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A Level Computer Science Revision Pack

02 – Algorithms and Programming

The mark scheme for each paper follows the questions

Included (in order of appearance)

2019
2018
2017

How to revise Computer Science

Practice questions from past papers are one of the best methods of revising topics from the course.
This approach, accompanied by creating notes and reading the course textbook as a source for
information, has proven successful for many of our previous students.

How to revise a particular topic

this is generic and by no means a one size fits all approach
1. On a single sheet of A4, write down everything you currently know about the topic. Do this
prior to reading the course textbook or seeking help from previous notes.
2. Now consult course textbook for the topic and add to this sheet, anything you did not know
that is necessary – once complete, highlight these points – these are the areas you need to
learn.
3. Locate questions based around this topic in the past paper pack and attempt to answer
them.
4. Confirm with the mark scheme as to your success in answering the question.

The end goal of this approach would be that you are comfortably able to produce a piece of A4 for
each topic of the course and then apply this information to the past paper questions.

Obtaining feedback for answers

The students who succeed the best in computer science are those who seek constant feedback from
teachers, not just in the scope of a lesson. Any work you produce out of lesson such as past paper
question answers or programming challenges, you should want to seek feedback for. This can be
achieved by:

1. Taking work to a teacher during school time.

2. Emailing a teacher your answers, questions etc.

Mr Ravenscroft – l.ravenscroft@bishopchalloner.bham.sch.uk
Mr Ebrahim – b.ebrahim@bishopchalloner.bham.sch.uk

As your teachers we want to give you feedback!

Study Skills and Support
Exam board: OCR
Course length: 2 years
How is it assessed? 2 written exams on 01 – Computer Systems and 02 – Algorithms and
Programming (each worth 40%) and a programming project worth 20%.
Modules covered:
01 – Processors, Input – Output and Storage, Systems software, software development,
compression, databases, networks, web technologies, data types, data structures, Boolean
algebra, morals and ethics.
02 – Thinking abstractly; ahead; procedurally; logically; concurrently, programing techniques,
computational methods, algorithms.

Familiarity with assessment objectives is Embed and commit knowledge and

independent Study

necessary in exam answers to ensure understanding to long term memory for

application and evaluation examination recall
Purpose of

Develop awareness and appreciation for

Develop understanding of programming
the use of computer science in the
beyond the curriculum to enable
wider world; which can be included in
success in the programming project
extended answers

Resource Link Useful For… Requirements

Course N/A Independent revision & Course textbook
Textbook study from the school
library.
YouTube YouTube Knowledge booster, N/A
second voice
Past Paper N/A Exam style question Past paper pack
Packs practice, independent from class teacher
study
Departmental All stored within the Microsoft Teams Accessing departmental School email and
resources Team for the group. materials and lessons password login.
Mr Fraser www.mrfraser.org Accessing resources mrfraser.org login
and work sheets account (free to
create)
Craig n Dave craigndave.org Resources for topics – Access is free for
broken down by spec most content –
school has a paid
account
AQA Past Search ‘AQA A Level Computer Science Past
Different phrasing of N/A
Papers Papers’ on Google. exam style questions.
Class Teachers l.ravenscroft@bishopchalloner.bham.sch.uk
b.ebrahim@bishopchalloner.bham.sch.uk
Oxford Cambridge and RSA

Tuesday 11 June 2019 – Morning

A Level Computer Science
H446/02 Algorithms and programming
Time allowed: 2 hours 30 minutes

You may use:

* 7 6 7 8 0 0 5 0 4 7 *

• a ruler (cm/mm)
• an HB pencil
Do not use:
• a calculator

* H 4 4 6 0 2 *

Please write clearly in black ink. Do not write in the barcodes.

Centre number Candidate number

First name(s) �

Last name �

INSTRUCTIONS
• Use black ink.
• Answer all the questions.
• Write your answer to each question in the space provided. Additional paper may be
used if required but you must clearly show your candidate number, centre number and
question number(s).

INFORMATION
• The total mark for this paper is 140.
• The marks for each question are shown in brackets [ ].
• Quality of extended responses will be assessed in questions marked with an
asterisk (*).
• This document consists of 24 pages.

© OCR 2019 [601/4911/5] OCR is an exempt Charity

DC (JC/TP) 173313/4 Turn over
2
Section A

1 The temperatures of an ocean are input into a computer system. They are recorded, and will be
accessed, in the order in which they arrive. The data for one week is shown:

5, 5.5, 5, 6, 7, 6.5, 6

(a) The data is to be stored in a data structure. The programmer stores the data in a queue.

Explain why a queue is used instead of a stack.

[2]

(b) The data is processed. After processing, the value for the first day is stored as 0. The value
for each following day is stored as an increase, or decrease, from the first day.

For example: if the first day was 7, the second was 6 and the third was 9, after processing it
would be stored as 0, –1, 2.

(i) The queue uses dequeue() to return the first element of the queue.

dequeue() is a function.

Explain why dequeue() is a function, not a procedure.

[1]

(ii) Complete the algorithm to process the data in the queue and store the results in an array
called processedData.

processedData[0] = 0

firstDay = ………………………………………

for count = 1 to 6

processedData[………………………………] = dequeue() – …………………………………

next count
[3]

0 0.5 0 1 2 1.5 1

The data needs to be sorted into ascending order.

Explain how a bubble sort algorithm sorts data. Use the current contents of
processedData in your explanation.

[5]

© OCR 2019 Turn over

4
(iv) A bubble sort has the following complexities:

Best time O(n)

Average and worst time O(n2)

Worst space O(1)

Describe what each of these complexities mean.

Best time O(n)

��

Average and worst time O(n2)

Worst Space O(1)

[6]

© OCR 2019
5
2 A program needs to store the names of plants that are in a garden, so they can be easily found
and accessed in alphabetical order.

The data is stored in a tree structure. Part of the tree is shown.

Lily

Daisy Sunflower

Begonia Hosta
Peony

Rose

Fig. 2.1

(a) (i) State the type of tree shown in Fig. 2.1.

. [1]

(ii) Show the output of a breadth-first traversal of the tree shown in Fig. 2.1.

[3]

© OCR 2019 Turn over

6
(iii) Explain how backtracking is used in a depth-first (post-order) traversal. Use the tree in
Fig. 2.1 in your explanation.

��

[4]

(b) The elements in the tree in Fig. 2.1 are read into a linked list producing an alphabetised list.

(i) Complete the following table to show the linked list for the data.

Data
Data NextPointer
item
0 Begonia

1 Daisy

2 Hosta

3 Lily

4 Peony

5 Rose

6 Sunflower

[2]

© OCR 2019
7
(ii) A new plant, Lavender, needs adding to the linked list. The linked list needs to retain its
alphabetical order.

Complete the table to show the linked list after Lavender is added.

Data
Data NextPointer
item
0 Begonia

1 Daisy

2 Hosta

3 Lily

4 Peony

5 Rose

6 Sunflower

[3]

(iii) Hosta needs removing from the linked list.

Explain how a data item is removed from a linked list. Use the removal of Hosta in your
answer.

[4]

© OCR 2019 Turn over

8
(iv) The linked list is stored as a 2D array with the identifier plantList. The index of the
first element of the linked list is stored in the identifier firstElement.

All contents of the linked list need to be output in alphabetical order.

Write an algorithm to follow the pointers to output the contents of the linked list in
alphabetical order.

Add comments to explain your code.

[5]

function GCD(num1, num2)

if num2 == 0 then

return num1

else

return GCD(num2, num1 MOD num2)

endif

endfunction

(a) The function uses branching.

(i) Identify the type of branching statement used in the function.

. [1]

(ii) Explain the difference between branching and iteration.

[2]

(iii) Identify the two parameters in the function.

2.
[1]

(iv) State whether the parameters should be passed by value, or by reference. Justify your
answer.

[2]

© OCR 2019 Turn over

10
(v) Describe the arithmetic operation of MOD. Use an example in your answer.

[2]

(b) Trace the recursive function when it is called by the statement GCD(250, 20). Give the final
value returned.

Final return value:..

[3]

(i) State one benefit and one drawback of using iteration instead of recursion.

Benefit.

Drawback.

[2]

function newGCD(num1, num2)

temp = 0

while (num2 != ………………………………)

……………………………… = num2

num2 = num1 MOD ………………………………

num1 = temp

endwhile

return ………………………………

endfunction
[4]

4 Mabel is a software engineer. She is writing a computer game for a client. In the game the main
character has to avoid their enemies. This becomes more difficult as the levels of the game
increase.

(a) Mabel uses decomposition to design the program.

Explain how decomposition can aid the design of this program.

[2]

(b) The computer game allows a user to select a character (e.g. name, gender). They can then
choose a level for the game (easy, normal, challenging). The user controls their character by
moving it left or right. The character can jump using space bar as an input. If the character
touches one of the enemies then it loses a life. The character has to make it to the end of the
level without losing all their lives.

The game is designed in a modular way.

© OCR 2019 Turn over

12
(i) One sub-procedure will handle the user input.

Describe three other sub-procedures Mabel could create for the given game description.

1..........................................................................................................................................

...........................................................................................................................................

2..........................................................................................................................................

...........................................................................................................................................

3 .........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................
[6]

(ii) Describe the decision that the program will need to make within the user input sub-
procedure and the result of this decision.

...........................................................................................................................................

...................................................................................................................................... [2]

(iii) Define pipelining and give an example of how it could be applied in the program.

...........................................................................................................................................

...................................................................................................................................... [2]

© OCR 2019
13
(c) The game’s ‘challenging’ level has intelligent enemies that hunt down the character in an
attempt to stop the user from winning. The program plans the enemies’ moves in advance to
identify the most efficient way to stop the user from winning the game.

The possible moves are shown in a graph. Each node represents a different state in the
game. The lines represent the number of moves it will take to get to that state.

4
1 B E
A
1
H
2 2
1 D
4
C
3
F 2 G

Show how Dijkstra’s algorithm would find the shortest path from A to H.

[6]

© OCR 2019 Turn over

14
(d)* Mabel has been told that true programmers write programs in a text editor, and do not use
IDEs. Mabel does not agree with this statement.

Discuss the use of an IDE in the development of this program.

[9]

Index 0 1 2 3 4 5

Data 2 18 6 4 12 3

(a) The array needs sorting into descending order.

Describe how a merge sort would sort the given array into descending order.

[6]

(b) An insertion sort can be used to sort the array instead of a merge sort.

Explain why an insertion sort might use less memory than a merge sort.

[2]

© OCR 2019 Turn over

16
6* Benedict runs a social networking website. He has been told he should use data mining to help
him enhance and improve his website.

Evaluate the use of data mining to help Benedict enhance and improve his social networking
website.

[9]

PLEASE DO NOT WRITE ON THIS PAGE

© OCR 2019 Turn over

18
Section B

7 A program is needed to plan the layout of a garden.

The program will allow the user to create an image of the garden, for example:

Pear
Apple Flower bed tree
tree

Path Patio

Pear
Vegetable bed tree

(a) The programmer will use abstraction to produce the program interface to represent the
garden.

(i) Give two different examples of how abstraction has been used to produce the layout of
the garden.

1..........................................................................................................................................

...........................................................................................................................................

2..........................................................................................................................................

...........................................................................................................................................
[2]

(ii) Explain the need for abstraction in the production of this program.

...........................................................................................................................................

...................................................................................................................................... [3]

Identify three pieces of data that the user may input into this program.

1..........................................................................................................................................

...........................................................................................................................................

2..........................................................................................................................................

...........................................................................................................................................

3..........................................................................................................................................

