/1/1/1
Computer ScienceComponent 2 and the Programming Project
1CP1/02
93Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 100: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/100.jpg)
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.
94 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 101: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/101.jpg)
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.
95Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 102: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/102.jpg)
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 & ‘ ‘
96 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 103: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/103.jpg)
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 & ‘ ‘
97Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 104: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/104.jpg)
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.
98 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 105: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/105.jpg)
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.
99Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
![Page 106: GCSE (9-1) Computer Science - Pearson qualifications · 2020-05-12 · Pearson Edexcel Level 1/Level 2 GCSE in Computer Science In April 2018 we made changes to our sample assessment](https://reader036.fdocuments.us/reader036/viewer/2022062916/5ec33e0b5d98ac05dd05bd23/html5/thumbnails/106.jpg)
For information about Pearson Qualifications, including Pearson Edexcel, BTEC and LCCI qualifications visit qualifications.pearson.com
Edexcel and BTEC are registered trademarks of Pearson Education Limited
Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: 80 Strand, London WC2R 0RL
VAT Reg No GB 278 537121