Computer Science (J277)

Luke Skelly
Please note that you may see slight differences between
this paper and the original.
Duration: Not set
Candidates answer on the Question paper.

OCR supplied materials:

Additional resources may be supplied with this paper.

Other materials required:

• Pencil
• Ruler (cm/mm)

INSTRUCTIONS TO CANDIDATES
• Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters.
• Use black ink. HB pencil may be used for graphs and diagrams only.
• Answer all the questions, unless your teacher tells you otherwise.
• Read each question carefully. Make sure you know what you have to do before starting your answer.
• Where space is provided below the question, please write your answer there.
• You may use additional paper, or a specific Answer sheet if one is provided, but you must clearly show your candidate
number, centre number and question number(s).

INFORMATION FOR CANDIDATES

• The quality of written communication is assessed in questions marked with either a pencil or an asterisk. In History and
Geography a Quality of extended response question is marked with an asterisk, while a pencil is used for questions in
which Spelling, punctuation and grammar and the use of specialist terminology is assessed.
• The number of marks is given in brackets [ ] at the end of each question or part question.
• The total number of marks for this paper is 160.
• The total number of marks may take into account some 'either/or' question choices.

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 1(a) An algorithm stores the position of a character on a straight line as an integer. A user can move the
character left or right.

The following algorithm:

• generates one random number between 1 and 512 (inclusive) to store as the position
• prompts the user to input a direction to move (left or right)
• takes a direction as input until a valid direction is input.

p = random(1, 512)

print("The position is ", p)

a = ""

while a != "left" and a != "right"

a = input("Enter direction, left or right")

endwhile

Describe two ways to improve the maintainability of the algorithm.

[4]

(b) If the character moves left, 5 is subtracted from the position.

If the character moves right, 5 is added to the position.

The position of the character can only be between 1 and 512 inclusive.

The function moveCharacter():

• takes the direction (left or right) and current position as parameters
• changes position based on direction
• sets position to 1 if the new position is less than 1
• sets

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 positionto 512 if the new position is greater than 512
• returns the new position.

Complete the function moveCharacter()

function moveCharacter(direction, position)

endfunction
[6]

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 2(a) Students take part in a sports day. The students are put into teams.

Students gain points depending on their result and the year group they are in. The points are added to
the team score.

The team with the most points at the end of the sports day wins.

Data about the teams and students is stored in a sports day program.

(i) Identify the most appropriate data type for each variable used by the program.

Each data type must be different.

Variable Example Data type

teamName "Super-Team"

studentYearGroup 11

javelinThrow 18.2

[3]

(ii) The student names for a team are stored in an array with the identifier theTeam

An example of the data in this array is shown:

A linear search function is used to find whether a student is in the team. The function:

• takes a student name as a parameter

• returns True if the student name is in the array
• returns False if the student name is not in the array.

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 Complete the design of an algorithm for the linear search function.

function linearSearch(studentName)

for count = 0 to …………….….....……………

if theTeam[……………..…...…….………] == …………….….....…………… then

return …………….….....……………

endif

next count

return False

endfunction
[4]
(b) This algorithm calculates the number of points a student gets for the distance they throw in the javelin:

01 javelinThrow = input("Enter distance")

02 yearGroup = input("Enter year group")

03 if javelinThrow >= 20.0 then

04 score = 3

05 elseif javelinThrow >= 10.0 then

06 score = 2

07 else

08 score = 1

09 endif

10 if yearGroup != 11 then

11 score = score * 2

12 endif

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 13 print("The score is", score)

Complete the trace table for the algorithm when a student in year 10 throws a distance of 14.3

You may not need to use all the rows in the table.

Line number javelinThrow yearGroup score Output

[4]

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 (c) The height a student jumps in the high jump needs to be input and validated.
The height is entered in centimetres (cm) and must be between 40.0 and 180.0 inclusive.

(i) Write an algorithm to:

Each data type must be different.

• take the height jumped as input

• output "VALID" or "NOT VALID" depending on the height input.

You must use either:

• OCR Exam Reference Language, or
• A high-level programming language that you have studied.

[4]

(ii) The algorithm is tested using a range of tests.

Complete the table to identify an example of test data for each type of test.

Test data Type of test Expected output

(height jumped in cm)
Normal "VALID"
Boundary "VALID"
Erroneous "NOT VALID"
[3]

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 (d) The individual results for each student in each event are stored in a database.

The database table TblResult stores the times of students in the 100 m race. Some of the data is
shown:

StudentID YearGroup TeamName Time

11GC1 11 Valiants 20.3
10VE1 10 Super-Team 19.7
10SM1 10 Super-Team 19.2
11JP2 11 Champions 19.65

Complete the SQL statement to show the Student ID and team name of all students who are in year
group 11

SELECT StudentID, .................................................

FROM ..............................................................

...................................................................
[4]
(e) Abstraction and decomposition have been used in the design of the sports day program.

(i) Identify one way that abstraction has been used in the design of this program.

[1]

(ii) Identify one way that decomposition has been used in the design of this program.

[1]

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 (f) An algorithm works out which team has won (has the highest score).

Write an algorithm to:

• prompt the user to enter a team name and score, or to enter "stop" to stop entering new teams
• repeatedly take team names and scores as input until the user enters "stop"
• calculate which team has the highest score
• output the team name and score of the winning team in an appropriate message.

You must use either:

• OCR Exam Reference Language, or
• A high-level programming language that you have studied

[6]

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 3 Tick (✓) one box in each row to identify the programming construct where each keyword is used.

Programming construct
Keyword
Selection Iteration
if
for
while
[3]

4 An algorithm decides if a number is odd or even.

An odd number divided by 2 will give the remainder 1.

The flowchart statements have been written for the algorithm, but the flowchart is incomplete.

Complete the flowchart.

[4]

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 5(a) State what is meant by the term syntax error. Give one example of a syntax error in a program.

Definition

Example

[2]

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 (b) A student writes an algorithm to input two numbers and add them together to create a total.

If the total is between 10 and 20 inclusive, "success" is output.

If the total is not between 10 and 20 inclusive, "warning" is output.

01 num1 = input("Enter a number")

02 num2 = input("Enter a number")
03 total = num1 + num1
04 if total >= 10 then
05 print("success")
06 else
07 print("warning")
08 endif

The algorithm does not work correctly.

Identify the line number of the two logic errors in the algorithm and refine the code to correct each
logic error.

Line number

Correction

Line number

Correction

[4]

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 (c)

(i) Show how a binary search will be used to find the number 10 in the following data set:

1 2 5 6 7 10 20

[3]

(ii) State one pre-requisite for a binary search algorithm.

[1]

(iii) Tick (✓) one box to identify the name of the sorting algorithm that splits data into individual items
before recombining in order.

Bubble sort

Insertion sort

Merge sort

[1]

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 6(a) A program allows users to search for and watch videos. Users give a rating to the videos they watch.

Identify one input and one output for the program.

Input

Output [2]

(b) Describe one method of defensive design that can be used when creating the program.

[2]

7(a) Complete the truth table for P = (A AND B) OR C

A B C P
0 0 0
0 0 1
0 1 0
0 1 1
1 0 0
1 0 1
1 1 0
1 1 1
[4]

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 (b) Draw a logic circuit for P = NOT A AND (B OR C)

[3]

8(a) The variable message is assigned a value.

message = "abcd1234"

Complete the table to show the output when each statement executes.

The first output has been completed for you.

Statement Output
print(message.length) 8
print(message.upper)
print(message.left(4))
print(int(message.right(4))*2)
[3]

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 (b) Write an algorithm in pseudocode to:

• store "Hello" in the variable word1

• store "Everyone" in the variable word2
• concatenate word1 and word2 to store "HelloEveryone" in the variable message

[3]

9(a) Give two reasons why some programs are written in a low-level language.

[2]

(b) Describe the benefits of using a compiler instead of an interpreter when writing a program.

[3]

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 10(a A computer has a Central Processing Unit (CPU).
)
Describe what happens during the fetch-execute cycle.

[2]

(b) Complete the table by writing the name of two registers used in the fetch-execute cycle and the
purpose of each register.

Register Purpose

[4]
(c) Give three characteristics of a CPU that can affect its performance.

3 [3]

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 11(a A car has a ‘Follow Me’ system that uses a cruise control feature to allow the car to follow the car in
) front of it. It will keep the same speed and distance without the driver’s intervention. The cruise control
system is an example of an embedded system.

Explain the reasons why the ‘Follow Me’ system is an example of an embedded system.

[3]

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 (b) The car’s system has Read Only Memory (ROM) and Random Access Memory (RAM).

(i) State two items that will be stored in the ROM for the ‘Follow Me’ system.

2 [2]

(ii) The RAM will store currently running data and instructions.

