GCSE Computer Science 2016 Sample Assessment Materials PDF
GCSE Computer Science 2016 Sample Assessment Materials PDF
GCSE Computer Science 2016 Sample Assessment Materials PDF
Computer Science
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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.)
The changes to Issue 4 were only made three months ago therefore we have kept those
summary of changes as well.
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 Page
issue number
Instructions for the Computer Science Programming project brief have been
89
amended to reflect the fact that the project is no longer assessed.
The component code for the Computer Science Programming project has been
89
removed as it is no longer assessed.
Marks have been removed from the Computer Science Programming project
89-92
brief.
Summary of changes made between previous issue and this current Page
issue number
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 5
booklet is no longer displayed after component 1 in this SAMs booklet.
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 63, 93
with component 1.
The front cover of the project brief has been amended to reflect the new
89
conditions under which this task must be taken.
If you need further information on these changes or what they mean, contact us via our
website at: qualifications.pearson.com/en/support/contact-us.html.
Contents
Introduction 1
General marking guidance 3
Component 1 5
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
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.
Computer Science
Component 1: Principles of Computer Science
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.
• –Theusemarks for each question are shown in brackets
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.
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©2016 Pearson Education Ltd.
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1/1/1/1/1/1/1/1/1/1/1
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(b) Identify the type of memory used to make up for the difference in speed of two
internal components.
(1)
A ROM
B Cache
C Virtual
D Non-volatile
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2
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(ii) Calculate how many bits are being transmitted per second for a network
described as three Mbps.
(2)
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A TCP/IP
B Wi-Fi
C HTTP
D IMAP
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2 Different types of compression are used for different purposes.
(a) A travel company has designed some brochures that contain images and
text in desktop publishing format. The travel company sends the documents
electronically to a printing company for them to be printed.
Explain why the travel company uses lossless compression to send
the documents.
(2)
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(c) Run length encoding (RLE) is a type of image compression. Some data for an
image is shown.
b b b r g g g g r r
Show the result of compressing this data for the image using RLE.
(2)
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3 Many different types of software are written by programmers and used in
computing devices.
(a) An engineer complains that her disc is too slow. She has been abroad and has
used her Wi-Fi in different locations. She has checked that her anti-virus software
is up to date.
Explain how different types of utility software could be used to fix the problem.
(3)
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(b) Give two reasons why high-level programming languages are preferred for some
programming tasks.
(2)
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(d) Discuss the benefits of using subprograms when writing software solutions.
(6)
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4 The ability to share data via networks has many advantages, but there are also
disadvantages.
(a) Describe the role of protocols in a network.
(2)
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
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(c) A drawing of a home network is shown.
Rest of
Internet
C
B A
Internet
Service
Provider
Printer
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8
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
(d) The senior leadership team at a school is discussing different storage media.
The administrative staff want to use the ‘cloud’. The technical team wants to use
servers located on the school grounds.
Compare storing data in the ‘cloud’ with storing data on hard discs connected to
the school’s servers.
(6)
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*S49766A0917*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 9
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
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5 Modern society depends on many different embedded systems to function properly.
(a) Explain one function of the embedded system in a washing machine.
(2)
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10
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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
(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
6 Algorithms are used to store images, solve problems, encrypt and sort data, and to
control devices.
(a) State what is meant by the term ‘algorithm’.
(2)
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2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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*S49766A01117*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 11
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
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(c) A Caesar cipher is a simple encryption algorithm based on shifting.
Explain whether a shift of +7 followed by a shift of -2, is more secure than a single
shift when applied to the word ‘pink’.
You should include a diagram in your answer.
(3)
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12
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
(d) (i) State what is meant by a ‘pixel’.
(1)
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(e) A list is made up of the numbers 84, 52, 4, 6, 68, 39, 53, 1.
Show the steps involved when sorting this list of numbers using a merge
sort algorithm.
(2)
(f ) A programmer is writing software for a new set-top receiver for satellite TV.
Explain why the programmer should use a compiler instead of an interpreter to
translate the code.
(2)
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*S49766A01317*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 13
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
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(g) State what is meant by the term ‘abstracting’.
(2)
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14
*S49766A01417*
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
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)
+6
-6
1 . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
*S49766A01517*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 15
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
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(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.