...........................................................................................................................................
[3]

(b) The program is to be built using object oriented programming.

All items that can be added to the garden are declared as instances of the class GardenItem.

The class has the following attributes:

Attribute Description Example

itemName The name of the item Flowerbed
length The length of the item in metres 2
width The width of the item in metres 1

(i) The constructor method sets the attributes to values that are passed as parameters.

Write pseudocode or program code to declare the class GardenItem and its constructor.
All attributes should be private and initialised through the constructor (e.g. daisies =
new GardenItem("Flowerbed",2,1) ). [4]

...........................................................................................................................................

© OCR 2019 Turn over

(ii) The trees in the garden layouts are defined by the class Tree. This class inherits from
GardenItem.

The class Tree has the additional attributes: height, sun, shade.

If sun is true then the tree can grow in full sun, if it is false then it cannot.

If shade is true then the tree can grow in full shade, if it is false then it cannot.

The length and width of a tree are the same. Only one value for these measurements is
passed to the constructor.

Write an algorithm, using pseudocode or program code, to declare the class Tree.
Declare all attributes as private.

[5]

© OCR 2019
21
(iii) The Common Oak is a type of tree. It has a maximum height, length and width of 40 m.
It can grow in sun and shade.

Write a statement, using pseudocode or program code, to declare an instance of tree for
the Common Oak. Give the object the identifier firstTree.

[4]

(iv) The classes GardenItem and Tree use get and set methods to access and alter their
private attributes.

Write the get method getItemName and set method setItemName for class
GardenItem. The set method takes the new value as a parameter.

Do not write any other methods, or re-declare the class.

[4]

© OCR 2019 Turn over

22
(v) The trees in the garden layouts are stored in a 1-dimensional array, treeArray. The
array can store a maximum of 1000 items. The array has global scope.

A procedure, findTree, takes as parameters:

• The maximum height of a tree

• The maximum width of a tree
• Whether the tree can live in full sun
• Whether the tree can live in full shade.

It searches the array, treeArray, for all trees that do not exceed the maximum height
and width, and that can grow in the conditions available. If there are no suitable trees, a
suitable message is output.

It outputs the name and details of the trees found in an appropriate message.

Call the get methods, getItemName, getHeight, getWidth, getSun, getShade, to

access the attributes.

Write, using pseudocode or program code, the procedure findTree.

[6]

Explain and evaluate the use of caching and re-useable components in the design of the
garden program.

[9]

PLEASE DO NOT WRITE ON THIS PAGE

Oxford Cambridge and RSA

Copyright Information
OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders
whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright
Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible
opportunity.
For queries or further information please contact The OCR Copyright Team, The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a
department of the University of Cambridge.

Computer Science

H446/02: Algorithms and programming

Advanced GCE

Mark Scheme for June 2019

Oxford Cambridge and RSA Examinations

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range
of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications
include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals,
Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in
areas such as IT, business, languages, teaching/training, administration and secretarial
skills.

It is also responsible for developing new specifications to meet national requirements and
the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made
is invested back into the establishment to help towards the development of qualifications and
support, which keep pace with the changing needs of today’s society.

This mark scheme is published as an aid to teachers and students, to indicate the
requirements of the examination. It shows the basis on which marks were awarded by
examiners. It does not indicate the details of the discussions which took place at an
examiners’ meeting before marking commenced.

All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.

Mark schemes should be read in conjunction with the published question papers and the
report on the examination.