State three items of data that will be stored in the RAM for the ‘Follow Me’ system.

3 [3]

(iii) Explain why the ‘Follow Me’ system does not need virtual memory.

[2]

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 12(a The following table has either the binary or denary value of 3 numbers.
)
Complete the table by converting the 8-bit binary number into denary and the denary number into 8-bit
binary.

8-bit Binary Denary

11110000

105

00011110

[3]
(b) Complete the table by writing the answer to each statement.

Statement Answer
The smallest denary number that can be
represented by a 4-bit binary number
The largest denary number that can be
represented by a 6-bit binary number
The maximum number of different colours that
can be represented with a colour depth of 7-bits
The minimum number of bits needed to
represent 150 different characters in a character
set

[4]
(c) Show the result of a left binary shift of 4 places on the binary number 00001111.

[1]

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 (d) Describe how to convert a 2-digit hexadecimal number into denary.

Use an example in your answer.

[3]

(e) Add these two 8-bit binary numbers using binary addition.

Show your working out.

[2]

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 13(a An airport has computers that are connected together on a Local Area Network (LAN).
)
Each computer has an IP address and a MAC address.

(i) Give one valid example of an IPv4 address and one valid example of an IPv6 address.

IPv4

IPv6

[2]

(ii) Describe the format of a MAC address.

[2]

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 (b) The airport currently has wired connections in their Local Area Network.

(i) Describe two benefits to the airport of using wired connections in their network.

[4]

(ii) Explain the reasons why the airport should also allow the network to be accessed using a wireless
connection.

[3]

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 (c) One office in the airport has five computers connected to one switch. There are two printers in the
office that can be accessed by all computers.

The computers are connected using a star topology.

(i) Draw a diagram to show how the five computers, switch and two printers are connected in a star
topology.

[3]

(ii) Give one benefit and one drawback of the office using a star topology instead of a mesh topology.

Benefit

Drawback

[2]

(iii) Describe the role of the switch in the star topology.

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 [3]

14(a The table contains operating system functions and a task that each function performs.
)
Complete the table by writing the two missing function names and a task performed by the two given
functions.

Function Task

Moves data from secondary storage to RAM

Peripheral management

Allows the user to create, name and delete

folders

User interface

[4]

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 (b) Complete the description of utility system software using the words provided in the box. Not all words
are used.

access amount apart compression consecutive

defragmentation deleted encryption key lock

quantity separate speed understood

................................................ software changes data using a ................................................ If the

changed data is intercepted, it cannot be ................................................ This software does not stop

the data from being intercepted.

................................................ software analyses the data on a disk to find files that have been split

and stored in separate locations. The split files are moved to be ................................................ in

storage and the free space is moved together. This does not provide more storage space on the disk,

instead it makes the ................................................ of the data faster because the read head does not

have to move as far to access the next part of the file.

[6]

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 15 A computer programmer has developed a computer game that they want to release for users to
download over the internet. The programmer needs to decide whether to release the game as open
source or proprietary software.

Discuss the features, benefits and drawbacks of each type of licence for this program and make a
recommendation to the programmer.

You should include the following in your answer:

• features of each licence

• legal and ethical issues of each licence
• benefits and drawbacks of each licence.

[8]

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 16(a A musician uses a computer to make and record music.
)

(i) Tick (✓) one box to identify the correct description of sound sampling.

The frequency of the wave is measured a set number of times each second.

The amplitude of the wave is measured at set intervals.

The digital sound wave is measured a set number of times each second.

The analogue sound wave’s resolution is measured at set intervals.

[1]

(ii) Explain how changing the bit depth will affect the sound file.

[2]

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 (b) The musician has run out of storage space on their secondary storage device and needs to buy a
replacement.

(i) Identify whether the musician should buy a magnetic secondary storage device or a solid state
secondary storage device for their computer.

Justify your choice.

Type

Justification

[4]

(ii) Identify one other type of secondary storage.

[1]

(iii) Tick (✓) one box to identify the smallest secondary storage capacity.

2.1 GB

300 MB

200 000 KB

0.0021 TB

[1]

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 (iv) The musician’s recordings have an average (mean) file size of 3 MB. The musician has 1000
recordings.

Calculate an estimate of the storage space in GB that the 1000 files will require, assuming they are
each 3 MB in size. Show your working out.

Working space:

Answer: ......................................... GB

[2]

END OF QUESTION PAPER

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 Question Answer/Indicative content Marks Guidance

1 a 2 marks max per group 4 Do not accept "what variables do" –

(AO2) incorrect verb, variables store/hold
Meaningful identifiers // meaningful data.
variable names
…to describe/show what they store BOD notes (and alternatives) for
// purpose of variable comments. Do not allow instructions.
An example of a meaningful
variable identifier for this algorithm Do not allow indentation (already done
Comments in program given)
…to make it easier for other
programmers to follow / understand Allow whitespace / blank lines (same
(part of) the code // explains what expansions as comments)
the code does // easier to debug
An example of a suitable comment Do not award expansion without being
for this algorithm clear which method is being discussed.
Use of subroutines “Makes it easier to understand” by itself
…to reuse blocks of code // make is TV.
code easier to follow
An example of a subroutine for this Examiner’s Comments
algorithm
Use of constants It was pleasing that the majority of
…to store data that will not change candidates understood the term
(during program execution) // so maintainability and were able to
data can be changed in one place suggest suitable improvements on a
only generic level, such as improving the
An example of a constant for this naming of variables and adding
algorithm (e.g. store 512 as a comments. Better responses that
constant) achieved full marks were able to apply
this to the code given, such as
suggesting more suitable variable
names.

Candidates who suggested adding

indentation were not credited with
marks as this has clearly already been
done in the code given and thus would
not be an improvement.

Key point – generic versus. context

driven responses

Where a question gives a context or

scenario (such as data or a program
being given), it is important that
candidates refer to this context in their

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 Question Answer/Indicative content Marks Guidance
response if they are hoping to achieve
full marks. For this question, the
question text was:

‘Describe two ways to improve

the maintainability of this algorithm’

This is a very different question from

‘Describe two ways to improve the
maintainability of an algorithm’ where a
generic response would suffice.

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 Question Answer/Indicative content Marks Guidance

b 1 mark each to max 6 6 Allow else for BP3/4 (validated in

(AO3) question 8a)
Appropriate use of both parameters
and no additional inputs / incorrect Allow <=, >= and equivalents (e.g. <=
overwrites that affect outcome of 0) for BP5.
algorithm
Attempt at selection… Do not award BP5 if before BP3 and 4
…correctly checking if direction (otherwise will alter position value)
is "left" and subtracting 5 from
position (or equivalent) BP6 only to be given if attempt made
…correctly checking if direction at calculating new position. Calculation
is "right" and adding 5 to position can be partial/incorrect.
(or equivalent)
Ensuring position (or equivalent) is Ignore repeat of function header / end.
between 1 and 512 inclusive
Returning the updated position Accept flowchart / structured English
but must not just repeat the question.
Example
if direction == "left" then If response uses loop to incorrectly
position = position - 5 change position multiple times, do not
elseif direction == "right" award BP1 (incorrect overwrite)
then
position = position + 5 For minor syntax errors (e.g. missing
endif quotation marks or == for assignment,
spaces in variable names) penalise
if position < 1 then once then FT.
position = 1
elseif position > 512 then Examiner’s Comments
position = 512
endif This question was an excellent
discriminator in terms of candidate
return position achievement. In particular, correct use
of the given parameters (direction
and position) was only seen from
the most successful candidates. Many
candidates instead started their
response by asking for input from the
user and therefore overwriting the
parameters, losing crucial marks in the
process.

As on previous papers, this question

provided one mark for any attempt
made at a section of the requirement,
in this case selection. Candidates who

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 Question Answer/Indicative content Marks Guidance
attempted to use an if or select
case statement, even incorrectly or in
the wrong context were able to achieve
at least this mark; centres should
therefore continue to encourage all
candidates to attempt each and every
question and not leave responses
blank.

It was challenging to achieve full

marks, but many candidates did
because of their excellent levels of
practical programming experience in
school.

Exemplar 2

This candidate achieved full marks.

The given parameters (direction and
position) are both used and not
overwritten by inputs before the
position is modified depending on the
direction given. The position is then
validated to make sure that it is
between 1 and 512 before being
returned.

Note the use of position +=5 to add

5 to the position. This is an entirely
acceptable alternative to position =
position + 5

Total 10

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 Question Answer/Indicative content Marks Guidance

2 a i String 3 Accept alternative equivalent correct

Integer (AO3) data types (e.g. single/double/decimal
Real / Float for BP3)

Do not accept char for BP1

Examiner’s Comments

This question was completed very well

by the vast majority of candidates,
showing that the use of data types are
now well understood by centres.

ii theTeam.length() - 1 // 5 4 Accept 6 // theTeam.length() for

count (AO3) BP1 (Python).
studentName
True Accept alternative length functions e.g.
len()

Accept count = 5 (and equivalents)

for BP1. Accept "True" for BP4.