Sound Transformation
60
50
A (the entire line)
40
Values
30
20
C
10 B
0
0 5 10 15 20 25 30
Time
(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 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
16
*S49766A01617*
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
(ii) Explain the effect of increasing the sampling frequency for this
sound conversion.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
*S49766A01717*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 17
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
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
Component 1 Mark scheme
Example:
D, E, F, G, H, I, J == 68, 69, 70, 71, 72, 73, 74
J – D = 6; 68 + 6 = 74 (1)
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
3 x 1000000 or 3000000 (1) the correct numerical
answer. (2)
23
24
Question Answer Additional Guidance Mark
Number
1(e) D [IMAP] (1) (1)
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
25
26
Question Answer Additional Guidance Mark
Number
3(a) An explanation that makes reference to two of the following points: Allow archive as
Defragmentation software moves file blocks closer together (1) equivalent to backup
Compression software reduces file sizes using less space (1) and delete.
Use backup software to move files to a secure place and deleting files on the
hard disc frees up space (1)
and
this speeds up disc access times to the files (which will improve the speed of the
disc) (1) (3)
0 No rewardable content.
Level 1 1–2 Basic, independent points are made showing elements of knowledge and understanding of key concepts/principles
of computer science.
The discussion will contain basic information with little linkage between points made.
The discussion shows some linkages and lines of reasoning with some structure.
Level 3 5–6 Demonstrates comprehensive knowledge and understanding by selecting relevant knowledge and understanding
of key concepts/principles of computer science to support the discussion being presented.
The discussion shows a well-developed, sustained line of reasoning which is clear, coherent and logically
structured.
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
27
28
Question Answer Additional Guidance Mark
Number
4(a) A description that makes reference to the following points:
the protocol allows the devices on a network to communicate with each other (1)
by the use of a common set of rules (1) (2)
The comparison will contain basic information with some attempt made to link knowledge and understanding to
the given context.
Level 2 3–4 A comparison will be given with adequate application of knowledge and understanding of key concepts of
computer science to the theoretical context. Are occasionally supported through a linkage.
The comparison shows some linkages and lines of reasoning with some structure.
Level 3 5–6 A comparison will be given with comprehensive application of knowledge and understanding of key concepts of
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
computer science to the theoretical context. Line(s) of reasoning are supported throughout by sustained
application of relevant evidence.
The comparison shows a well-developed and sustained lines of reasoning which is clear, coherent and logically
structured.
29
30
Question Answer Additional Guidance Mark
Number
5(a) An explanation that makes reference to the following points: Other appropriate
monitors weight of load (1) responses can be awarded.
so that it can adjust water levels for small/large loads (1)
OR
monitors water temperature (1)
so it can maintain the required value by turning heating element on/off (1)
OR
monitors soaking button setting (1)
so that it can add additional time at the right place in the programme cycle (1)
OR
monitors maximum spin switch setting (1)
so that it can set required motor revolutions (1) (2)
Input 1 0 1
Input 2
0 0 0
1 0 1
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
31
32
Question Answer Additional Guidance Mark
Number
5(c) A logic statement that includes: Disregard capitalisation.
Correct use of ‘OR’ (1) Overriding order of
Correct use of ‘AND’ (1) precedence (NOT, AND, OR)
Correct use of brackets or order of precedence if brackets not used (1) may require use of
brackets.
Examples: Expression or parts of
(O OR M) AND P expression may be in
P AND (M OR O) different orders.
(O AND P) OR (P AND M) Any alternative equivalent
O AND P OR P AND M expression should be
awarded. (3)
(2)
��� � ���� � �
� �����
8
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
33
34
Question Answer Additional Guidance Mark
Number
6(e) Award 1 mark for each row of the process. Award 1 mark for each
step.
Marks should not be
awarded for the last row.
84 52 4 6 68 39 53 1 Any notation showing
distinct lists at each stage
52 84 4 6 39 68 1 53 (1) is acceptable.
4 6 52 84 1 39 53 68 (1)
1 4 6 39 52 53 68 84
(2)
0 0 0 0 0 1 1 0
1 1 1 1 1 0 1 0
(2)
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
There is only one way to represent the number 0 in two’s complement (1)
There are two ways to represent the number 0 in sign-magnitude numbers (1) (2)
35
36
Question Answer Additional Guidance Mark
Number
7(a)(iii) D [None of the above are accurate] (1) Overflow has occurred so
8-bits are not large enough
to hold the result.
325 = 1 0100 0101 (1)
Computer Science
Component 2: Application of Computational
Thinking
Sample assessment material for first teaching Paper Reference
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.
• –Theusemarks for each question are shown in brackets
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.
Turn over
S49768A
©2016 Pearson Education Ltd.
*S49768A0126*
1/1/1/1/1
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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
2
*S49768A0226*
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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)
(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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
*S49768A0326*
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
Turn over
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)
Input
Output displayed
numAdults numChildren
8 0
2 2
12 0
Input
Requirements
numAdults numChildren
4
*S49768A0426*
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
BLANK PAGE
QUESTION 4 BEGINS ON THE NEXT PAGE.