© OCR 2019
Annotations
Annotation Meaning
Omission mark
Benefit of the doubt
Incorrect point
Follow through
Not answered question
No benefit of doubt given
Repeat
Correct point
Too vague
Zero (big)
Level 1
Level 2
Level 3
Subject-specific Marking Instructions
INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
 the specification, especially the assessment objectives
 the question paper and its rubrics
 the mark scheme.
You should ensure that you have copies of these materials.
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners.
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
USING THE MARK SCHEME
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and
ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all
Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and
administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and
achievements; the co-ordination scripts then become part of this Mark Scheme.
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.
In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will
encounter answers which fall outside the ‘target range’ of Bands for the paper which you are marking. Please mark these answers according to the
marking criteria.
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always
be prepared to use the full range of marks.
LEVELS OF RESPONSE QUESTIONS:
The indicative content indicates the expected parameters for candidates’ answers, but be prepared to recognise and credit unexpected approaches
where they show relevance.
Using ‘best-fit’, decide first which set of BAND DESCRIPTORS best describes the overall quality of the answer. Once the band is located, adjust
the mark concentrating on features of the answer which make it stronger or weaker following the guidelines for refinement.
 Highest mark: If clear evidence of all the qualities in the band descriptors is shown, the HIGHEST Mark should be awarded.
 Lowest mark: If the answer shows the candidate to be borderline (i.e. they have achieved all the qualities of the bands below and show
limited evidence of meeting the criteria of the band in question) the LOWEST mark should be awarded.
 Middle mark: This mark should be used for candidates who are secure in the band. They are not ‘borderline’ but they have only achieved
some of the qualities in the band descriptors.
Be prepared to use the full range of marks. Do not reserve (e.g.) high Band 3 marks ‘in case’ something turns up of a quality you have not yet seen.
If an answer gives clear evidence of the qualities described in the band descriptors, reward appropriately.
AO1 AO2 AO3
High (thorough) Precision in the use of question Knowledge and understanding Concerted effort is made to
terminology. Knowledge shown is shown is consistently applied to consider all aspects of a system /
consistent and well-developed. context enabling a logical and problem or weigh up both sides to
Clear appreciation of the question sustained argument to develop. an argument before forming an
from a range of different Examples used enhance rather overall conclusion. Judgements
perspectives making extensive than detract from response. made are based on appropriate
use of acquired knowledge and and concise arguments that have
understanding. been developed in response
resulting in them being both
supported and realistic.
Middle (reasonable) Awareness of the meaning of the Knowledge and understanding There is a reasonable attempt to
terms in the question. Knowledge applied to context. Whilst clear reach a conclusion considering
is sound and effectively evidence that an argument builds aspects of a system / problem or
demonstrated. Demands of and develops through response weighing up both sides of an
question understood although at there are times when argument. However the impact of
times opportunities to make use of opportunities are missed to use an the conclusion is often lessened
acquired knowledge and example or relate an aspect of by a lack of supported judgements
understanding not always taken. knowledge or understanding to which accompany it. This inability
the context provided. to build on and develop lines of
argument as developed in the
response can detract from the
overall quality of the response.
Low (basic) Confusion and inability to Inability to apply knowledge and Little or no attempt to prioritise or
deconstruct terminology as used understanding in any sustained weigh up factors during course of
in the question. Knowledge partial way to context resulting in answer. Conclusion is often
and superficial. Focus on question tenuous and unsupported dislocated from response and any
narrow and often one- statements being made. judgements lack substance due in
dimensional. Examples if used are for the most part to the basic level of argument
part irrelevant and that has been demonstrated
unsubstantiated. throughout response.
Assessment Objective
AO1 Demonstrate knowledge and understanding of the principles and concepts of computer science, including abstraction, logic, algorithms and data
representation.
AO1.1 Demonstrate knowledge of the principles and concepts of abstraction, logic, algorithms, data representation or other as appropriate.
AO1.2 Demonstrate understanding of the principles and concepts of abstraction, logic, algorithms, data representation or other as appropriate.
AO2 Apply knowledge and understanding of the principles and concepts of computer science including to analyse problems in computational terms.
AO2.1 Apply knowledge and understanding of the principles and concepts of computer science.
AO2.2 Analyse problems in computational terms.
AO3 Design, program and evaluate computer systems that solve problems, making reasoned judgements about these and presenting conclusions.
AO3.1 Design computer systems that solve problems.
AO3.2 Program computer systems that solve problems.
AO3.3 Evaluate computer systems that solve problems, making reasoned judgements about these and presenting conclusions.
Question Answer Marks Guidance
1 mark per bullet 2 Mark Point 1 is the definition
 Queue outputs data in a First In First Out fashion Mark Point 2 is for context of the temperature
 It will retrieve the temperature values in the order they were AO1.2 values
recorded (1)
1a AO2.2
or
 Stack outputs the data in a Last In First Out fashion (1)
 It will retrieve the temperature values in the reverse of the order
they were recorded
1
1bi It returns a value AO2.1
(1)
1 mark per completed word 3 Exact answers only
processedData[0] = 0 AO2.2
(1)
firstDay = dequeue() AO3.2
(2)
1bii for count = 1 to 6
processedData[count] = dequeue() - firstDay
next count
1 mark per bullet to max 5. 5 Allow (full) credit for tables showing the
Max 3 if no application to data in processedData bubblesort being completed.
 Compares each pair of data e.g. 0 and 0.5 AO1.1
 If they are in the correct order it moves to the next pair e.g. 0.5 (2)
and 0 AO1.2
 If they are in the wrong order it swaps them e.g. 0.5 and 0 (1)
becomes 0 and 0.5 AO2.1
 Continues to the end of the array e.g. Pass 1 complete (1)
 If there has been a swap it checks again e.g. Pass 2 complete AO2.2
(1)
 If there have been no swaps it is sorted
1biii
0 0.5 0 1 2 1.5 1 Pass 1
0 0 0.5 1 2 1.5 1
0 0 0.5 1 1.5 2 1
0 0 0.5 1 1.5 1 2
0 0 0.5 1 1 1.5 2 Pass 2
0 0 0.5 1 1 1.5 2 No swaps
1 mark per bullet 6 Note: First Mark Point is for the identification,
O(n) second Mark Point is for the description
 Linear AO1.1
 Best time grows at the same rate as the number of elements (3) Note: Do not allow descriptions relating to time
 This is the case when the data is already in order AO1.2 complexity for 'Worst Space O(1)'
O(n2) (3)
 Polynomial / Quadratic Note: Do not allow ‘equal to’ in descriptions,
1biv O(n) and O(n2) grow in proportion to the number
 Worst and average time is proportional to the square (polynomial)
of the number of elements of items
 Worst case is when the data is initially in the reverse order
O(1)
 Constant
 Will always take the same amount of memory (in addition to the
list itself).
Binary Tree / Binary Search Tree 1
2ai AO2.1
(1)
1 mark per bullet 3
 1st layer: Lily
 2nd layer: Daisy, Sunflower AO1.2
 3rd layer: Begonia, Hosta, Peony (1)
2aii 4th layer: Rose AO2.1
(1)
AO2.2
(1)
1 mark per bullet to max 4. Max 2 marks for no application to the tree. 4
 Depth first starts at the root (Lily)
 …and goes all the way down one branch to the bottom (Begonia) AO1.1
 It stores which nodes it has visited / pushes nodes visited onto a (1)
stack AO1.2
 When it cannot go any further (1)
 …It then backtracks/returns to the previous node AO2.1
2aiii (1)
 And continues to backtrack until a node is reached with unvisited
children. AO2.2
 …and checks down that branch (1)
 In the tree shown, after visiting Begonia, the algorithm would
backtrack to Daisy…
 …and would then visit Hosta (Accept any other example)
1 mark per bullet Exact values only. Allow -1 for null pointer or
 Correct NextPointer values equivalent such as Φ.
 Suitable end/null pointer Do not allow a blank or 0.
Data Data NextPointer
item
0 Begonia 1 2
1 Daisy 2
2bi AO2.1
2 Hosta 3
(2)
3 Lily 4
4 Peony 5
5 Rose 6
6 Sunflower null
1 mark per bullet Do not credit answers that do not place lavender
 Lavender added in position 7 in position 7 and then update pointer positions
 …Hosta points to 7
 …Lavender points to 3
Data
Data NextPointer 3
item
0 Begonia 1 AO1.2
2bii 1 Daisy 2 (1)
2 Hosta 7 AO2.2
3 Lily 4 (2)
4 Peony 5
5 Rose 6
6 Sunflower null
7 Lavender 3
1 mark per bullet Find the item before item to be deleted (Daisy)
 Traverse the list to the item immediately prior to the item to be 4 Find nextPtr of item to be deleted (Hosta)
removed (1) Update nextPtr of the item before (Daisy) to the
AO1.1
 … which is DataItem 1 - Daisy nextPtr of item to be deleted (Hosta)
(1)
 Find the value of the NextPointer of the item to be removed i.e. Daisy 2 is updated to Daisy 7
AO1.2
2biii  … which is the NextPointer of DataItem 2 - Hosta, value 7
(1) Allow FT from 2b(ii/iii) if candidate has used
 Set the nextPointer of the item prior to the item to be removed to AO2.2
the NextPointer value of the DataItem to be removed table in fig 2.1 (e.g. Daisy would now point to
(2) Lily at position 3)
 … update the NextPointer of DataItem 1 - Daisy from 2 to 7
(Lavender)
1 mark per bullet Note: Solution must utilise pointers in a linked
 Start at the firstElement in the list list; it cannot use a FOR loop as the number of
 Correctly looping until null pointer found / end of list 5 elements is not known and the data is not in
 Outputting the data element order by index number
 Accessing the pointer to the next element AO2.1
 Appropriate comment(s) (1) Note: identifiers given in the question as
AO2.2 plantList and firstElement should be
2biv e.g. (2) used accurately in the solution
currentElement = firstElement AO3.2
while(currentElement != null) //Continue until last (2) Note: allow credit for answers that interpret the
node data structure as an array of records/structures
print(plantList[currentElement,0]) with data/pointer fields
currentElement = plantList[currentElement,1]
endwhile
1
3ai if AO1.1
(1)
2
1 mark per bullet
3aii  Branching decides which code is run / only runs code once AO1.2
 Iteration repeatedly runs the same code in the same sequence (2)
1 Exact identifier names required
3aiii num1, num2 AO2.1
(1)
1 mark per bullet 2
 By Value
3aiv AO2.2
 … the original values do not need to be modified
(2)
 … byRef would not work / would cause the routine to crash
2
AO1.1
1 mark per bullet
(1)
3av  Gives the remainder after division
AO1.2
 E.g. 10 MOD 3 = 1
(1)
3 Allow FT for numerical errors
1 mark per bullet to max 3 AO2.1
 Num2 != 0 therefore return GCD(20,10) (1)
3b
 Num2 != 0 therefore return GCD(10,0) AO2.2
 Final return value = 10 (2)
1 mark for benefit, 1 mark for drawback
Benefit:
 The program can/might run faster
 Cannot run out of stack space/memory
 Easier to trace/follow 2
3ci Drawback: AO1.1
 Iteration can lead to lengthier code (1)
 Iteration can lead to code that looks more complex / is harder to
understand
 some problems are more elegantly coded with a recursive
solution
1 mark for each correct statement
function newGCD(num1, num2)
temp = 0
while (num2 != 0) 4
temp = num2 AO2.2
(2)
3cii num2 = num1 MOD num2 AO3.2
(2)
num1 = temp
endwhile
return num1
endfunction
2
1 mark per bullet
AO1.2
 She can split the problem down into sub problems
(1)
4a  It will creates a more manageable problem / simpler to
AO2.2
understand / maintain
(1)
 can tackle each sub problem independently
1 mark per bullet, max 2 per sub-procedure 6 Do not award any user input related procedures
e.g. e.g. Left/Right input (but character movement
 Select character (name, gender) AO2.1 output on screen left/right would be valid)
 Gives the user options for choosing a character (2)
AO2.2 Allow other reasonable responses from the
 Choose level (2) scenario e.g. generate enemy()
 Give the user the choice of level (easy, normal, challenging) and AO3.2
take the user input (2)
4bi  Touch enemy
 Called to determine if the character touches an enemy
 Lose life
 Remove a life, if <0 then game over
 End level
 Move onto next level
One mark for identifying sensible subroutine, 1 mark for description
2
1 mark per bullet
AO2.1
 Decision based on what the user has input
(1)
4bii  E.g. If they click left move the character left // if they click right AO2.2
move the character right // if they click space bar make the (1)
character jump
2 Note: 1 Mark Max for a generic description of
pipelining
1 mark per bullet
AO1.2
 The result from one process / procedure feeds into the next
4biii (1)
 E.g. the result of detecting a character touching an enemy feeds AO2.2
into reducing the number of lives (1)
1 mark for final solution, max 5 for showing the stages Guidance – 1 mark only for stating the solution
 Mark A as the current node initially of A-C-D-E-G-H length 10
 Record B = 1, C = 2 (mark A as visited)
 Record E = 5 (and mark B as visited)
 (Record D = 3, F = 5 (and mark B as visited)
 Change E to 4 (overriding previous value, and mark D as visited)
 Record G = 6 (and mark E as visited)
 …Do not change G as greater than current (mark F as visited)
6
 (G as visited) H = 10 (Mark G as visited)
 Solution: A-C-D-E-G-H path length 10 AO1.2
(1)
Node Visited From A Previous Node AO2.2
4c A  0 - 1 Mark (3)
B  1 A 1 Mark AO2.2
C  2 A (2)
D  3 C 1 Mark
F  5 C
E  54 BD 2 Marks
Initial visit, plus
override
values
G  6 E 1 Mark
H 10 G 1 Mark
Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 Indicative content
The candidate demonstrates a thorough knowledge and understanding of IDEs; (2) Tools to aid writing
the material is generally accurate and detailed. AO1.2  Coloured font
The candidate is able to apply their knowledge and understanding directly and
consistently to the context provided.
(2)  Predictive text
Evidence/examples will be explicitly relevant to the explanation. AO2.1  Auto-correct
The candidate is able to weigh up the context which results in a supported and (2) Tools to aid de-bugging
realistic judgment as to whether IDEs are useful in this context. AO3.3  Stepping
There is a well-developed line of reasoning which is clear and logically (3)  Break points
structured. The information presented is relevant and substantiated.  Variable watch window
Mark Band 2 – Mid level
(4-6 marks) AO2: Application
The candidate demonstrates reasonable knoledge and understanding of IDEs; e.g.
the material is generally accurate but at times underdeveloped.  Can write subroutines for the program and it
The candidate is able to apply their knowledge and understanding directly to the will tell you what parameters are needed
context provided although one or two opportunities are missed.  Allow you to run the program without exiting
Evidence/examples are for the most part implicitly relevant to the explanation. the software / having to load a separate
4d The candidate makes a reasonable attempt to come to a conclusion showing compiler
some recognition of influencing factors that would determine whether IDEs are
 Integrates other tools such as version
useful in this context.
There is a line of reasoning presented with some structure. The information control.
presented is in the most part relevant and supported by some evidence  Can reduce spelling errors
 Can use to fix errors that might occur /
debug
Mark Band 1 – Low Level
(1-3 marks) AO3: Evaluation
The candidate demonstrates a basic knowledge of IDEs with limited e.g.
understanding shown; the material is basic and contains some inaccuracies.
 User friendly for novices
The candidates makes a limited attempt to apply acquired knowledge and
understanding to the context provided.  Increase speed of writing
The candidate provides nothing more than an unsupported assertion.  Fewer mistakes
The information is basic and comunicated in an unstructured way. The  Increase speed of testing / finding errors
information is supported by limited evidence and the relationship to the evidence  Collaborative team working facilitated
may not be clear.
0 marks
No attempt to answer the question or response is not worthy of credit.
1 mark per bullet to max 6. Allow max 5 if correct description but in
Max 4 if generic description given with no application ascending order.
Max 4 if a diagrammatic solution is given with no description
 Splits the list in half repeatedly…
 … until it is in independent arrays / elements e.g. 2, 18, 6, 4, 12,
3
 Compare the first two items (index 0 and 1) e.g. 2, 18
 … and combine to create a new array in descending order i.e. 18,
2
 Repeat with indexes 2 and 3 (6, 4), then 4 and 5 (12, 3) 6
 Compare the first element in the first two new arrays
 …Choose the largest element, writing this to the new array first AO1.2
5a  …repeat until no elements left (3)
 Combine the two remaining lists into one list AO2.2
(3)
e.g. e.g.
[2, 18, 6, 4, 12, 3] [2, 18, 6, 4, 12, 3]
[2, 18, 6] [4, 12, 3] [2, 18, 6] [4, 12, 3]
[2, 18] [6] [4, 12] [3] [2, 18] [6] [4, 12] [3]
[2] [18] [6] [4] [12] [3] [2] [18] [6] [4] [12] [3]
[18, 2] [6, 4] [12, 3] [18 2] [6] [12 4] [3]
[18, 6, 4, 2] [12, 3] [18 6 2] [12 4 3]
[18, 12, 6, 4, 3, 2] [18, 12, 6, 4, 3, 2]
1 mark per bullet
2
 Merge sort might create a new array each time it splits and
merges / often implemented recursively which places additional
5b AO1.2
data on the stack
(2)
 Insertion sort does not use any additional arrays//Insertion sort is
an in-place algorithm.
Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 Indicative content
The candidate demonstrates a thorough knowledge and understanding of data (2)  Extracting data from databases
mining; the material is generally accurate and detailed. AO1.2  Using large data sets
The candidate is able to apply their knowledge and understanding directly and
consistently to the context provided.
(2)  Looking for patterns/specific occurrences of
Evidence/examples will be explicitly relevant to the explanation. AO2.1 data
The candidate is able to weigh up the context which results in a supported and (2)  Gathering data that can be analysed and
realistic judgment as to whether it is possible to use data mining in this context. AO3.3 used to inform decisions
There is a well-developed line of reasoning which is clear and logically (3)
structured. The information presented is relevant and substantiated. AO2: Application
e.g.
Mark Band 2 – Mid level
(4-6 marks)
 Use to find out what his users do
The candidate demonstrates reasonable knowledge and understanding of data  Find features that are used most often
mining; the material is generally accurate but at times underdeveloped.  Find features that are not used
The candidate is able to apply their knowledge and understanding directly to the  Find out what people in his target age group
context provided although one or two opportunities are missed. do on other sites
Evidence/examples are for the most part implicitly relevant to the explanation.  Find out characteristics of people who use
6 The candidate makes a reasonable attempt to come to a conclusion the site
showing some recognition of influencing factors that would determine
whether it is possible to use data mining.
There is a line of reasoning presented with some structure. The information AO3: Evaluation
presented is in the most part relevant and supported by some evidence.
e.g.
 Can identify areas to focus attention
Mark Band 1 – Low Level  Save time and money by identifying areas
(1-3 marks) that are not popular/used
The candidate demonstrates a basic knowledge of data mining with limited  New features targeted at specific groups
understanding shown; the material is basic and contains some inaccuracies. could bring in new business e.g. advertising
The candidates makes a limited attempt to apply acquired knowledge and  But care would need to be applied to privacy
understanding to the context provided. issues / GDPR and potential impact on the
The candidate provides nothing more than an unsupported assertion.
The information is basic and comunicated in an unstructured way. The
users
information is supported by limited evidence and the relationship to the evidence
may not be clear.
0 marks
No attempt to answer the question or response is not worthy of credit.
1 mark per example 2 Allow any reasonable examples, but they must
e.g. be for different aspects
7ai  No actual images shown AO2.1
 Items are named / labelled (2)
 Simplified layout with shapes
3 Note: do not allow answers related to the user
1 mark per bullet to max 3 experience / user interpretation, the question is
e.g. AO1.1 about the production of the system
 Reduces complexity of design (1)
 Reduces complexity of programming AO1.2
7aii
 Reduce memory/processing requirements (1)
 Could involve a large number of images that would take AO2.1
excessive memory (1)
 Reality contains things that aren’t relevant to a computer program
1 mark per example
e.g. 3
 Garden dimensions/width/length
7aiii AO2.1
 Number of items in the garden
(3)
 Name of items in the garden
 Location of items in the garden
1 mark per bullet to max 4 Note that example answers are given in the
 Class declaration specification pseudocode. Any pseudocode
 3 attributes declared 4 answer that can be understood by a ‘competent
 Constructor programmer’ should be accepted
 …taking parameters AO1.1
 …setting the attributes to the parameters (1)
AO2.1
e.g. (1)
class GardenItem AO2.2
7bi
private itemName (1)
private length AO3.2
private width (1)
public procedure new(pItemName, pLength, pWidth)
itemName = pItemName
length = pLength
width = pWidth
endprocedure
endclass
1 mark per bullet Accept solutions that call the parent’s
 Class declaration inheriting from gardenItem constructor.
 Additional 3 properties declared as private
 Constructor takes all 5 parameters class Tree inherits GardenItem
 Use of super (or equivalent) to set super class parameters private height
private sun
 Remainder of properties set to parameters 5 private shade
public procedure new(pName,
e.g. AO1.1 pHeight, pLenWidth, pSun, pShade)
class Tree inherits GardenItem (1) height = pHeight
private height AO2.2 sun = pSun
7bii private sun (1) shade = pShade
private shade AO3.2
public procedure new(pName, pHeight, pLenWidth, (3) super.new(pName,pLenWidth,pLenWidth)
pSun, pShade)
endprocedure
super.itemName = pName
endclass
super.length = pLenWidth
super.width = pLenWidth
height = pHeight
sun = pSun
shade = pShade
endprocedure
endclass
4
1 mark per bullet
 Declaration of instance of tree (i.e. new Tree) AO1.1
(1)
 Storing result in firstTree
AO2.2
7biii  All parameters included and in the same order as 7bii (1)
 …with appropriate data types AO3.2
(2)
e.g.
firstTree = new Tree("Common Oak",40,40,true, true)
1 mark per bullet
 Get method declaration
 Returns itemName
 Set method declaration 4
 …takes value as a parameter
 …assigns parameter to itemName AO1.2
e.g. (2)
7biv
function getItemName() AO2.2
return itemName (2)
endfunction
procedure setItemName(newname)
itemName = newname
endprocedure
1 mark per bullet to max 6
 Procedure declaration with all four parameters
 Looping 1000 times / to end of array
 Checking if height and width are less than or equal to the
maximum height and width
 Checking if sun and shade match
 Outputting value(s) using get methods
 Output an appropriate message
 Outputs a message if no matching tree is found
e.g.
procedure findTree(pHeight, pWidth, pSun, pShade) 6
flag = false
for i = 0 to 999 AO1.2
if treeArray[i].getHeight() <= pHeight then (1)
if treeArray[i].getWidth() <= pWidth then AO2.2
7bv if treeArray[i].getSun() == pSun then (2)
if treeArray[i].getShade() == pShade then AO3.2
flag = true (3)
print(treeArray[i].getItemName() + “
height: “ + treeArray[i].getHeight + “ width: “ +
treeArray[i].getWidth() + “ Sun?: “ +
treeArray[i].getSun() + “ Shade?: “ +
treeArray[i].getShade()
endif
endif
endif
endif
next count
if flag == false then
print(“No suitable trees”)
endif
endprocedure
Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 Indicative content
The candidate demonstrates a thorough knowledge and understanding of caching and
reuseable components; the material is generally accurate and detailed. (2) Caching:
The candidate is able to apply their knowledge and understanding directly and AO1.2  Data that has been used is stored in
consistently to the context provided. (2) cache/RAM in case it is needed again
Evidence/examples will be explicitly relevant to the explanation. AO2.1  Allows faster access for future use
The candidate is able to weigh up the use of both caching and reusable components
which results in a supported and realistic judgment as to whether it is possible to use
(2) Reusable components
them in this context. AO3.3  One piece of code can be used in multiple
There is a well-developed line of reasoning which is clear and logically structured. The (3) places / called many times
information presented is relevant and substantiated.
 Use of subroutines / procedures / functions
Mark Band 2 – Mid level  Use of classes
(4-6 marks)  Use of external libraries
The candidate demonstrates reasonable knoledge and understanding of caching and
reuseable components; the material is generally accurate but at times underdeveloped.
The candidate is able to apply their knowledge and understanding directly to the context
AO2: Application
provided although one or two opportunities are missed. Evidence/examples are for the  Store items in cache
7c most part implicitly relevant to the explanation.  Store requirements in cache
The candidate makes a reasonable attempt to come to a conclusion showing some  Store garden layout in cache
recognition of influencing factors that would determine whether it is possible to use
caching and reusable componments in this context.  Reuse shapes / designs
There is a line of reasoning presented with some structure. The information presented is  The use of a class allows replication
in the most part relevant and supported by some evidence
AO3: Evaluation
Mark Band 1 – Low Level e.g.
(1-3 marks)  Faster development
The candidate demonstrates a basic knowledge of caching and reuseable components  Faster/easier future adaptation
with limited understanding shown; the material is basic and contains some inaccuracies.
The candidates makes a limited attempt to apply acquired knowledge and understanding
 Better performance of program
to the context provided.  Takes more time to plan/design to make use
The candidate provides nothing more than an unsupported assertion. of both
The information is basic and comunicated in an unstructured way. The information is
supported by limited evidence and the relationship to the evidence may not be clear.
0 marks
No attempt to answer the question or response is not worthy of credit.
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Head office
Telephone: 01223 552552
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A Level Computer Science