Do not allow obvious spaces in

variable names.

Ignore capitalisation.

Examiner’s Comments

This was a challenging question

revolving around the use of an array
that is iterated through to implement a
linear search. Many candidates
achieved two marks for the first and
last points, understanding that the loop
would repeat from indexes 0 to 5 and
that the value True would be returned
if the item was found. As usual,
allowance was given for off-by-one
errors with this loop because of the
prevalence of Python in centres and
how loops are count controlled loops
are handled in this language.

It was far less common for candidates

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 Question Answer/Indicative content Marks Guidance
to achieve the middle two marks,
perhaps because the level of technical
knowledge needed was greater. A
number of candidates attempted here
to fashion a 2D array and refer to
multiple indexes, but this was not
appropriate given the data structure
given. The most challenging mark was
certainly the use of count as the index
of the theTeam array, with very few
candidates correctly identifying this as
the missing element.

Assessment for learning

Centres are encouraged to link the

topics of arrays (both single and two-
dimensional) to count controlled loops
to be confident in answering questions
like this one.

A very common programming exercise

is to iterate through every item in an
array, either to search for an item,
count or add items or as the pre-cursor
for a search. Candidates are expected
to have significant practical
programming experience over the
duration of their studies.

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 Question Answer/Indicative content Marks Guidance

b javelinThrow set to 14.3 on line 4 Max 3 if in wrong order or additional

01 and yearGroup set to 10 on (AO3) (incorrect) changes. Penalise line
line 02 numbers once then FT.
score set to 2 on line 06
score set to 4 on line 11 Allow FT for BP4 for current value of
"The score is 4" output on line 13 score.
with no additional outputs (allow
input statements) BP4 must not include comma. Ignore
superfluous spaces. Ignore quotation
Example marks.

Treat any entry in output column as an

output, even if "x", "-" or "0".

Examiner’s Comments

Answer may include lines where no Trace tables have appeared multiple
changes or output happens (i.e. lines times in J277 examination papers now
3, 4, 5, 7, 8, 9, 10, 12). and candidates are hopefully familiar
with the expectations, which are
Where variable doesn't change, current consistent across series.
value may be repeated on subsequent
lines. Most candidates correctly traced
through the given algorithm, which was
more accessible than usual due to not
containing any loops. Where mistakes
were made, this was typically to do
with either incorrect line numbers being
given for each change (this was
penalised once only and then
subsequent mistakes with line numbers
followed through) or additional
incorrect output being given.

Candidates should be encouraged to

simply leave boxes blank if no output is
given on a particular line. If (for
example) ‘x’ is written, examiners are
unsure whether the candidate meant
no output or the letter ‘x’ should be
output. This ambiguity would mean that
no mark could be given.

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 Question Answer/Indicative content Marks Guidance

c i inputs a value from the user and 4 Answers using AND/OR for BP2 and
stores/uses (AO3) BP3 must be logically correct e.g. if
checks min value (>= 40.0 // < 40) height >=40 and height <=180.
checks max value (<=180.0 // > Do not accept if height >=40 and
180) <=180
…outputs both valid / not valid
correctly based on checks Answers using OR will reverse output
for BP4 (see examples).
Example 1 (checking for valid input)
h = input("Enter height BP4 needs reasonable attempt at
jumped") either BP2 or BP3. Need to be sure
if h >= 40 and h <= 180 then what is being checked to be able to
print("valid") decide which way around valid/invalid
else should be.
print("not valid")
endif Allow FT for BP4 if reasonable attempt
at validating (must include at least one
Example 2 (checking for invalid input) boundary)
h = input("Enter height
jumped") Ignore conversion to int on input.
if h < 40 or h > 180 then input cannot be used as a variable
print("not valid") name.
else
print("valid") Greater than / less than symbols must
endif be appropriate for a high-level
language / ERL. Do not accept =>
(wrong way around) or > (not available
on keyboard). No obvious spaces in
variable names. Penalise once and
then FT.

Examiner’s Comments

This question was done very well by

the majority of candidates, with multiple
ways of achieving the marks possible.

One common problem was consistent

with Question 3 (b), as again multiple
conditions could be evaluated using a
single if statement. Candidates
needed to refer to their input value for
each comparison if they were to
achieve full marks. Another common
problem was with the boundaries used;

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 Question Answer/Indicative content Marks Guidance
the tests must check 40 to 80 inclusive
(for valid response) to be marked as
correct. Obviously, if an input on these
boundaries would produce the wrong
output then full marks could not be
given.

One final common problem involved

the use of greater than or equal to
signs (and also less than or equal to).
The common signs used in
mathematics are not available on a
typical keyboard and so would not be
allowed in Section B of this paper.
Instead, >= or <= should be used, and
these should be the correct way
around.

ii Any normal value (between 40 and 3 No need to include decimals, e.g.

180 inclusive) (AO3) accept 50. Ignore cm if given.
40.0 // 180.0
Any value less then 40 // any value Answer must be actual data (e.g. 50)
greater that 180 // any non-numeric and not description of data (e.g. "a
value value between 40 and 180"). If
descriptions given, do not accept this
as non-numeric for BP3

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d TeamName only in first space 4 Max 3 if not in correct order / includes

TblResult in second space (AO3) other logical errors.
WHERE
…YearGroup = 11 Ignore capitals.
Do not accept * or additional fields for
BP1

Spelling must be accurate (e.g. not

TblResults).

No spaces in field names, penalise

obvious spaces once and then FT.
Allow quotation marks around field
names, table name and 11

Accept == for BP4 (invalid SQL but

works in some environments)

Examiner’s Comments

A number of candidates struggled with

this question. Problems included
spaces in field names, misspelling of
the table name (such as TblResults
plural when TblResult singular was
given) or misunderstanding of the
WHERE clause.

Allowance was given where == was

used for comparison and examiners
were instructed to allow this (as this is
used for comparison in high-level
languages such as Python), although
this is incorrect as defined in the most
recent ANSI SQL standards.

e i any example of simplification / 1 Must be applicable to this program (in

removing data or focussing on data (AO3) the context of students and a sports
(in the design) day), not a generic description of what
abstraction is. Give BOD where this is
Examples : unclear.
- “focus on student names and events”
- “ignore data such as students’ Examiner’s Comments
favourite subjects”
- “store year groups instead of ages or Both questions here asked about

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 Question Answer/Indicative content Marks Guidance
DOB” abstraction and decomposition of the
- “shows student IDs instead of full sports day program. As explained
student details” previously in this report, where a
scenario or context is given,
candidates are expected to use this
context. No marks were given by
examiners for generic definitions of
what the term abstraction or
decomposition means.

Abstraction in the sports day program

could have been for focusing on
anything sensible (such as event
names) or removing/ignoring anything
sensible (such as showing student IDs
instead of names). Where the context
of the sports day was used, candidates
were generally successful in achieving
this mark.

Decomposition use was more tricky to

correctly identify, as many candidates
simply referred to how already
separate data was stored. Where this
extended to true decomposition (such
as breaking down data into multiple
tables, splitting up event data, etc.) this
was credited but the average
candidate fell short here. A much more
successful approach was to discuss
the decomposition of the program,
such as having a separate algorithm
for each event. Candidates attempting
this angle of response did very well.

Examiners were instructed for both

questions to be generous in deciding
whether candidates had indeed
referred to the sports day context.

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 Question Answer/Indicative content Marks Guidance

ii any example of breaking down the 1 Must be applicable to this program, not
program into sections/subroutines (AO3) a generic description of what
any example of breaking down the decomposition is. Give BOD where this
database into tables is unclear.

Examples : Do not give answers discussing

- “splits the program up into different splitting into fields (e.g. split into
events” StudentID, YearGroup, etc).
- “separates the validation routines into
subroutines” BOD if answer discusses one table but
- “breaks the database down into a suggests other tables could be used.
table per event”
Do not give answers relating simply to
data being split into smaller groups
unless this clearly relates to how data
is decomposed into tables in the DB.

Allow reference to sports day to mean

sports day program.

Examiner’s Comments

Both questions here asked about

abstraction and decomposition of the
sports day program. As explained
previously in this report, where a
scenario or context is given,
candidates are expected to use this
context. No marks were given by
examiners for generic definitions of
what the term abstraction or
decomposition means.

Abstraction in the sports day program

could have been for focusing on
anything sensible (such as event
names) or removing/ignoring anything
sensible (such as showing student IDs
instead of names). Where the context
of the sports day was used, candidates
were generally successful in achieving
this mark.