*S49768A0526*
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Turn over
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)
A comment
Selection
Iteration
6
*S49768A0626*
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
(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)
*S49768A0726*
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
Turn over
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.
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
8
*S49768A0826*
44 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science
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(b) The pseudo-code for an algorithm that determines the maximum number of
visitors in a three-day period is shown.
Error Correction
Line 10
Line 13
*S49768A0926*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 9
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
Turn over
(c) Complete the table to give the appropriate data type of a variable to store each item.
(4)
10
*S49768A01026*
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BLANK PAGE
QUESTION 6 BEGINS ON THE NEXT PAGE.
*S49768A01126*
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Turn over
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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
12
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(c) Explain the effect of executing the pseudo-code on line 17.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
*S49768A01326*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 13
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018 Turn over
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)
14
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BLANK PAGE
QUESTION 8 BEGINS ON THE NEXT PAGE.
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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.
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Assess how appropriate a 1-dimensional array is as opposed to using separate
variables when storing this data.
(5)
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Turn over
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.
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(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.
1 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
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(ii) Give a reason why it may be illegal for organisations to share their data with
third parties.
(1)
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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)
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
Speed = 0
oldPos = height of
pedal off floor
newPos = height of
pedal off floor
newPos > No
oldPos?
Yes
No No
Speed Speed
< 15 > = 0.5
Yes Yes
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(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.
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Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
Construct a flow chart to show this process.
(6)
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Turn over
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
The red light goes off and the first amber light goes on for
1 second.
Amber 2
It goes off and the second amber light goes on for 1 second.
Green
It goes off and the green light goes on to start the race.
The program for controlling the sequence for the lights has Red
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
a procedure that resets all lights to their initial state and informs the
stopRace()
controller that the race is stopped
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Write an algorithm to control the sequence for the lights. Use pseudo-code or a
programming language with which you are familiar.
(9)
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(Total for Question 11 = 9 marks)
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Pearson Edexcel Level 1/Level 2 GCSE (9–1)
Computer Science
Component 2 and the Programming Project
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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
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’.
SET Counter TO 0
SET Variable TO <value> Assigns a value to a variable.
SET MyString TO ‘Hello world’
Initialises a one-dimensional
SET Array TO [<value>, …] SET ArrayValues TO [1, 2, 3, 4, 5]
array with a set of values.
Selection
Syntax Explanation of syntax Example
IF <expression> THEN IF Answer = 10 THEN
If <expression> is true then
<command> SET Score TO Score + 1
command is executed.
END IF END IF
IF <expression> THEN IF Answer = ‘correct’ THEN
If <expression> is true then first
<command> SEND ‘Well done’ TO DISPLAY
<command> is executed,
ELSE ELSE
otherwise second
<command> SEND ‘Try again’ TO DISPLAY
<command> is executed.
END IF END IF
File handling
Syntax Explanation of syntax Example
Reads in a record from a <file>
and assigns to a <variable>.
READ <File> <record> READ MyFile.doc Record
Each READ statement reads a
record from the file.
Writes a record to a file.
WRITE MyFile.doc Answer1,
WRITE <File> <record> Each WRITE statement writes a
Answer2, ‘xyz 01’
record to the file.
Subprograms
Syntax Explanation of syntax Example
PROCEDURE CalculateAverage
PROCEDURE <id> (<parameter>,
(Mark1, Mark2, Mark3)
…)
BEGIN PROCEDURE
BEGIN PROCEDURE Defines a procedure. SET Avg to (Mark1 + Mark2 +
<command>
Mark3)/3
END PROCEDURE
END PROCEDURE
FUNCTION AddMarks (Mark1,
FUNCTION <id> (<parameter>,
Mark2, Mark3)
…)
BEGIN FUNCTION
BEGIN FUNCTION
Defines a function. SET Total to (Mark1 + Mark2 +
<command>
Mark3)/3
RETURN <expression>
RETURN Total
END FUNCTION
END FUNCTION
Calls a procedure or a
<id> (<parameter>, …) Add (FirstMark, SecondMark)
function.
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
Returns true if both conditions
AND
are true.
Returns true if any of the
OR
conditions are true.
Reverses the outcome of the
NOT expression; true becomes false,
false becomes true.