H446/02 Algorithms and programming

Friday 15 June 2018 – Morning

Time allowed: 2 hours 30 minutes
* 7 0 1 5 0 2 6 1 4 4 *

You may use:

• a ruler (cm/mm)
• an HB pencil
Do not use:
• a calculator

* H 4 4 6 0 2 *

First name

Last name

Centre Candidate
number number

INSTRUCTIONS
• Use black ink.
• Complete the boxes above with your name, centre number and candidate number.
• Answer all the questions.
• Write your answer to each question in the space provided. Additional paper may be
used if required but you must clearly show your candidate number, centre number and
question number(s).
• Do not write in the barcodes.

© OCR 2018 [601/4911/5] OCR is an exempt Charity

DC (KS/CB) 157976/5 Turn over
2
Section A

Answer all the questions.

1 A program stores entered data in a binary search tree.

The current contents of the tree are shown:

Italy

France Spain

Austria Germany Norway

(a) Complete the diagram to show the contents of the tree after the following data is added:

England, Scotland, Wales, Australia [3]

3
(b) Show the order of the nodes visited in a breadth first traversal on the following tree.

Italy

France Spain

Austria Germany Norway

…………………………………………………………………………………………………………

…...…………………………………………………………………………………………………[3]

© OCR 2018 Turn over

4
(c) A pseudocode algorithm is written to search the tree to determine if the data item “Sweden” is
in the tree.

The function currentNode.left()returns the node positioned to the left of currentNode.

The function currentNode.right()returns the node positioned to the right of

currentNode.

function searchForData(currentNode:byVal, searchValue:byVal)

thisNode = getData(……………………………………………………………………………………………………………)

if thisNode == …………………………………………………………………………………………………………… then

return ……………………………………………………………………………………………………………

elseif thisNode < searchValue then

if currentNode.left() != null then

return (searchForData(currentNode.left(), searchValue))

else

return ……………………………………………………………………………………………………………

endif

else

if …………………………………………………………………………………………………………… != null then

return (searchForData(currentNode.right(), searchValue))

else

return false

endif

endfunction

(i) Complete the algorithm.

[5]

(ii) The algorithm needs to be used in different scenarios, with a range of different trees.

Identify two preconditions needed of a tree for this algorithm to work.

1..........................................................................................................................................

2..........................................................................................................................................
[2]
5
BLANK PAGE

PLEASE DO NOT WRITE ON THIS PAGE

© OCR 2018 Turn over

6
2 A company merger is joining five e-commerce retailers under one company, OCRRetail. Each
retailer has a different sales system and OCRRetail wants to develop one computer system that
can be used by all the retailers.

Mary’s software development company has been employed to analyse and design a solution for
the company.

(a) (i) Two computational methods (techniques used to solve a problem using computational
thinking) that Mary will use are problem recognition and decomposition.

State what is meant by problem recognition and decomposition.

Recognition ��

Decomposition��

[2]

(ii) State one additional computational method.

�� [1]

(b) Mary plans to use data mining to generate information about OCRRetail’s customers. Mary
will use this information to benefit the company.

(i) Define the term ‘data mining’.

��

[1]

(ii) Identify two pieces of information that data mining could provide OCRRetail about sales,
and state how OCRRetail could make use of this information.

1 ��

2��

[4]
7
(c) Mary has developed the program and is considering using performance modelling before
installing the system.

(i) Define the term ‘performance modelling’.

��

[1]

(ii) Identify one way performance modelling could be used to test the new system.

��

[1]

(d) Mary created the program as a series of sub-programs that can be reused.

Describe one benefit of Mary creating reusable program components.

��

[2]

© OCR 2018 Turn over

8
3 A puzzle has multiple ways of reaching the end solution. Fig. 3 shows a graph that represents all
possible routes to the solution. The starting point of the game is represented by A, the solution is
represented by J. The other points in the graph are possible intermediary stages.

Fig. 3

(a) The graph in Fig. 3 is a visualisation of the problem.

(i) Identify one difference between a graph and a tree.

��

[1]

(ii) Explain how the graph is an abstraction of the problem.

��

[2]

(iii) Identify two advantages of using a visualisation such as the one shown in Fig. 3.

1 ��

2��

[2]
9
(b) Demonstrate how Dijkstra’s algorithm would find the shortest path to the solution in Fig. 3.

��

�� [7]

© OCR 2018 Turn over

10
(c)* The creator of the puzzle has been told that the A* algorithm is more efficient at finding the
shortest path because it uses heuristics.

Compare the performance of Dijkstra’s algorithm and the A* search algorithm, making
reference to heuristics, to find the shortest path to the problem.

��

�� [9]
11
(d) A computer program version of the puzzle is to be developed. A programmer will use an IDE
to debug the program during development.

Describe three features of an IDE that help debug the program.

1 .................................................................................................................................................

...................................................................................................................................................

�� .................................................................................................................................

2��.................................................................................................................................................

...................................................................................................................................................

3 ��

[6]

© OCR 2018 Turn over

12
4 A recursive function, generate, is shown.

function generate(num1:byval)
if num1 > 10 then
return 10
else
return num1 + (generate(num1 + 1) DIV 2)
endif
endfunction

(a) Trace the algorithm to show the value returned when generate(7) is called. Show each
step of your working.

��

�� [6]

(b) The parameter, num1, is passed by value.

Explain why the parameter was passed by value instead of by reference.

��

.............................................................................................................................................. [2]

Compare the use of parameters to global variables in recursive functions.

��

�� [9]

© OCR 2018 Turn over

14
(d) A student called Jason writes a recursive algorithm. The recursive algorithm uses more
memory than if Jason had written it as an iterative algorithm.

Explain why the recursive algorithm uses more memory than the iterative algorithm.