Decomposition use was more tricky to

correctly identify, as many candidates

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 Question Answer/Indicative content Marks Guidance
simply referred to how already
separate data was stored. Where this
extended to true decomposition (such
as breaking down data into multiple
tables, splitting up event data, etc.) this
was credited but the average
candidate fell short here. A much more
successful approach was to discuss
the decomposition of the program,
such as having a separate algorithm
for each event. Candidates attempting
this angle of response did very well.

Examiners were instructed for both

questions to be generous in deciding
whether candidates had indeed
referred to the sports day context.

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f Input team name AND score and 6 For BP3, allow "stop" to be entered for
store / use separately (AO3) either team name or score (or both).
Attempt at using iteration… Allow third input (e.g. "do you wish to
…to enter team/score until "stop" stop?")
entered
Calculates highest score Allow use of break (or equivalent) to
Calculates winning team name… exit loop for BP3.
…Outputs highest score and team
name Allow use of recursive function(s) for
BP2/3.
Example 1
highscore = 0 Initialisation of variables not needed -
while team != "stop" assume variables are 0 or empty string
team = input("enter team if not set.
name")
score = input("enter Ignore that multiple teams could get
score") the same high score, assume only one
if score > highscore then team has the highest score.
highscore = score
highteam = team BP4/5 could be done in many ways –
endif see examples. Allow any logically valid
endwhile method. Allow use of max/sum
print(highscore) functions and use of arrays/lists.
print(highteam)
FT for BP6 if attempt made at
Example 2 (alternative) calculating highest score/name
scores = []
teams = [] If answer simply asks for multiple
while team != "stop" entries (not using iteration), BP2 and 3
team = input("enter team cannot be accessed but all others
name") available.
score = input("enter
score") For minor syntax errors (e.g. missing
scores.append(score) quotation marks or == for assignment,
teams.append(team) spaces in variable names) penalise
endwhile once then FT.
highscore = max[scores]
highteam = teams[scores.index input cannot be used as a variable
(highscore)] name.
print(highscore)
print(highteam) Examiner’s Comments

The final question in Section B is

expected to be challenging and this
proved to be the case, although again

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 Question Answer/Indicative content Marks Guidance
was perhaps more accessible than
previous papers' final questions.

Marks were available for inputs (one

mark) and correctly iterating over as
required (two marks), with these three
marks proving to be the easiest to
achieve. The next three marks required
significant processing in terms of
calculating the highest score and team
name from multiple values entered by
the user. The vast majority of
candidates simply kept a running
‘highest score’ and updated this on
each iteration. Where this was
attempted, it was mostly successful.
Other candidates attempted more
complex solutions, including adding
data to arrays and then calculating
highest values; where this was done
successfully, this of course achieved
full marks but frequently small logic
mistakes meant that not all marks were
given. Centres should encourage
candidates to keep their responses
simple and not produce over-elaborate
solutions if a simpler alternative is
available.

A common mistake was where

candidates attempted to use loops in
the style of for x in list : . In this
case, the variable x is a reference to
an item in the array and not an index. It
would therefore not be appropriate to
try to access list[x] later in the
code.

A significant number of candidates

were able to create a solution that fully
met the requirements of the question,
doing so in an elegant and efficient
manner. This is extremely pleasing and
show excellent understanding,
produced from excellent teaching and

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 Question Answer/Indicative content Marks Guidance
significant amounts of practical
programming experience.

Exemplar 3

The candidate response shown here

achieved six out of six marks. Both the
name and score are input as required,
with this being inside a while loop.
Perhaps unconventionally (but
acceptably), the candidate has used a
break command to end the loop
(which otherwise is infinite) upon stop
being entered. This could have been
more elegantly rewritten as while
name != ‘stop’ but this would not
have achieved any further marks.

Within the loop, the candidate uses two

variables to keep track of the current
highest score and associated team,
before printing these out in a message
once the loop has ended.

Total 30

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3 Keyword Programming 3
construct (AO1) Examiner’s Comments
Selection Iteration
This question was answered very well
if ✓ by the majority of candidates, showing
for ✓ a good understanding of the difference
while ✓ between the key programming
constructs of selection and iteration.

Practical programming skills in lessons

should be used to make this explicit
link between technical definitions and
use within a high-level language.

Total 3

4 Correct shape for all three inputs 4 No need for arrows – lines are
AND outputs (parallelogram) (AO2) acceptable.
Correct shape for decision
(diamond) BOD for correct answers that include a
True and False // Yes and No loop back to the start
labelled correctly (true/Yes linking
to “Even”) Examiner’s Comments
All lines joined up correctly and link
to End. The majority of candidates recognised
the correct flowchart shapes to be
used for a decision and many also
were able to use the parallelogram
shape for inputs and outputs. However,
fewer correctly connected up the boxes
to make sure that all paths started and
ended at appropriate points and even
fewer candidates labelled up the
decision box appropriately with
True/False or Yes/No. These labels are
crucial to be able to follow the path of
the algorithm when a decision is made.

Total 4

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5 a Max 1 mark for definition that is clearly 2 BOD code/program etc for BP1
different from a logic error. (AO1)
Do not allow answers linked to data
(an error that) breaks the types.
rules/grammar of the programming
language "incorrect grammar" by itself is NE
Stops the program from running //
does not allow program to run // Do not allow “stop working”, "does not
crashes the program // does not work", etc – TV.
allow program to translate
Do not accept missing quotation marks
Suitable example for 1 mark, e.g. e.g. print(hello) (could be a
variable name)
misspelling key word (e.g. printt
instead of print) BOD given code that could cause a
Missing / extra symbol (e.g. missing syntax error in a high-level language.
bracket, missing semicolon)
Mismatched quotes Examiner’s Comments
Invalid variable or function names
(e.g. variable starting with a number This question firstly asked for a
or including a space) definition of the term ‘syntax error’.
Incorrect use of operators Although many candidates were
Use of reserved keywords for correctly able to do this in terms of
variables (e.g. print = 3) rules of the programming language
Incorrect capitalisation of keywords being broken, many instead gave
(e.g. Print instead of print) examples of issues that would cause
Incorrect indentation (of code syntax errors, such as ‘where a bracket
blocks) is missing’. This would indeed cause a
Missing concatenation (e.g. syntax error in many high-level
print(score x) ) languages but is not a definition in
general and so was not credited by
examiners for this part of the question.

The second part did ask for an

example and generous interpretation
was asked of examiners so that any
issue that could feasibly cause a
syntax error was awarded, such as
missing brackets or misspelling of key
words. One common misconception
here involved missing quotation
marks/string delimiters around a string,
which could instead be a reference to a
variable if this was a single word.

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 Question Answer/Indicative content Marks Guidance

Misconception

A syntax error is a mistake with the

rules/grammar of the programming
language that means the program will
not run/execute or compile.

Code such as print(temp) would

not necessarily be a syntax error
because temp could plausibly be a
variable.

b 1 mark each 4 Allow other logical corrections that will

(AO3) fix the problem identified and does not
line 03 introduce any further errors.
total = num1 + num2
Allow descriptions of changes as long
Line 04 as clear exactly what will change. Do
if total >= 10 and total not allow ambiguous descriptions of
<=20 then changes to code.

Allow other logical equivalent code e.g. Ignore missing then from line 04.
total = int(num1) + int(num2)
if 10 <= total <= 20 Ignore capitalisation.

Examiner’s Comments

Line 03 was commonly identified as

containing a logic error and many
candidates were able to correct this.
Where a candidate attempted to
explain what changes should be made,
this was only credited where the
explanation was unambiguous and
precise.

The correction to line 04 was

commonly done incorrectly due to the
need to check multiple values.

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 Question Answer/Indicative content Marks Guidance
Misconception

Where multiple values are required to

be checked in a selection statement, a
line such as :

if total >= 10 and <= 20 then

is incorrect as the second part of the

statement has nothing to compare 20
against. The first part will clearly
evaluate to true or false, but the
second part is ambiguous. Instead,
candidates should be encouraged to
use :

if total >= 10 and total <=

20 then

Alternatives that work in high-level

languages would also obviously be
accepted.

Exemplar 1

Although this candidate has correctly

identified lines 03 and 04, the
correction for line 04 is incorrect due to
the missing reference to total when
comparing the upper boundary. This
achieves three marks out of four.

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c i 1 mark each 3 BP1 can be given for generic answer.