Example:
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
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72
Question Answer Additional Guidance Mark
Number
2(a) One mark for each point: Award as long as
meaning is discernible
Input Process Output
10 car numbers with Find car with quickest Car number with
5 lap times each lap time quickest lap time (1)
(3)
numAdults numChildren
(3)
Input
A condition generating
1/2/3/4 0
‘regular pricing’
(2)
Indentation (1)
White space (1)
Descriptive identifiers (1)
Comments (1) (2)
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Question Answer Additional Guidance Mark
Number
4(b)(ii) One mark for each accurately shown sequence (initialisation) or complete Different formats of
pass through loop. tracing should be
awarded if
Example: synchronised change in
variables is discernible
Quote marks not
required
Length Count Index Extended [index] Marks
3 0 0 (1)
‘Y’ (1)
‘N’ (1)
‘Y’ (1)
(4)
char/character (1)
Gender of individual staff member
Integer (1)
The number on the individual car
(4)
Example (2 marks):
Example (2 marks):
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
[0] [1] [2] [3] [4] [5] [6] [7]
3865 10 8 5 5 8 0 0
4722 0 0 8 8 8 6 6
(3)
79
80
Question Answer Additional Guidance Mark
Number
6(a) One mark for the correct name: Not RETURN alone,
Return value/return result/result (1) which is in the question (1)
Example:
Example:
(3)
(continued)
Question
Number
10(a)
Example:
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Question Answer Additional Guidance Mark
Number
10(b)
(Continued) Start
Switch No Switch No
up? down?
Yes Yes
No No Yes
Switch Switch
off? off?
Yes
(6)
Aspect of Marks
Solution 0 1 2 3
Functionality No awardable There are There are minor There are no errors
content significant errors errors in logic, in logic, leading to
in logic, leading to leading to an overall an overall solution
an overall solution solution that is not that is fully
that is non- completely functional.
functional. functional.
Accuracy of No awardable Notation follows a Notation follows a Notation follows a
Notation content broadly recognisable recognisable
unrecognisable convention which is convention and is
convention that is broadly discernible applied consistently
applied but is applied throughout.
inconsistently, inconsistently.
Sample assessment materials (SAMs) – Issue 5.0 – August 2018 © Pearson Education Limited 2018
There are a maximum of 3 marks for accuracy of notation.
There are a maximum of 3 marks for efficiency, appropriateness, and accuracy of solution.
(9)
Each row is awarded independently.
87
Question 11 – Pseudo-code example:
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
Computer Science
Programming project
Instructions to teachers
• Students
– Python
should use one of the following programming languages:
– 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.
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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
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.
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.
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.
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.
Computer Science
Component 2 and the Programming Project
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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
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’.
SET Counter TO 0
SET Variable TO <value> Assigns a value to a variable.
SET MyString TO ‘Hello world’
Initialises a one-dimensional
SET Array TO [<value>, …] SET ArrayValues TO [1, 2, 3, 4, 5]
array with a set of values.
Selection
Syntax Explanation of syntax Example
IF <expression> THEN IF Answer = 10 THEN
If <expression> is true then
<command> SET Score TO Score + 1
command is executed.
END IF END IF
IF <expression> THEN IF Answer = ‘correct’ THEN
If <expression> is true then first
<command> SEND ‘Well done’ TO DISPLAY
<command> is executed,
ELSE ELSE
otherwise second
<command> SEND ‘Try again’ TO DISPLAY
<command> is executed.
END IF END IF
File handling
Syntax Explanation of syntax Example
Reads in a record from a <file>
and assigns to a <variable>.
READ <File> <record> READ MyFile.doc Record
Each READ statement reads a
record from the file.
Writes a record to a file.
WRITE MyFile.doc Answer1,
WRITE <File> <record> Each WRITE statement writes a
Answer2, ‘xyz 01’
record to the file.
Subprograms
Syntax Explanation of syntax Example
PROCEDURE CalculateAverage
PROCEDURE <id> (<parameter>,
(Mark1, Mark2, Mark3)
…)
BEGIN PROCEDURE
BEGIN PROCEDURE Defines a procedure. SET Avg to (Mark1 + Mark2 +
<command>
Mark3)/3
END PROCEDURE
END PROCEDURE
FUNCTION AddMarks (Mark1,
FUNCTION <id> (<parameter>,
Mark2, Mark3)
…)
BEGIN FUNCTION
BEGIN FUNCTION
Defines a function. SET Total to (Mark1 + Mark2 +
<command>
Mark3)/3
RETURN <expression>
RETURN Total
END FUNCTION
END FUNCTION
Calls a procedure or a
<id> (<parameter>, …) Add (FirstMark, SecondMark)
function.
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
Returns true if both conditions
AND
are true.
Returns true if any of the
OR
conditions are true.
Reverses the outcome of the
NOT expression; true becomes false,
false becomes true.