��

�� [2]
15
5 A computer program stores data input on a stack named dataItems. The stack has two sub-
programs to add and remove data items from the stack. The stack is implemented as a 1D array,
dataArray.

Sub-program Description
push() The parameter is added to the top of the stack
pop() The element at the top of the stack is removed

The current contents of dataItems are shown:

6
15
100
23

(a) Show the contents of the stack dataItems after each line of the following lines of code are
run

01 push(13)
02 pop()
03 push(10)
04 push(20)

Line 01 Line 02 Line 03 Line 04

100

[4]

© OCR 2018 Turn over

16
(b) The main program asks a user to push or pop an item from the stack. If the user chooses
‘push’, the data item is added to the stack. If the user chooses “pop”, the next item is removed
from the stack, multiplied by 3 and output.

The main program is shown:

01 userAnswer = input("Would you like to push or pop an item?")

02 if userAnswer == "push" then
03 push(input("Enter data item"))
04 else
05 print(pop() * 3)
06 endif

(i) Before the sub-programs, push() and pop(), can add or remove items from the stack,
a selection statement is used to decide if each action is possible.

Describe the decision that needs to be made in each sub-program and how this impacts
the next process.

push() ��

��

pop() ��

��

[4]

(ii) The algorithm does not work when the user enters "PUSH" or "Push". The algorithm
needs to be changed in order to accept these inputs.

Identify the line number to be changed and state the change that should be made.

Line number ��

If userAnswer == “push” OR “PUSH” OR “Push”
Change ��

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(c) The stack is implemented as a 1D array, dataArray.

Describe how a 1D array can be set up and used to push and pop items as a stack.

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(d) As an array, the data in dataArray is sorted and then searched for a specific value.

(i) The data in dataArray is sorted into ascending order using an insertion sort.

The current contents of dataArray are shown:

100 22 5 36 999 12

Show the steps of an insertion sort on the current contents of the array dataArray.

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(ii) The array dataArray can now be searched using a binary search.

Describe the stages of a binary search on an array of size n.

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(iii) The array has 50 items.

The function, searchItem(), performs a linear search for a data item.

function searchItem(dataItem)
for count = 0 to 49
if dataArray[count] == dataItem then
return(count)
endif
next count
return(-1)
endfunction

Rewrite the function using a while loop.

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Section B

Answer all questions.

6 Kamran is writing a program to manipulate the data for a set of items.

For each item, the program needs to store:

• Item name (e.g. Box)
• Cost (e.g. 22.58)
• Date of arrival (e.g. 1/5/2018)
• Transferred (e.g. true)

The items are added to a queue for processing.

The queue is defined as a class, itemQueue.

itemQueue

theItems[10] : Items
head : Integer
tail : Integer
numItems : Integer
constructor
enqueuer()
dequeuer()
setnumItems()
getnumItems()

The head attribute points to the first element in the queue. The tail attribute points to the next
available space in the queue. The numItems attribute states how many items are currently in the
queue.

(a) The data about the items can be stored using either a record structure, or as objects of a
class.

(i) Explain the similarities and differences between a record and a class.

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(ii) Kamran chooses to use a record structure to store the data about the items.

Record structures may be declared using the following syntax:

recordStructure recordstructurename
fieldname : datatype
…
endRecordStructure

Complete the pseudocode to declare a record called items.

recordStructure …………………………………………………………………………….

itemName : …………………………………………………………………

…………………………………………………….……………: Currency

…………………………………………………….……………: Date

transferred : …………………………………………………….……………

endRecordStructure
[5]

(iii) New records may be created using the following syntax:

recordidentifier : recordstructurename
recordidentifier.fieldname = data
…

Write a programming statement to create a new item, using the identifier ‘box1’, with the
item name “Box”, the cost 22.58, date of arrival 1/5/2018 and transferred true.

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(b) The array, theItems, stores the items in the queue. When the tail of the queue exceeds the
last element in the array, it adds a new item to the first element if it is vacant.

For example, in the following queue, the next item to be added would be placed at index 0.

Index 0 1 2 3 4 5 6 7 8 9
Element Data Data Data Data Data Data Data

(i) Define the term ‘queue’.

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(ii) The attributes in itemQueue are all declared as private.

Explain how a private attribute improves the integrity of the data.

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(iii) The constructor method creates a new instance of itemQueue and sets the head, tail
and numItems attributes to 0.

Write an algorithm, using pseudocode or program code, for the constructor including the
initialisation for all attributes.

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(iv) The enqueue method:
• takes as a parameter the item to insert in the queue
• checks if the queue is full
• reports an error and returns false if the queue is full
• does the following if the queue is not full:
o adds the item to the array at the tail position and adjusts the pointer(s)
o returns true

The attribute numItems stores the number of items currently in the queue.

Write an algorithm, using pseudocode or program code, for the enqueue method.

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(v) Write a programming statement to declare an instance of itemQueue called myItems.

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[1]

(vi) Write a procedure, insertItems(), to ask the user to input the data for an item. The
item is then added to the queue myItems. The user is continually asked to input data
items until the queue is full.

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(vii) When the main program ends, the items and the queue no longer exist.

Describe how Kamran could amend the program to make sure the items and queue still
exist and are used the next time the program is run.

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(c)* Kamran wants to expand the program to allow it to handle up to 100,000,000 items and to
allow him to search for data about items. Kamran is worried that the increase in the number
of items will cause a decrease in the performance of the program. He decides to investigate
the benefits of caching and concurrent processing.

Evaluate the use of caching and concurrent processing in this scenario and make a
recommendation to Kamran.

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27

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GCE
Computer Science

Unit H446/02: Algorithms and programming

Advanced GCE

Mark Scheme for June 2018

Oxford Cambridge and RSA Examinations

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications
include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals,
Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in
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It is also responsible for developing new specifications to meet national requirements and the
needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is
invested back into the establishment to help towards the development of qualifications and
support, which keep pace with the changing needs of today’s society.

This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination. It shows the basis on which marks were awarded by examiners. It does not
indicate the details of the discussions which took place at an examiners’ meeting before marking
commenced.

Mark schemes should be read in conjunction with the published question papers and the report
on the examination.