(AO2) BP2 and 3 must be linked to data set
Compare to / pick out middle value given
(which is 6)
discard only left side // retain only For BP2, must remove 1, 2,5 and 6
right side (because 6 < 10)… from list if discussing individual
… Compare to / pick out (middle numbers. Allow FT for BP3 if this done
value which is) 10 incorrectly.

ii Data must be sorted / in order 1

(AO1)

iii Merge sort 1

(AO1)

Total 11

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 Question Answer/Indicative content Marks Guidance

6 a Input e.g. 2 1 mark for a suitable input,

(AO1) 1 mark for a suitable output
Name / keyword for video (to be
searched for) // search text Allow input / print pseudocode
Controls for watching video (e.g. statements if meets mark point(s).
play / pause) Does not have to be valid pseudocode.
Rating given to video
Do not allow examples of inputs (e.g.
Output e.g. “music videos”)

Video to be watched // audio Examiner’s Comments

Results of search
(total / overall / average) rating of Identification of inputs and outputs for
video a problem is covered in specification
Number of views (of video) point 2.1.2 and candidates are
Confirmation of data entry / data expected to be precise with their
validity responses. Answers such as ‘video’ as
Messages to user // example input are problematic because the
messages (e.g “enter a rating”, candidate would not upload or use a
“your rating has been saved”) in video for their input. Candidates who
quotation marks were more precise and used terms
such as ‘name of video’ of ‘keywords
searched for’ were positively
recognised for this.

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 Question Answer/Indicative content Marks Guidance

b Only 1 method asked for. Could be 2 Allow validation / input sanitisation /

name and description/example or (AO1) passwords as expansion of anticipating
description and example misuse.

Authentication Allow mark for description with no /

…checking users allowed to access incorrect name
the site / know identity of users
…by example (e.g. username and Allow any 2 points from mark scheme
password) as long as clearly linked to a single
Anticipating misuse // preventing defensive design method.
misuse
…stopping the user breaking / Examiner’s Comments
hacking into the system
…by example (e.g. restricting entry The specification (Section 2.3.1) lists
to integers) multiple ways that defensive design
Validation could be used in a program and any of
…check / only allow sensible data these, plus other sensible options,
to be entered / check data is were allowed as an acceptable
sensible response. The describe command
…by example (e.g. restrict ratings word then required candidates to add
to 1 to 10 / presence check / format further detail to obtain a second mark,
check) in this case by describing how it could
Input sanitisation be used, either generically or as a
…removing invalid/special specific example. Many points on the
characters mark scheme crossed over with each
…by example (e.g. remove other, such as a validation example
quotation marks / semicolons) being a sensible expansion for
Maintainability anticipating misuse, and hence two
…ensuring program is able to be marks were able to be obtained in
understood by others multiple ways.
…by example (e.g. modularisation /
comments)

Total 4

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7 a 1 mark per group of 2 rows 4 Accept True / False etc.

(AO2)

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b 1 mark each 3 Max 2 if not logically correct or any

(AO3) additional / missing gates.
NOT A
B OR C Shapes of gates must be correct with
AND gate with two inputs correct number of inputs. Ignore
annotation of gate names.

NOT gate must include circle. Other

gates must not include circle.

Examiner’s Comments

Drawing logic circuits is now a

commonly asked question and
candidates are generally competent at
doing this. Where issues did arise, they
tended to be missing the circle from
the NOT gate (and therefore turning it
into a buffer, not a logic gate) or
including the incorrect number of
inputs into a gate.

Key point – logic gates

Candidates are expected to be able to

draw the correct shapes for each gate.
A number of candidates labelled their
gates up, but this is not necessary;
examiners are instructed to mark the
shape of each gate and ignore any
labelling.

Candidates are not allowed to take

stencils or other tools that allow them
to more easily draw these gates into an
examination unless as part of a
specific access arrangement agreed by
OCR.

Total 7

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8 a 1 mark for each output 3 Case must be correct but BOD if

(AO2) ambiguous.

print(message ABCD1234 Allow quotation marks in answer.

.upper) (upper case)
print(message abcd (lower Examiner’s Comments
.left(4)) case)
This question assessed string
print(int(mes 2468 manipulation and used OCR Exam
sage.right(4) Reference Language(ERL) to present
)*2) each statement. This highlights the
importance of candidates being taught
how to interpret ERL as questions in
the exam will be written in this format.

Candidates were generally confident

with the use of .upper and .left().
Candidates were less confident when
this was combined with casting in the
last part.

b 1 mark per bullet point : 3 Accept & / + / . etc as valid methods of

(AO3) concatenation. Allow use of sensible
storing both strings correctly in concatenation functions e.g. concat() .
word1 and word2 Do not allow commas.
correct concatenation (word1
then word2)… Do not allow == for assigning value to
…storing in variable message string. Do not allow spaces in variable
names. Penalise once then FT.
Example
word1 = "Hello" Ignore additional code given. Ignore
word2 = "Everyone" case.
message = word1 + word2
Reasonable attempt at BP2 needed to
access BP3.

Examiner’s Comments

This question was intended to be

straightforward and aimed at all
candidates, including those expecting
to achieve lower grades. However, a
significant number of candidates
dropped marks, either through perhaps
not reading the question requirements

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 Question Answer/Indicative content Marks Guidance
or through not understanding the term
concatenation.

There is no requirement in the question

to print out the message obtained,
simply to store it in the variable
message. Where this was done in
addition, this was not penalised but
often it was done instead of storing the
concatenated message.

A common mistake was to use the

comma for concatenation when in most
high-level languages (and especially
Python), this is simply used to print out
two items or pass two arguments to a
subroutine and not actually
concatenate values. Another common
mistake was with the names of the
variables given – if these included
spaces or differed from those given in
the question (such as word 1,
wordone or world1 instead of
word1) examiners were instructed to
not allow these alternatives.

Total 6

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9 a 1 mark each to max 2 2 "More efficient" by itself is TV.

(AO1)
(machine code) does not need to Mark first answer on each line.
be translated / compiled /
interpreted BP6 relates to Assembly language
Direct control of hardware / memory being a one-to-one direct mapping to
Faster execution time machine code.
Code can be optimised / shorter
code / use less memory Examiner’s Comments
Can program for specific hardware
Assembly language is fast to These questions assessed
translate. understanding of low-level languages
and the use of compilers to translate
from high-level code. Many candidates
were able to do this well and clearly
understood the need for high-level
languages to be translated into
machine code before the processor
can execute this. The questions,
however, did not ask just for this but
specifically asked for reasons and
benefits. Where candidates left their
response as simply a discussion of the
difference between high-level and low-
level code or between translators and
compilers, it was difficult for examiners
to award marks.

Better responses were able to give

clear reasons for the use of low-level
code (such as direct control of
hardware and faster execution of code)
and the benefits of using a compiler
instead of an interpreter (such as being
able to distribute an executable file
with no access to source code and not
needing to translate code again once
this has been done).

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b 1 mark each to max 3 3 Allow in reverse (e.g. “interpreter

(AO1) translates every time”)
Can produce an executable file
program/code runs/executes faster Do not allow "no access to source
(than interpreted version) code" unless clearly talking about end
end users do not need translator user. Allow if in context of distribution.
Can be run again/multiple times
without re-translating // only needs Do not allow descriptions of how a
to translate once compiler translates (e.g. "translates
End users have no access to whole code in one go")
source code // distributed with no
source code… “Faster / quicker” by itself is TV
…cannot steal/copy/modify
code/program Examiner’s Comments
Shows all/multiple errors // shows
errors at the end (of compilation) // These questions assessed
creates error file understanding of low-level languages
Compiler can optimise the code and the use of compilers to translate
from high-level code. Many candidates
were able to do this well and clearly
understood the need for high-level
languages to be translated into
machine code before the processor
can execute this. The questions,
however, did not ask just for this but
specifically asked for reasons and
benefits. Where candidates left their
response as simply a discussion of the
difference between high-level and low-
level code or between translators and
compilers, it was difficult for examiners
to award marks.

Better responses were able to give

clear reasons for the use of low-level
code (such as direct control of
hardware and faster execution of code)
and the benefits of using a compiler
instead of an interpreter (such as being
able to distribute an executable file
with no access to source code and not
needing to translate code again once
this has been done).

Total 5

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10 a 1 mark each 2 MP4 BOD carried out etc. for

executed.
Data/instructions are fetched from
memory/RAM/primary storage Ignore inaccurate references to
Data/instructions are stored using registers and components (other than
the registers // correct example of a MP2 correct example of a register).
register storing address/data
Data/instructions are decoded // Examiner’s Comments
Data/instructions are split into
opcode and operand Candidates often correctly identified
Data/instructions are that data is fetched from memory, or
executed/processed from RAM, and are then processed.
ALU performs the logical/arithmetic Some candidates gave a more
calculations technical description including the role
of the registers in this process. The
stronger responses included clear
references to data or instructions being
processed. Some candidates
inaccurately identified that information
was processed, or that programs were
fetched from memory.

b 1 mark for naming register, 1 for 4 Careful that the purpose is not an
matching purpose action such as fetches, takes,
retrieves.
Program counter // PC
Stores the address of the Read full purpose and award a correct
current/next instruction to be point
fetched // stores the address of the
instruction for the current/next FE Accept
cycle
Current instruction
Memory address register // MAR register//CIR//Instruction
Stores the address of the register//IR
current/next instruction/data to be Stores the instruction currently
fetched // stores the address where being executed
data/instruction is to be stored
BOD memory buffer register for MDR.
Memory data register // MDR
Stores the data/instruction fetched If there is no register but the register is
from memory // stores given in the purpose column, award
data/instruction to be stored in the purpose if accurate.
memory // stores the If the answer in the register column is
data/instruction located in the incorrect, do not mark purpose.
memory location in the MAR

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Accumulator // ACC For PC and MAR, accept 'pointer' for
Stores the result of calculations // storing address
stores data currently being
processed / by example // stores Accept memory address, memory data
the result from the ALU
Examiner’s Comments

Candidates were often able to identify

one or two registers that are used in
the F-E cycle. Fewer candidates were
able to give a purpose in the F-E cycle.

Some candidates identified that the

registers were involved in the fetching
or transmission of data, for example
that the MAR transmits the address to
RAM..

Misconception

A common misconception is that the

program counter keeps track of how
many programs have run or counts the
instructions that are being processed.

c 1 mark each to max 3 3 'clock' 'cache' 'speed' 'cores' on its own

is NE.
Clock speed
Cache size Examiner’s Comments
Number of cores
Candidates were often able to identify
at least one characteristic of a CPU,
most commonly the clock speed and
number of cores. Some responses
were not precise enough as to the
characteristics, for example stating
'clock' or 'core' without reference to the
speed of the clock, or the number of
cores, which were too ambiguous.

Total 9

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11 a 1 mark each to max 3 3 MP2 BOD reference to it being 'built

into' 'something' reasonable
Has a specific purpose // it only
performs one/limited task // Examiner’s Comments
dedicated to the Follow Me system
Built within a larger device/car This question required candidates to
Dedicated/specific/its own apply their understanding of embedded
hardware / sensors systems to a different system.
Has a microprocessor
Built-in operating system/software // Candidates were often able to identify
software is all in firmware/ROM the key features of embedded systems
… it's instructions/operation does that were relevant to this scenario. The
not/is hard to change/update most common points being that the
It is a control system // it is system has a single purpose. Some
automated candidates also identified that the
system is built within a larger system,
being the car.

Fewer candidates were able to provide

a third point. Those that did most
commonly identified the dedicated
hardware or gave an example such as
the sensors are only providing data for
this system.

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b i 1 mark each to max 2 2 MP2 'programs' on its own is NE

Start-up instructions // BIOS // MP3, Allow two marks for examples of

bootstrap // where to find the OS instructions or data. For example both
Firmware // Program/instruction to marks can be given for:
run the Follow Me system // 1 – The maximum speed 'Follow Me'
Instructions for operation can operate
Example of data being stored e.g. 2 – The minimum distance the car in
the maximum speed, the min front can be
distance
Operating System // OS Examiner’s Comments

Many candidates were able to identify

that ROM stores the start-up
instructions or gave an example of
these instructions.

Some candidates were also able to

identify that an embedded system runs
firmware, or gave a description of the
program for this system being stored in
the ROM.

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ii 1 mark each to max 3 e.g. 3 'speed' or 'distance' on its own is NE

Current distance from car in front BOD reference to a camera taking

Set distance from car in front images of what is in front
Current speed of vehicle
Current speed of vehicle in front Examiner’s Comments
Reading from sensor
Driver actions (e.g. moving Candidates were told that the system
wheel/braking) stores currently running data and
Direction the car (in front) is instructions in RAM and required an
travelling (e.g. turning) application of that data to the given
scenario.

The most common responses related

to the speed of the car and the
distance between the cars. Some
candidates identified that the speed of
the car in front was stored as well as
the current speed of that car.

Some candidates identified other data

that could be stored in the RAM, for
example whether the driver has
control, if the system is currently active
as well as data that would be needed
to identify which car is being followed.

iii 1 mark each to max 2 2 Examiner’s Comments

Only stores a small amount of data Many candidates were able to identify
in RAM // only stores specific/few that VM is used when a system is short
items in RAM of RAM, they were then able to apply
… unlikely to run out of RAM // this to the given system, i.e. that the
there is enough space in RAM current system will not run out of RAM.
No secondary storage to Some candidates expanded this by
use/needed as VM also identifying that very few data
Few/one program/instructions items would be stored in RAM.
running at a time // no memory
intensive tasks Some of the stronger responses
Dedicated hardware will be included an acknowledgement that the
optimised for system // RAM is embedded system is unlikely to have
designed to meet the system's secondary storage and therefore
requirements cannot create VM.

Total 10

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12 a 1 mark each 3 Binary must be 8-bits

Examiner’s Comments

Candidates were often able to correctly

convert the numbers between the two
forms. The conversion from binary to
denary was most commonly accurate
with more candidates inaccurately
converting from denary to binary.

b 1 mark each 4 Accept calculations that equate to the

same answer.

Accept any number of 0s for the first

Statement Answer answer.
The smallest denary 0
Examiner’s Comments
number that can be
represented by a 4-bit
This question required candidates to
binary number
consider the storage of denary
The largest denary 63 numbers in binary in ways other than
number that can be converting them. Candidates
represented by a 6-bit commonly gave the correct smallest
binary number denary number, although a common
The maximum number of 128 error was giving 1 instead of 0. Some
different colours that can candidates used 7-bit or 8-bit binary
be represented with a numbers for the second response or
colour depth of 7-bits gave the next value of 64. Candidates
The minimum number of 8 found the third response more
bits needed to represent challenging with many giving 256 for
150 different characters in an 8-bit binary number or giving the
a character set largest value of 127. The final
response had the greatest variance of
answers ranging from 1, 2 up to 16 or
even 32.

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 Question Answer/Indicative content Marks Guidance

c 11110000 1 Ignore leading 0s

Examiner’s Comments

Candidates often gave the correct

response by shifting the digits
accurately. Some candidates did not
shift the correct number of places, for
example moving 3 places.

d 1 mark for an example 2-digit hex 3 No marks for converting denary to hex.
number correctly converted into
denary. If the example has an inaccurate
result, for example they have
1 mark each to max 2 for converted A to 11. They can still get
describing/showing each stage. the method marks.
Either:
Multiplying: No requirement to show how letters are
used.
Multiply the left/first digit by 16
Add value of second digit (without Examiner’s Comments
additional calculation)
Candidates that did well on this
Or: question used the example to show
Converting: how they converted a value from
hexadecimal to denary. They included
Convert each digit into 4-bit binary annotations to show what they were
Combine and convert the 8-bit doing at each stage. Candidates often
binary to denary chose a hexadecimal value that
included a letter. Some candidates
chose hexadecimal values that were
straightforward to convert, for example
A0 where they multiplied 16 by 10 and
then added 0. Some candidates chose
a more complicated calculation and did
not always calculate the correct result.

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e 1 mark for correct working (4 carries) 2 Do not award working mark for
1 mark for answer 01111010 conversion to denary and back.

Working showing carries e.g. Carries must be on the correct values,

but could be above, below etc.

Examiner’s Comments

Most candidates attempted to show

their working, commonly by including
the carries in an appropriate place.
Where the working was correct the
answer was also often accurate. Some
candidates converted the binary
numbers to denary, added them and
then converted the result back into
denary. This method allowed them to
get the answer but did not gain the
working marks.

Total 13

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 Question Answer/Indicative content Marks Guidance

13 a i 1 mark for each valid IP 2 V6 Each hex number can be between

1 and 4 digits
v4:
Examiner’s Comments
4 groups of denary numbers
between 0 and 255 separated by Many candidates found this question
full stops (example v4: challenging with few candidates giving
123.16.46.72) valid IP addresses. IPv4 was more
commonly accurate, although a
v6 common error was giving numbers
greater than 255.
8 groups of hex numbers between
0 and FFFF separated by colons. Few candidates were able to give an
Double colon can appear once and IPv6 address. Common errors
replaces any number of groups of including giving 6 groups of numbers
consecutive 0000 (example v6: 025 and separating each group with a full
2:5985:89ab:cdde:a57f:89ad:efcd:0 stop.
0fe)
(example v6:
F513:8C:2A::999:0000 expanded
would be F513:8C:2A:0000:0000:0
000:999:0000)

ii 1 mark each to max 2 2 MP1 'numbers' is NE

(usually presented in) hexadecimal Allow both marks for a valid example.
/ denary / binary
6 groups of numbers // 12 (hex) NB '6 pairs of numbers' gets MP2 and
numbers MP3.
… each group has paired/2-digit '4 pairs of numbers' gets MP3
(hex) numbers / 8 bit binary number
48 bits long Examiner’s Comments
Separated by colons/hyphens
(The first half/part) contains the The most common responses given
manufacturer ID // (first half/part) marks included identifying that it is
identifies the manufacturer usually in hexadecimal and that the
(The second half/part) contains the groups are separated by colons or
serial number // (second half/part) hyphens. Some candidates identified
identifies the device the two separate parts of the MAC
address.

b i 1 mark each for benefit 1 for 4 Mark in pairs. Mark each benefit space
application to max 4 to the candidates' benefit. An
e.g. expansion/application for a benefit can
be awarded in the other answer space.