© OCR 2018
H446/02 Mark Scheme June 2018
Annotations
Annotation Meaning
Omission mark
Benefit of the doubt
Incorrect point
Follow through
Not answered question
No benefit of doubt given
Repeat
Correct point
Too vague
Blank Page – this annotation must be used on all blank pages within
an answer booklet (structured or unstructured) and on each page of
an additional
Level 1 object where there is no candidate response.
Level 2
Level 3
3
H446/02 Mark Scheme June 2018
Subject-specific Marking Instructions
INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
 the specification, especially the assessment objectives
 the question paper and its rubrics
 the mark scheme.
You should ensure that you have copies of these materials.
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners.
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
4
H446/02 Mark Scheme June 2018
USING THE MARK SCHEME
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper
and ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all
Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and
administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and
achievements; the co-ordination scripts then become part of this Mark Scheme.
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.
In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will
encounter answers which fall outside the ‘target range’ of Bands for the paper which you are marking. Please mark these answers according to the
marking criteria.
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always
be prepared to use the full range of marks.
5
H446/02 Mark Scheme June 2018
LEVELS OF RESPONSE QUESTIONS:
The indicative content indicates the expected parameters for candidates’ answers, but be prepared to recognise and credit unexpected
approaches where they show relevance.
Using ‘best-fit’, decide first which set of BAND DESCRIPTORS best describes the overall quality of the answer. Once the band is located, adjust
the mark concentrating on features of the answer which make it stronger or weaker following the guidelines for refinement.
 Highest mark: If clear evidence of all the qualities in the band descriptors is shown, the HIGHEST Mark should be awarded.
 Lowest mark: If the answer shows the candidate to be borderline (i.e. they have achieved all the qualities of the bands below and show
limited evidence of meeting the criteria of the band in question) the LOWEST mark should be awarded.
 Middle mark: This mark should be used for candidates who are secure in the band. They are not ‘borderline’ but they have only achieved
some of the qualities in the band descriptors.
Be prepared to use the full range of marks. Do not reserve (e.g.) high Band 3 marks ‘in case’ something turns up of a quality you have not yet
seen. If an answer gives clear evidence of the qualities described in the band descriptors, reward appropriately.
6
H446/02 Mark Scheme June 2018
AO1 AO2 AO3
High (thorough) Precision in the use of question Knowledge and understanding Concerted effort is made to
terminology. Knowledge shown is shown is consistently applied to consider all aspects of a system /
consistent and well-developed. context enabling a logical and problem or weigh up both sides to
Clear appreciation of the question sustained argument to develop. an argument before forming an
from a range of different Examples used enhance rather overall conclusion. Judgements
perspectives making extensive than detract from response. made are based on appropriate
use of acquired knowledge and and concise arguments that have
understanding. been developed in response
resulting in them being both
supported and realistic.
Middle (reasonable) Awareness of the meaning of the Knowledge and understanding There is a reasonable attempt to
terms in the question. Knowledge applied to context. Whilst clear reach a conclusion considering
is sound and effectively evidence that an argument builds aspects of a system / problem or
demonstrated. Demands of and develops through response weighing up both sides of an
question understood although at there are times when opportunities argument. However the impact of
times opportunities to make use of are missed to use an example or the conclusion is often lessened
acquired knowledge and relate an aspect of knowledge or by a lack of supported judgements
understanding not always taken. understanding to the context which accompany it. This inability
provided. to build on and develop lines of
argument as developed in the
response can detract from the
overall quality of the response.
Low (basic) Confusion and inability to Inability to apply knowledge and Little or no attempt to prioritise or
deconstruct terminology as used in understanding in any sustained weigh up factors during course of
the question. Knowledge partial way to context resulting in tenuous answer. Conclusion is often
and superficial. Focus on question and unsupported statements being dislocated from response and any
narrow and often one-dimensional. made. Examples if used are for judgements lack substance due in
the most part irrelevant and part to the basic level of argument
unsubstantiated. that has been demonstrated
throughout response.
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H446/02 Mark Scheme June 2018
Assessment Objective
AO1 Demonstrate knowledge and understanding of the principles and concepts of computer science, including abstraction, logic, algorithms
and data representation.
AO1.1 Demonstrate knowledge of the principles and concepts of abstraction, logic, algorithms, data representation or other as appropriate.
AO1.2 Demonstrate understanding of the principles and concepts of abstraction, logic, algorithms, data representation or other as appropriate.
AO2 Apply knowledge and understanding of the principles and concepts of computer science including to analyse problems in computational
terms.
AO2.1 Apply knowledge and understanding of the principles and concepts of computer science.
AO2.2 Analyse problems in computational terms.
AO3 Design, program and evaluate computer systems that solve problems, making reasoned judgements about these and presenting
conclusions.
AO3.1 Design computer systems that solve problems.
AO3.2 Program computer systems that solve problems.
AO3.3 Evaluate computer systems that solve problems, making reasoned judgements about these and presenting conclusions.
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
1 (a) 3
AO2.2 (3)
1 mark for each of:
- Scotland in correct place
- Wales in correct place
- Australia and England both in correct place
1 (b) 1 mark per bullet to max 3
AO1.1
 Italy
(1)
 France, Spain
AO2.1 (1)
 Austria, Germany, Norway AO2.2 (1)
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
1 (c) (i) 1 mark per bullet to max 5 5 The line elseif thisNode <
function searchForData(currentNode:byVal, searchValue:byVal) AO2.2 (2) searchValue then should
thisNode = getData(currentNode) AO3.2 (3) have read elseif thisNode
if thisNode == searchValue then > searchValue then
return true
elseif thisNode < searchValue then If candidates attempt to correct
if currentNode.left () != null then the code and their answers are
return (searchForData(currentNode.left (), consistent with, and work with
searchValue)) their amendment, such answers
else should be credited.
return false
endif
else
if currentNode.right() != null then
return (searchForData(currentNode.right (),
searchValue))
else
return false
endif
endif
endfunction
1 (c) (ii)  It’s a binary tree 2
 It’s ordered / sorted AO2.2 (2)
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
2 (a) (i) Recognition 2
 Identify there is a problem to be solved // what the AO1.1
problem is (2)
Decomposition
 Splitting down a problem into sub-problems
2 (a) (ii) e.g. 1
Accept other credible answers e.g.:
 Divide and conquer AO1.1
Critical thinking, Modelling, Heuristics, Concurrency,
 Abstraction (1)
Visualisation, Backtracking
2 (b) (i)  Turning large quantities of data into useful information
1
/ Finding patterns within large quantities of Must refer to large quantities of data
AO1.1 (1)
information
2 (b) (ii) 1 mark per identifying data, 1 for use
e.g.
 Identify customer trends
 To identify items to sell/offers to send customers
4
AO2.2 Accept any valid responses
 Identify which stores are making the most profit
(4)
 To identify what the other stores are doing well
 Which items are not selling well
 To replace them with other items
2 (c) (i) 1
Simulate/test the behaviour of the system before it is used
AO1.1 (1)
2 (c) (ii) e.g.
 Testing it with a large number of simultaneous orders
(stress testing) 1
 Testing it with a large number of AO2.2 (1)
customers/items/orders
2 (d) 1 mark per bullet to max 2 e.g. 2
 the components can be used in a future program… AO1.1 (1)
 they do not need to be rewritten / saves time AO2.1 (1)
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
 they have already been tested…
 …it will save time
3 (a) (i) Any one from: 1
- A graph has cycles AO1.2 (1) Allow any appropriate description e.g. graph can be
- A graph can be directed/undirected weighted, tree has a root
- A tree has a hierarchy (e.g. Parent/Child)
3 (a) (ii) 1 mark per bullet to max 2 2
 The puzzle is not shown in the diagram AO1.2 (1)
 The graph shows different sequences of sub problems AO2.1 (1)
Answers must be in context of the puzzle
in the puzzle that can be solved to get to the final
solution
 The puzzle does not have all states visible at once
3 (a) (iii) 1 mark per bullet to max 2 2
e.g. AO1.1 (1)
 Visualisations benefit humans rather than computers AO2.1
 Visualisations present the information in a simpler (1)
form to understand
 Visualisations can best explain complex situations
3 (b) 1 mark per bullet 7
AO1.2 (3)
 Mark A as the initial node and then visit B (5) AO2.1 (2)
 Node E (8) is then visited (chosen from C (13), D (14), E AO2.2 (2)
(8))
 Node I (12) is then visited after E
 Node J (14) is then visited after I
:
 Visiting G (18) from I;
 Visiting G (15) from C – overriding the previous value of
18
 solution A-B-E-I-J path length 14
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
3 (c) Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 (2) Indicative content
The candidate demonstrates a thorough knowledge and AO1.2 (2)  Heuristic helps produce a solution in a faster time
understanding of Dijkstra’s and A*; the material is generally AO2.1 (2)  A* uses estimated distance from final node
accurate and detailed. AO3.3 (3)  Dijkstra uses a weight/distance
The candidate is able to apply their knowledge and  A* chooses which path to take next based on lowest
understanding directly and consistently to the context current distance travelled
provided. Evidence/examples will be explicitly relevant to
the explanation. AO2: Application
There is a well-developed line of reasoning which is clear  Description of how A* will differ from Dijkstra, e.g.
and logically structured. The information presented is taking the shorter route A-B-E-I before exploring
relevant and substantiated. nodes from D and E
 Description of the different number of comparisons
Mark Band 2 – Mid level that would be needed in this problem
(4-6 marks)  A* doesn’t need to find all possible solutions (saves
The candidate demonstrates reasonable knowledge and time)
understanding of Dijkstra’s and A*; the material is generally
accurate but at times underdeveloped. AO3: Evaluation
The candidate is able to apply their knowledge and Candidates will need to evaluate the benefits and
understanding directly to the context provided although one drawbacks of each algorithm
or two opportunities are missed. Evidence/examples are for
 Small-scale problem
the most part implicitly relevant to the explanation.
 Quick to find a solution using either method
The candidate provides a reasonable discussion, the
majority of which is focused. Evaluative comments are, for  Difference in programming complexity is minimal
the most part appropriate, although one or two opportunities  Don’t know if this problem needs to scale
for development are missed.  Most efficient route needed
There is a line of reasoning presented with some structure.
The information presented is in the most part relevant and
supported by some evidence.
Mark Band 1 – Low Level
(1-3 marks)
The candidate demonstrates a basic knowledge of Dijkstra’s
and A* with limited understanding shown; the material is
basic and contains some inaccuracies. The candidates
makes a limited attempt to apply acquired knowledge and
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
understanding to the context provided.
The candidate provides a limited discussion which is narrow
in focus. Judgements if made are weak and
unsubstantiated.
The information is basic and comunicated in an
unstructured way. The information is supported by limited
evidence and the relationship to the evidence may not be
clear.
0 marks
No attempt to answer the question or response is not worthy
of credit.
3 (d) 1 mark per bullet to max 4 6
e.g. AO1.1 (3)
 Underlines syntax errors dynamically AO1.2 (3)
 Can be corrected before running // saves times
 Watch window
 View how variables change during running of the
program
 Break points
 Stop the program at set points to check the values of
variables
 Error message list
 Tells you where errors are and suggests corrections
 Step-mode
 Executes program one statement at a time to watch
variable values and program pathways
 Traces
 Print-outs of variable values for each statement
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
execution within a program
 Crash-dump/post-mortem routine
 Shows the state of variables where an error occurs
 Stack contents
 Shows sequencing through procedures/modules
 Cross-referencers
 Identifies where variables/constants are used in a
program to avoid duplications
4 (a) 1 mark per bullet for working to max 6 6
 generate(7) AO1.2 (1)
return 7 + (generate(8) DIV 2) AO2.2 (5)
 generate(8)
return 8 + (generate(9) DIV 2)
generate(9)
return 9 + (generate(10) DIV 2)
generate(10)
return 10 + (generate(11) DIV 2)
 generate(11)
return 10
 Rewinding: return 10 + (10 DIV 2) = 10 + 5 = 15
 return 9 + (15 DIV 2) = 9 + 7 = 16
return 8 + (16 DIV 2) = 8 + 8 = 16
 return 7 + (16 DIV 2) = 7 + 8 = 15
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
4 (b)  If the value is sent by value, num1 will not be overridden 2
/ it is a copy of the parameter that is used (1) and this AO2.1 (1)
will produce the correct output (1) AO2.2 (1)
 if the parameter had been passed by reference it would
not produce the correct result (1) as num1 would be
overridden / because it is a pointer to the address of the
variable (1)
4 (c) Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 (2) Indicative content
The candidate demonstrates a thorough knowledge and AO1.2 (2)  Parameter allows a value to be sent to a sub-
understanding of parameters and global variables; the AO2.1 (2) program
material is generally accurate and detailed. AO3.3 (3)  Global variables can be accessed throughout the
The candidate is able to apply their knowledge and scope of the program
understanding directly and consistently to the context  Local variables can only be accessed within the
provided. Evidence/examples will be explicitly relevant to scope of the sub-program it's defined within – a
the explanation. parameter becomes a local variable in the function
There is a well-developed line of reasoning which is clear
and logically structured. The information presented is AO2: Application
relevant and substantiated.  If global, equivalent of by reference -value would be
over-ridden
Mark Band 2 – Mid level  Global variable takes more memory than a local
(4-6 marks) variable/parameter
The candidate demonstrates reasonable knowledge and  In recursion, each call produces a new local
understanding of parameters and global variables; the variable for num1
material is generally accurate but at times underdeveloped.
The candidate is able to apply their knowledge and AO3: Evaluation
understanding directly to the context provided although one Candidates will need to evaluate the benefits and
or two opportunities are missed. Evidence/examples are for drawbacks of each algorithm
the most part implicitly relevant to the explanation.  Global would require altering the algorithm as the
The candidate provides a reasonable discussion, the value would be over-ridden on each call
majority of which is focused. Evaluative comments are, for
 Global would mean that memory space is kept
the most part appropriate, although one or two opportunities
throughout the running of the program, not just the
for development are missed.
sub-program
There is a line of reasoning presented with some structure.
 Parameter enables memory to be reallocated
The information presented is in the most part relevant and
 Many more memory spaces needed for parameter
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
supported by some evidence. in recursion, 1 for each call
Mark Band 1 – Low Level
(1-3 marks)
The candidate demonstrates a basic knowledge of
parameters and global variables with limited understanding
shown; the material is basic and contains some
inaccuracies. The candidates makes a limited attempt to
apply acquired knowledge and understanding to the context
provided.
The candidate provides a limited discussion which is narrow
in focus. Judgements if made are weak and
unsubstantiated.
The information is basic and comunicated in an
unstructured way. The information is supported by limited
evidence and the relationship to the evidence may not be
clear.
0 marks
No attempt to answer the question or response is not worthy
of credit.
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
4 (d) 1 mark per bullet 2
 Each recursive call stores the current state on the stack // creates new variables AO1.2 (1)
 Iteration reuses the same variables AO2.1 (1)
5 (a) 1 mark for each correct stack
20
13 10 10 4
AO1.2 (2)
AO2.2 (2)
6 6 6 6
15 15 15 15
100 100 100 100
23 23 23 23
5 (b) (i) 1 mark per bullet, max 2 for insert, max 2 for remove
push
 Check if the stack is full (pointer = array.length/array.length+1)
 If it is not – insert the item
4
 If it is – return/error that the stack is full
AO1.2 (2)
AO2.2 (2)
pop
 Check if the stack is empty (pointer = 0/1)
 If it is – return/error that the stack is empty
 If it is not – return the item
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
5 (b) (ii) 1 mark per line, 1 for change
 line 02 2
 Include an OR with variations (e.g. userAnswer = "PUSH" OR userAnswer = AO2.2 (2)
"Push" etc.)/Convert input to uppercase/lowercase and just compare to equivalent
5 (c) 1 mark per bullet to max 3
3
 Array size defined
AO1.2 (1)
 A stack pointer is used to point to the top of the stack
AO2.1 (1)
 When an item is pushed the stack pointer is incremented AO2.2 (1)
 When an item is popped the stack pointer is decremented
5 (d) (i) 1 mark per row (after first row)
100 22 5 36 999 12
22 100 5 36 999 12 1 mark
5 22 100 36 999 12 1 mark 5
5 22 36 100 999 12 1 mark AO2.2 (5)
5 22 36 100 999 12 1 mark
5 12 22 36 100 999 1 mark
5 (d) (ii) 1 mark per bullet to max 7
 Repeat
 Calculating an array midpoint…
 …by adding the array lower bound to the array upper bound, dividing by 2 and rounding 7
AO1.1 (2)
 Compare array midpoint with value to search for…
AO1.2 (3)
 …if equal set found flag to true
AO2.1 (1)
 …if array midpoint < value to search for, change lowerbound to equal midpoint + 1 AO2.2 (1)
 …if array midpoint > value to search for, change upperbound to equal midpoint – 1
 Until lowerbound is greater than or equal to upperbound
 Return/output found flag
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H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
5 (d) (iii) 1 mark per bullet
 Setting variable to start at 0
 Suitable while structure (endwhile or clear indentation)
 looping 50 times
 Incrementing the variable within the loop
e.g. 1
function searchItem(dataItem)
count = 0
while count < 50
if dataArray(count) == dataItem then
return(count)
endif
count = count + 1 4
endwhile AO1.2 (1)
return(-1) AO3.1 (1)
endfunction AO3.2 (2)
e.g. 2
function searchItem(dataItem)
count = 0
while count < 50 and dataArray[count]!=dataItem
count = count + 1
endwhile
if count==50
count=-1
endif
return(count)
endfunction
20
H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
6 (a) (i) 1 mark per bullet to max 3
 Record is a data structure…
 …A class is a template for making data structures (objects)
 Class also has methods (which describes functionality)
3
 Both store data of different types
AO1.2 (3)
 Which can be accessed by their names
 But classes can make them accessible via methods
 Both can have multiple ‘instances’
 Class can include visibility of properties / private
6 (a) (ii) 1 mark per space
recordStructure items
itemName : String 5
cost : Currency AO2.2 (2)
dateArrival : Date AO3.2 (3)
transferred : Boolean
endRecordStructure
6 (a) (iii) 1 mark per bullet to max 3
 Declaring box1 as an item
 Using Box1. (or equivalent) for each variable Ensure variable
 Setting each variable (matching 6aii) correctly names for cost
3 and dateArrival
e.g. AO2.2 (2) are consistent
Box1 : Items AO3.2 (1) with variable
Box1.itemName = “Box” names given in
Box1.cost = 22.58 a(ii)
Box1.dateArrival = “1/5/2018”
Box1.transfered = True
6 (b) (i) 1 mark per bullet to max 2
2
 A data structure
AO1.1 (2)
 FIFO (first in first out)
21
H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
6 (b) (ii) 1 mark per bullet to max 2
 Properties (are encapsulated) and can only be accessed through their methods 2
 Enforce validation through the method // inappropriate data can be caught before entered AO1.2 (2)
 Cannot be changed/accessed accidentally
6 (b) (iii) 1 mark per bullet to max
 Constructor method/new
 Setting head and tail to 0 within constructor method
2
e.g. AO2.2 (1)
public procedure new() AO3.2 (1)
head = 0
tail = 0
numItems = 0
endprocedure
22
H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
6 (b) (iv) 1 mark per bullet to max 6
 Function declaration, taking item as a parameter
 Checking if the queue is full…
 …outputting/reporting error and returning false
 Adding the item to the tail position
 Correctly updating the tail pointer (either before or after addition)
 Incrementing numItems and returning true if successful
e.g.
public function enqueue(newItem : items) : boolean 6
if numItems = 10 then AO2.2 (3)
print("Error: The queue is full") AO3.1
return false (1)
else AO3.2 (2)
theItems[tail] = newItem
if tail = 9 then
tail = 0
else
tail += 1
endif
numItems += 1
return true
endif
endprocedure
6 (b) (v) Allow follow
through if they
e.g. 1
have parameters
myItems = (new) itemQueue() AO2.1 (1)
in 6(b)(iii)
23
H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
6 (b) (vi) 1 mark per bullet to max 5
 Procedure declaration for insertItems
 Asking for input of data items for a new item …..
 …using record structure correctly
 Use of myItems.enqueue
 Looping while the queue is not full
e.g.
procedure insertItems()
newItem : Items 5
itemCount = myItems.getnumItems() AO2.2 (2)
AO3.1
while itemCount < 10 (1)
newItem.itemName = input("Enter the item name") AO3.2 (2)
newItem.cost = input("Enter the item cost")
newItem.dateArrival = input("Enter the date of arrival")
newItem.transferred = input("Has it been transferred?")
myItems.enqueue(newItem)
itemCount = itemCount + 1
endwhile
myItems.setnumItems(itemCount)
endprocedure
6 (b) (vii) 1 mark per bullet to max 2 2
 Store the items and queue to an external file (when the program closes) AO2.1 (1)
 Load the items and queue from the file when it starts AO2.2 (1)
24
H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
6 (c) Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 (2) Indicative content
The candidate demonstrates a thorough knowledge and AO1.2 (2) Caching
understanding of caching and concurrent processing; the AO2.1 (2)  Previously used data is stored in a location…
material is generally accurate and detailed. AO3.3 (3)  that can be quickly accessed …
The candidate is able to apply their knowledge and  to speed up retrieval if needed in future
understanding directly and consistently to the context Concurrent Processing
provided. Evidence/examples will be explicitly relevant to  several processes work simultaneously to solve a
the explanation. problem
There is a well-developed line of reasoning which is clear AO2: Application
and logically structured. The information presented is Caching
relevant and substantiated.  search for previously searched for data items in a
faster secondary storage device/RAM
Mark Band 2 – Mid level
 Speed up access for that item
(4-6 marks)
…Relies on same item being searched for multiple
The candidate demonstrates reasonable knowledge and
times
understanding of caching and concurrent processing; the …Kamran needs to decide how feasible this is
material is generally accurate but at times underdeveloped.
based on the number of item
The candidate is able to apply their knowledge and
Concurrent
understanding directly to the context provided although
 Computer would have multiple processors…
one or two opportunities are missed. Evidence/examples
 Each searching part of the data structure at one
are for the most part implicitly relevant to the explanation.
time…
The candidate provides a reasonable discussion, the
majority of which is focused. Evaluative comments are, for  This would be limited by bottlenecks such as
the most part appropriate, although one or two accessing the storage device
opportunities for development are missed.  The n processors could potentially mean an
There is a line of reasoning presented with some structure. increase of up to 1/n of time…realistically speed
The information presented is in the most part relevant and increase is likely to be less than that
supported by some evidence.  Only useful if using linear search // binary search
cannot be performed concurrently
Mark Band 1 – Low Level
(1-3 marks) AO3: Evaluation
The candidate demonstrates a basic knowledge of caching Candidates will need to evaluate the benefits and
and concurrent processing with limited understanding drawbacks of caching and concurrent processing
shown; the material is basic and contains some Allow any point of view (caching / concurrent / both) as
inaccuracies. The candidates makes a limited attempt to long as argument is presented suitably.
25
H446/02 Mark Scheme June 2018
Question Answer Marks Guidance
apply acquired knowledge and understanding to the
context provided.
The candidate provides a limited discussion which is
narrow in focus. Judgements if made are weak and
unsubstantiated.
The information is basic and comunicated in an
unstructured way. The information is supported by limited
evidence and the relationship to the evidence may not be
clear.
0 marks
No attempt to answer the question or response is not
worthy of credit.
26
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A Level Computer Science