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 Question Answer/Indicative content Marks Guidance
Fast connection/speed // high
bandwidth // consistent bandwidth 1 benefit and 1 expansion for each
… e.g. reduce delays at check in // answer space. Max 2 marks per
by example for airport answer space.

Secure // unlikely to have Max 3 marks if expansions have no

unauthorised access/hacked // data direct application to the airport and its
transmissions are likely to be safe computers connecting using wired
… e.g. so that data about connections.
passengers/staff/aeroplanes is not If the second expansion is not applied,
intercepted // by example for airport annotate with ^

Little interference // little chance of NOT cost

data loss // reliable
… e.g. flight status is received The question is not a comparison to
without delay // by example for wireless, but accept answers worded in
airport this way.

Long range transmission Fast on its own is NE. 'faster to

… e.g. airport has a large floor connect' is NE because this couldbe to
area/terminals // by example for set up the connection as opposed to
airport the bandwidth.

Examiner’s Comments

Candidates were often able to identify

benefits of wired connections but did
not include application to the airport.
For example, identifying that data was
more secure but then repeating this
same point by saying data is less likely
to be intercepted. To gain the extra
marks candidates needed to consider
why each point was important in the
airport, for example security is
important due to the sensitive or
private data that is being transmitted
around the airport, or the high risk data
that could potentially interfere with
flights.

The most common benefits included

the faster transmission speed and the
increased security.

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ii 1 mark each to max 3 3 Do not award cost on its own.

Do not award range on its own.
e.g.
Allow explanation of how a wireless
Staff do not need to be in one-place network will benefit the passenger as
// movement of staff // can work well as the airport and staff.
whilst moving to another part of the
airport // can be accessed from any Allow in reverse if clear, for example
location (in range) wired restricts staff to one location.
Staff can be more responsive to
customers/requests Examiner’s Comments
Allows a larger number of
connections/devices // more In this question candidates needed to
scalable … consider why wireless connections
… without the disruption/cost of should also be allowed. Some
installing more cables candidates inaccurately took this as
Some devices do not allow instead of wired and explained why this
physical/wired connection // allow should be used instead, for example
wider range of type of device (or by because they won't need any cables in
example such as vehicles/mobile the airport. A common response was
devices/aeroplanes) that wireless was cheaper than wired,
Easier to add/connect more devices when there was already a wired
Do not need to find/use a physical connection so adding a wireless
connection/wire // can allow you to connection as well would be an extra
connect in a place where there isn't cost instead of saving money.
a cable/connection
For use as a backup if the wired Common responses included the ability
connection fails to move around and stay connected,
as well as the larger number of devices
that could connect. Some candidates
identified that devices may not have
ports that allow for a physical wired
connection.

The stronger responses included direct

application to the airport, for example
identifying the need for staff to respond
to problems whilst in different areas of
the airport such as tracking luggage or
communicating problems.

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 Question Answer/Indicative content Marks Guidance

c i 1 mark each for drawing showing: 3 Allow any type of computer e.g. PC,
laptop.
5 computers, 2 printers and 1
switch all clearly labelled Do not accept client for computer.
All devices directly connected to the
switch // all computers connected to MP1 there must be at least 5
switch and each printer to a computers, at least 2 printers, at least
switch/computer(s) 1 switch
Only 8 devices and no additional
connections other than to the Examiner’s Comments
switch (or central device, or printers
to only one computer each) Many candidates were able to draw a
diagram that included the five
computers, the switch and the two
printers. Some candidates did not label
these items, instead drawing eight
boxes without identify which device
each one represented.

Candidates often joined these devices

to the switch, with printers occasionally
being connected to other computers
that were then connected to the switch.
Some candidates did not identify the
central device, or incorrectly included
an extra central device such as a
router or a server.

Some candidates then included extra

connections that created a mesh
network instead of a star topology.

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ii 1 mark for benefit e.g. 2 Speed, cheaper etc. on its own is NE

Easier to add new nodes // easier Server is irrelevant.

to setup BOD
Central device can monitor/control Read whole benefit and award a valid
transmissions benefit. Read whole drawback and
Faster data transmission award a valid drawback.
Fewer data collisions Do not award contradictory statements.
One connection/computer breaks
the network still works Examiner’s Comments
Less cost of cables
Candidates were often able to give an
1 mark for drawback e.g. appropriate benefit, most commonly
that it was easier to add a new
Switch fails the network fails // computer to the network. Candidates
reliant on a central device (working) also commonly identified the drawback
// single point of failure that the network is dependent on the
Extra cost of central device/switch central device.

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 Question Answer/Indicative content Marks Guidance

iii 1 mark each to max 3 e.g. 3

Examiner’s Comments
Connects the devices together in
the network // allows devices to Candidates commonly identified that
communicate in the network the data from each computer in the
Receives data from (all) devices in network is sent directly to the switch,
the star topology as well as this data then being sent to
Record/register/store the address the destination. Some candidates
of devices connected to it … confused a switch with a hub and
… in a table identified that the data was sent to all
Uses MAC address of devices devices connected to it.
Direct data to destination
… if address not recorded transmit Some of the stronger responses
to all devices identified how the switch records the
MAC addresses of devices connected
to it and used these to identify which
device the data needed to the
transmitted to.

Misconception

A common misconception was that a

switch performed the same role as a
server, with candidates incorrectly
identifying that the switch stored the
data for devices in the network and
that the switch provided services to the
connected devices.

Total 19

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 Question Answer/Indicative content Marks Guidance

14 a 1 mark for function and 1 name for task 4 BOD storage for memory in the first
function.

Peripheral: allow input and output

Function Task devices by example.
Memory Moves data from
File management, do not award folder
management // secondary
management.
managing storage to RAM
memory
The task for peripheral management
Peripheral Receiving data needs to extend 'manage' i.e. 'manage
management from input output devices' is NE.
devices
Transmitting Examiner’s Comments
data to output
devices Candidates were often able to identify
Installing/down the function of memory management
loading device and file management for the given
drivers tasks.
Allows
communicatio Few candidates were able to identify a
n from input task performed by peripheral
device / to management. Candidates often
output device rephrased 'peripheral management' for
File management Allows the user to example stating that it managed the
// managing files create, name and peripherals or managed the hardware
delete folders without identifying what this involved.
User interface Outputting The stronger responses identified the
data to the role of device drivers to allow for
user communication between the computer
Receiving and the peripherals.
input from the
user Candidates often gave a suitable task
Allows user to for the user interface, most commonly
communicate / that it allowed the user to communicate
interact with / with the computer or hardware.
control the
computer
Creating /
displaying /
allowing
interaction
with a GUI /
command
prompt

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 Question Answer/Indicative content Marks Guidance
interface

b 1 mark for each term 6 Encryption

Key
encryption software changes data Understood
using a key. If the changed data is Defragmentation
intercepted it cannot be understood. Consecutive
This software does not stop the data Access
from being intercepted.
Mark first answer in each space.
defragmentation software analyses the
data on a disk to find files that have Examiner’s Comments
been split and stored in separate
locations. The split files are moved to Candidates were often able to
be consecutive in storage and the free accurately identify some of the missing
space is moved together. This does words. The spaces for encryption were
not provide more storage space on the more often accurate, with a common
disk, instead it makes the access of the error being the use of a lock to change
data faster because the read head the data instead of a key.
does not have to move as far to access
the next part of the file. Candidates often identified
defragmentation accurately but the
remaining spaces were more often
inaccurate with access or separate
often given in the next space.