H446/02 Algorithms and Programming

Thursday 22 June 2017 – Morning

Time allowed: 2 hours 30 minutes
* 6 8 2 7 7 0 5 8 5 3 *

Do not use:
• A calculator

* H 4 4 6 0 2 *

First name

Last name

Centre Candidate
number number

© OCR 2017 [601/4911/5] OCR is an exempt Charity

DC (SC/SW) 155854/7 R Turn over
2
Answer all the questions.

Section A

1 A programmer needs to sort an array of numeric data using an insertion sort.

(a) (i) The following, incomplete, algorithm performs an insertion sort.

Complete the algorithm.

procedure sortit(dataArray, lastIndex)

for x = 1 to lastIndex
currentData = dataArray[……………………]
position = x
while (position > 0 AND dataArray[position-1] > currentData)
dataArray[position] = dataArray[………………………]
position = position - 1
endwhile

dataArray[position] = …………………………
next x
endprocedure
[3]

6 1 15 12 5 6 9

...........................................................................................................................................

...................................................................................................................................... [6]

(b) (i) Using Big-O notation state the best case complexity of insertion sort.

...................................................................................................................................... [1]

(ii) Explain what your answer to part (b)(i) means.

...........................................................................................................................................

...................................................................................................................................... [3]

4
(c*) The number of data items in the array is continually increasing.

Insertion sort has a worst case time complexity of O(n2) and space complexity of O(1).

An alternative sorting algorithm that could be used is bubble sort which also has a worst case
time complexity of O(n2) and space complexity of O(1).

Briefly outline how the bubble sort algorithm works. Discuss the relationship between the
complexities and the two sorting algorithms and justify which of the two algorithms is best
suited to sorting the array. [9]

...................................................................................................................................................

6
BLANK PAGE

PLEASE DO NOT WRITE ON THIS PAGE

© OCR 2017
7
2 A programmer is developing an ordering system for a fast food restaurant. When a member of
staff inputs an order, it is added to a linked list for completion by the chefs.

(a) Explain why a linked list is being used for the ordering system.

...................................................................................................................................................

.............................................................................................................................................. [2]

(b) Each element in a linked list has:

• a pointer, nodeNo, which gives the number of that node

• the order number, orderNo
• a pointer, next, that points to the next node in the list

Fig. 2.1 shows the current contents of the linked list, orders.

nodeNo orderNo next

0 154 1
1 157 2
2 155 3
3 156 ∅

Fig. 2.1

∅ represents a null pointer.

(i) Order 158 has been made, and needs adding to the end of the linked list.

Add the order, 158, to the linked list as shown in Fig. 2.1. Show the contents of the linked
list in the following table.

nodeNo orderNo next

[2]

8
(ii) Order 159 has been made. This order has a high priority and needs to be the second
order in the linked list.
Add the order, 159, to the original linked list as shown in Fig. 2.1. Show the contents of
the linked list in the following table.

nodeNo orderNo next

[3]

(c) The linked list is implemented using a 2D array, theOrders:

• Row 0 stores orderNo

• Row 1 stores next

The data now stored in theOrders is shown in Fig. 2.2.

184 186 185 187

1 2 3

Fig. 2.2

theOrders[1,0] would return 1

The following algorithm is written:

procedure x()
finished = false
count = 0
while NOT(finished)
if theOrders[1,count] == null then
finished = true
else
output = theOrders[0,count]
print(output)
count = theOrders[1,count]
endif
endwhile
output = theOrders[0,count]
print(output)

endprocedure

...........................................................................................................................................

...................................................................................................................................... [1]

(ii) Complete the trace table for procedure x, for the data shown in Fig. 2.2.

finished count output

[3]

(iii) Describe the purpose of procedure x.

...........................................................................................................................................

...................................................................................................................................... [2]

10
(iv) A new order, 190, is to be added to theOrders. It needs to be the third element in the
list.
The current contents of the array are repeated here for reference:

184 186 185 187

1 2 3

Describe how the new order, 190, can be added to the array, so the linked list is read in
the correct order, without rearranging the array elements.

...........................................................................................................................................

...................................................................................................................................... [4]

(d) The user needs to be able to search for, and find, a specific order number.

State an appropriate search algorithm that could be used, and justify your choice against an
alternative Search algorithm.

Appropriate Search Algorithm ....................................................................................................

Justification ................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................
[3]

Identify three features of an IDE that the programmer would use when writing the code and
describe how the features benefit the programmer.

1 .................................................................................................................................................

...................................................................................................................................................

2 .................................................................................................................................................

...................................................................................................................................................

3 .................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................
[6]

(f*) The programmer is considering using concurrent programming.

Discuss how concurrent programming can be applied to the food ordering system and the
benefits and limitations of doing so. [9]

...................................................................................................................................................

© OCR 2017
13
3 An encryption routine reads a line of text from a file, reverses the order of the characters in the
string and subtracts 10 from the ASCII value of each letter, then saves the new string into the
same file.

The program is split into sub-procedures. Three sub-procedures are described as follows:

• Read string from file

• Push each character of the string onto a stack
• Read and encrypt each character message

(a) (i) Identify one further sub-procedure that could be used in the program.