Total 10

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 Question Answer/Indicative content Marks Guidance

15 Mark Band 3–High Level 8 The following is indicative of possible

(6-8 marks) AO2 factors/evidence that candidates may
The candidate demonstrates a 1a refer to but is not prescriptive or
thorough knowledge and (4) exhaustive:
understanding of a wide range of AO2 Indicative Content:
considerations in relation to the 1b
question; the material is generally (4) Licence features
accurate and detailed. Open source – (usually free), can
The candidate is able to apply their access/change source code,
knowledge and understanding directly redistribute
and consistently to the context Proprietary – purchase at a cost,
provided. Evidence/examples will be cannot access/change code
explicitly relevant to the explanation.
The candidate is able to weigh up both Legal and ethical issues:
sides of the discussion and includes
reference to the impact on all areas Both provide copyright
showing thorough recognition of Open source – allows more people
influencing factors. to take code and possibly change
There is a well-developed line of to resell, or adapt in their own
reasoning which is clear and logically programs to resell or claim as their
structured. The information presented own (reverse for proprietary)
is relevant and substantiated. Open source – allows more people
The answer covers all required access to the game because there
elements (legal/ethical, benefits, is likely no cost (reverse for
drawbacks) given in the question about proprietary)
open source and proprietary and
includes a recommendation with Benefits and drawbacks:
justification. The top of the band makes
a clear and structured recommendation Open source – wider customer
to the programmer. base, more exposure, users can
alter to make it better/fix bugs,
Mark Band 2-Mid Level limited documentation, little
(3-5 marks) financial gain
The candidate demonstrates Proprietary – allows programmer to
reasonable knowledge and earn money, gives more control
understanding of a range of over what happens with the
considerations in relation to the program, usually well tested, more
question; the material is generally restrictions for copyright, cannot be
accurate but at times underdeveloped. adapted to meet user needs,
The candidate is able to apply their
knowledge and understanding directly Decision:
to the context provided although one or Either would be appropriate,
two opportunities are missed. justification needs to be clearly for the
Evidence/examples are for the most scenario
part implicitly relevant to the

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 Question Answer/Indicative content Marks Guidance
explanation.
The candidate makes a reasonable
attempt to discuss the impact on most Examiner’s Comments
areas, showing reasonable recognition
of influencing factors. This question required candidates to
There is a line of reasoning presented provide an extended response. An
with some structure. The information extended response can be given in the
presented is in the most part relevant form or paragraphs, key points as well
and supported by some evidence. as a table of points. Candidates need
The answer includes one or more from to make sure they are covering the
legal/ethical, benefits, drawbacks for three bullet points in the question for
open source and proprietary. both the open source licence and
Alternatively, the answer could have a proprietary. The question also asked
justified recommendation without for a recommendation to the
clearly referencing the bullet points in programmer.
the question.
Candidates were often able to identify
Mark Band 1-Low Level the features of each licence, for
(1-2 marks) example if the source code was
The candidate demonstrates a basic provided. Candidates often included
knowledge of considerations with benefits and drawbacks, for example
limited understanding shown; the being able to edit the program to tailor
material is basic and contains some it to their needs, the potential of misuse
inaccuracies. Thecandidate makes a of the program code. Candidates often
limited attempt to apply acquired covered legal and ethical issues within
knowledge and understanding to the their benefits and drawbacks without
context provided. explicitly identifying them.
The candidate provides nothing more
than an unsupported assertion. Fewer candidates included a
The information is basic and recommendation for the programmer.
communicated in an unstructured way. Candidates described each in turn
The information is supported by limited without identifying which one should be
evidence and the relationship to the used. Some candidates suggested that
evidence may not be clear. The both were suitable and it was the
answer is limited to the facts about programmer's decision, but the
open source and/or proprietary. question asked for a recommendation.
0 mark
No attempt to answer the question or The stronger responses discussed
response is not worthy of credit each licence in turn and then in the
final paragraph started with a clear
recommendation and justified the
reasons for this by providing a
summary of the points they had
discussed in detail previously.

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 Question Answer/Indicative content Marks Guidance
Exemplar 1

This response has a clear

recommendation at the end of the
response. They have stated that the
programmer should use proprietary
and provided a summary of the
reasons (discussed previously) as to
why they think this is the most
appropriate recommendation.

Total 8

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 Question Answer/Indicative content Marks Guidance

16 a i 1 mark for 1 2+ ticks = 0 marks

The amplitude of the wave is
measured at set intervals Examiner’s Comments

Some candidates were able to

correctly identify that it was the
amplitude that is measured at set
intervals. A common error was that the
frequency of the wave is measured,
the frequency is a technical sound term
that relates to the pitch of the wave, or
the number of times the wave
changes.

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 Question Answer/Indicative content Marks Guidance

ii 1 mark each to max 2 2 MP3 needs to be clearly a wider range

of amplitudes can be recorded i.e.
The number of bits per sample will more different values. Not that there
change // by example e.g. there will are more amplitudes/samples per
be more/less bits per sample second.
The file size will change // by
example e.g. the file size will MP3 – 'more amplitudes can be
increase/decrease measured' is BOD, but 'more
There will be a change in the amplitudes measured per second' is
accuracy of each incorrect.
sample/amplitude/sound // by
example e.g. more precise BOD 'sound' for 'amplitude' e.g. for
amplitudes // by example e.g. a MP3 "a larger range of sounds can be
wider/smaller range of amplitudes recorded."
can be recorded
The quality will change // there will Examiner’s Comments
a different amount of distortion // by
example e.g. the quality will This question was answered well by
improve/decline many candidates who were most
commonly able to identify that the file
size would change. Many candidates
gave this through an example that
when the bit depth increases the file
size also increases.

Candidates also often identified that

the quality of the sound would
increase, or that the sound would
become more accurate when
compared to the sound being
recorded.

Some candidates incorrectly identified

that the bit depth would result in more
samples being taken per second.

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 Question Answer/Indicative content Marks Guidance

b i No mark for type. Accept the type by 4 MP1 needs to be cost per unit e.g. it
example e.g. HDD for magnetic. costs less per GB than other storage
types. Not just 'it is cheap to buy'.
1 mark each for each point matching to
type given to max 4 Allow reverse argument for each e.g.
Magnetic e.g. for magnetic, why they have not
chosen solid state. For example:
(Usually) cheaper cost to purchase 'magnetic is not as robust but the
per unit of data computer will not be moved' gets 1
Sufficient/good durability for what is mark for the not moving, and 1 mark
needed for solid state's robustness is not
… computer unlikely to move required.
(regularly) // by example
Sufficient/fast speed of access If there is no type give on line 1. Read
… no significant delays in the answer to look for a type and then
storing/reading data award justification.
(Long-term) reliable // longevity
… unlikely to need to purchase If there is not type identified anywhere
another //unlikely to break from in the answer, 0 marks.
over-use
High capacity Examiner’s Comments
… e.g. file size of sound files can
be large // allows the musician to This question required candidates to
store files with higher bit depth identify which of the two choices they
would make and to justify their choice.
Solid state e.g. Either choice was appropriate and
candidates were given marks for
Cost often equates to magnetic per explaining why they had made the
quantity // not expensive per unit of choice they did.
data
Durable // robust // no moving parts There was no common choice with
… so computer can be moved both often being selected.
without risk of losing data
Fast speed of access of data Choices were often suitably justified.
… no significant delays in Common points included the amount of
storing/reading data // musician data that could be stored with some
does not have to wait for files to candidates also linking this to the need
load/store for sound files to have a high capacity.
High capacity // (nearly the) Candidates often identified that solid
same/higher capacity than state has a faster access speed than
magnetic magnetic, although some responses
… file size of sound can be large just stated that it was faster without
Small in physical size identifying what it was faster at.
… device is portable // can fit in a
smaller type of computer When justifying solid state candidates

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 Question Answer/Indicative content Marks Guidance
Produces less sound when running often identified the robustness of the
… so the musician distracted device and linked this to the musician
Requires little/less power possibly needing to move the device.
(compared to others)
… so running costs are reduced Magnetic justifications often identified
Drives do not get fragmented files that although they had slower access
… drives do not need to be speed than solid state this would still
defragged // constant access time be sufficient. They also identified that it
does have moving parts, but if the
device is not being moved then the
durability of solid state is also not
required.

Misconception

A misconception is that solid state

devices have more longevity than
magnetic, that they have an unlimited
life span and will outlast magnetic.

ii 1 mark for Optical 1 BOD optic.

Do not award an example of optical
storage

Examiner’s Comments

Some candidates found this question

challenging and were not able to give a
different type of secondary storage,
often repeating magnetic or solid state
from the question. Candidates quite
often did not provide a response to this
question.

iii 1 mark for 200 000 KB 1 2+ ticks = 0 marks

Examiner’s Comments

Some candidates were able to

correctly identify the smallest capacity
of 200 000KB. 300MB was often
inaccurately selected.

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 Question Answer/Indicative content Marks Guidance

iv 1 mark for the answer 3 GB 2 Allow 2.9296875 (or approximated) for

division by 1024.
1 for working e.g.
Allow addition of metadata e.g. 10%
3 * 1000 / 1000 added. This can be awarded for both
3 * 1000 working and answer.
3000 / 1000
3 / 1000 Not all of the working needs to be
0.003 * 1000 correct to get the working mark.

Ignore mention of MB/GB in the

working.

Examiner’s Comments

Candidates were often able to gain a

mark for partial working, for example
by multiplying 3 and 1000 even if other
parts of the working then performed
incorrect calculations.

Total 11

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