...................................................................................................................................... [1]

(ii) Describe two advantages of splitting the problem into sub-procedures.

1 .........................................................................................................................................

...........................................................................................................................................

2 .........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................
[4]

(b) A function, readMessage:

• takes the file name as a parameter

• reads and returns the line of text

Complete the pseudocode algorithm for readMessage:

function …………………………………………………………(fileName)

messageFile = openRead(…………………………………………………………)

message = messageFile.readLine()

messageFile. …………………………………………………………

return …………………………………………………………

endfunction
[4]

14
(c) A function, push, can be used to add a character to a stack. For example:

theStack.push("H")

places the character H onto the stack, theStack.

A procedure, pushToStack, takes a string as a parameter and pushes each character of the
message onto the stack, messageStack.

Complete the procedure below.

Add comments to explain how your code works.

procedure pushToStack(message)

...................................................................................................................................................

endprocedure
[5]

(d) Describe the steps that the program would have to take in order to encrypt the characters
stored in the stack, and save them in a single variable.

...................................................................................................................................................

.............................................................................................................................................. [5]

PLEASE DO NOT WRITE ON THIS PAGE

16
4 A data structure is shown below in Fig. 4.1.

A
B C

D X E F

H
G J

K I
N
L
M

Fig. 4.1

(a) Identify the data structure shown in Fig. 4.1.

.............................................................................................................................................. [1]

(b) The programmer is considering using a depth-first (post-order) traversal, or a breadth-first

traversal to find the path between node A and node X.

(i) Explain the difference between a depth-first (post-order) and breadth-first traversal.

...........................................................................................................................................

...................................................................................................................................... [4]

© OCR 2017
17
(ii) Show how a depth-first (post-order) traversal would find the path between node A and
node X for the structure shown in Fig. 4.1.

...........................................................................................................................................

...................................................................................................................................... [6]

(iii) Explain how you used backtracking in your answer to part (b)(ii).

...........................................................................................................................................

...................................................................................................................................... [3]

18
5 A recursive function, calculate, is shown below:

01 function calculate(num1, num2)

02 if num1 == num2 then
03 return num1
04 elseif num1 < num2 then
05 return calculate(num1, (num2-num1))
06 else
07 return calculate(num2, (num1-num2))
08 endif
09 endfunction

(a) Identify the lines where recursion is used.

.............................................................................................................................................. [1]

(b) Trace the algorithm, showing the steps and result when the following line is run:

print(calculate(4,10))

[5]

...................................................................................................................................................

.............................................................................................................................................. [4]

20
Section B

Answer all questions.

6 A software developer is creating a Virtual Pet game.

The user can choose the type of animal they would like as their pet, give it a name and then they are
responsible for caring for that animal. The user will need to feed, play with, and educate their pet.

The aim is to keep the animal alive and happy, for example if the animal is not fed over a set
period of time then the pet will die.

• The game tells the user how hungry or bored the animal is as a percentage (%) and
the animal’s intelligence is ranked as a number between 0 and 150 (inclusive).
• Hunger and boredom increase by 1% with every tick of a timer.
• When the feed option is selected, hunger is reduced to 0.
• When the play option is selected, bored is reduced to 0.
• When the read option is selected, the intelligence is increased by 0.6% of its current
value.

An example of the game is shown:

What type of pet would you like? Fox or Elephant?

Fox
What would you like to name your Fox?
Joanne
Joanne’s stats are
Hunger: 56%
Bored: 85%
Intelligence: 20
What would you like to do with your pet? Play, Read or Feed?

Fig. 1.1

(a) Identify three inputs that the user will have to enter to start, and/or play the game.

1 .................................................................................................................................................

2 .................................................................................................................................................

3 .................................................................................................................................................
[3]

(i) Describe the process of decomposition.

...........................................................................................................................................

...................................................................................................................................... [2]

(ii) The developer has produced the following structure diagram for the game:

Virtual Pet

Start game Play game

Choose Pet Feed Read Timer

Reduce
Hunger to 0

Complete the structure diagram for the Virtual Pet game by filling in the empty boxes.
[6]

22
(c) The developer needs to write procedures for the options play and read. Each of the options
changes its corresponding value, and outputs the results to the screen.

(i) Write a procedure, using pseudocode, to reset bored and output the new value in an
appropriate message.

...........................................................................................................................................

...................................................................................................................................... [3]

(ii) Write a procedure, using pseudocode, to increase intelligence by 0.6% and output
the new intelligence in an appropriate message.

...........................................................................................................................................

...................................................................................................................................... [3]

© OCR 2017
23
(d) The developer is extending the game to allow users to have multiple pets of different types.
The developer has written a class, Pet.

The attributes and methods in the class are described in the table:

Identifier Attribute/Method Description

petName Attribute Stores the pet’s name

bored Attribute Stores the % bored

hunger Attribute Stores the % hunger

intelligence Attribute Stores the intelligence

type Attribute Stores the type of animal

new Method Creates a new instance of pet

feed Method Reduces hunger to 0 and outputs hunger

play Method Reduces bored to 0 and outputs bored

read Method Increases intelligence by a set value

outputGreeting Method Outputs a message to the user

Part of the class declaration is given:

class Pet
private petName
private bored
private hunger
private intelligence
private type
…
…

24
(i) After a user enters the pet name, and chooses a type, the constructor method of Pet is
called to create a new instance. The method needs to set petName, as well as hunger,
bored and intelligence to starting values of 0.

Write, using pseudocode, the constructor method for this class.

...........................................................................................................................................

...................................................................................................................................... [4]

(ii) Write a line of code that creates a new instance of Pet for a Tiger called “Springy”.

...................................................................................................................................... [2]

public procedure outputGreeting()

print("Hello, I'm " + petName + ", I'm a " + type)
endprocedure

A class is needed for Tiger. The class needs to:

• inherit the methods and attributes from pet

• in the constructor, set type to Tiger, intelligence to 10, hunger to 50 and
bored to 10
• extend the method outputGreeting, by outputting an additional line that
says “I like to eat meat and roar”

Write, using pseudocode, the class Tiger.

...........................................................................................................................................

...................................................................................................................................... [5]

26
(e*) The developer made use of abstraction when creating the Virtual Pet game.

Discuss the need for and purpose of abstraction and how abstraction will be used in the
development of the game. [9]

...................................................................................................................................................

© OCR 2017
27
(f) The developer is storing the user’s pets in a 1-dimensional array. At each timer interval, the
array is searched, using a linear search, to check if any pets’ hunger or bored values are
greater than 90%. If they are, an alert is displayed to the user.

(i) State the complexity of searching the pets in Big-O notation.

...................................................................................................................................... [1]

(ii) A given computer takes 4 milliseconds (ms) to search an array of 20 pets. Calculate an
estimate of how long the computer will take to search an array of 100 pets.

Show your working.

...........................................................................................................................................

...................................................................................................................................... [2]

END OF QUESTION PAPER

PLEASE DO NOT WRITE ON THIS PAGE

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Unit H446A/02: Algorithms and programming

Advanced GCE

Mark Scheme for June 2017

Oxford Cambridge and RSA Examinations

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications
include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals,
Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in
areas such as IT, business, languages, teaching/training, administration and secretarial skills.

It is also responsible for developing new specifications to meet national requirements and the
needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is
invested back into the establishment to help towards the development of qualifications and
support, which keep pace with the changing needs of today’s society.

This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination. It shows the basis on which marks were awarded by examiners. It does not
indicate the details of the discussions which took place at an examiners’ meeting before marking
commenced.

Mark schemes should be read in conjunction with the published question papers and the report
on the examination.

OCR will not enter into any discussion or correspondence in connection with this mark scheme.

© OCR 2017
H446/02 Mark Scheme June 2017
Annotations
Annotation Meaning
Omission mark
Benefit of the doubt
Incorrect point
Follow through
Not answered question
No benefit of doubt given
Repeat
Correct point
Too vague
Blank Page – this annotation must be used on all blank pages within an answer booklet (structured or unstructured) and on
each page of an additional object where there is no candidate response.
Level 1
Level 2
Level 3
3
H446/02 Mark Scheme June 2017
Subject-specific Marking Instructions
INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
 the specification, especially the assessment objectives
 the question paper and its rubrics
 the mark scheme.
You should ensure that you have copies of these materials.
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners.
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
4
H446/02 Mark Scheme June 2017
USING THE MARK SCHEME
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper
and ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all
Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and
administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and
achievements; the co-ordination scripts then become part of this Mark Scheme.
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.
In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will
encounter answers which fall outside the ‘target range’ of Bands for the paper which you are marking. Please mark these answers according to the
marking criteria.
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always
be prepared to use the full range of marks.
5
H446/02 Mark Scheme June 2017
LEVELS OF RESPONSE QUESTIONS:
The indicative content indicates the expected parameters for candidates’ answers, but be prepared to recognise and credit unexpected
approaches where they show relevance.
Using ‘best-fit’, decide first which set of BAND DESCRIPTORS best describes the overall quality of the answer. Once the band is located, adjust
the mark concentrating on features of the answer which make it stronger or weaker following the guidelines for refinement.
 Highest mark: If clear evidence of all the qualities in the band descriptors is shown, the HIGHEST Mark should be awarded.
 Lowest mark: If the answer shows the candidate to be borderline (i.e. they have achieved all the qualities of the bands below and show
limited evidence of meeting the criteria of the band in question) the LOWEST mark should be awarded.
 Middle mark: This mark should be used for candidates who are secure in the band. They are not ‘borderline’ but they have only achieved
some of the qualities in the band descriptors.
Be prepared to use the full range of marks. Do not reserve (e.g.) high Band 3 marks ‘in case’ something turns up of a quality you have not yet
seen. If an answer gives clear evidence of the qualities described in the band descriptors, reward appropriately.
6
H446/02 Mark Scheme June 2017
AO1 AO2 AO3
High (thorough) Precision in the use of question Knowledge and understanding Concerted effort is made to
terminology. Knowledge shown is shown is consistently applied to consider all aspects of a system /
consistent and well-developed. context enabling a logical and problem or weigh up both sides to
Clear appreciation of the question sustained argument to develop. an argument before forming an
from a range of different Examples used enhance rather overall conclusion. Judgements
perspectives making extensive than detract from response. made are based on appropriate
use of acquired knowledge and and concise arguments that have
understanding. been developed in response
resulting in them being both
supported and realistic.
Middle (reasonable) Awareness of the meaning of the Knowledge and understanding There is a reasonable attempt to
terms in the question. Knowledge applied to context. Whilst clear reach a conclusion considering
is sound and effectively evidence that an argument builds aspects of a system / problem or
demonstrated. Demands of and develops through response weighing up both sides of an
question understood although at there are times when opportunities argument. However the impact of
times opportunities to make use of are missed to use an example or the conclusion is often lessened
acquired knowledge and relate an aspect of knowledge or by a lack of supported judgements
understanding not always taken. understanding to the context which accompany it. This inability
provided. to build on and develop lines of
argument as developed in the
response can detract from the
overall quality of the response.
Low (basic) Confusion and inability to Inability to apply knowledge and Little or no attempt to prioritise or
deconstruct terminology as used in understanding in any sustained weigh up factors during course of
the question. Knowledge partial way to context resulting in tenuous answer. Conclusion is often
and superficial. Focus on question and unsupported statements being dislocated from response and any
narrow and often one-dimensional. made. Examples if used are for judgements lack substance due in
the most part irrelevant and part to the basic level of argument
unsubstantiated. that has been demonstrated
throughout response.
7
H446/02 Mark Scheme June 2017
Assessment Objective
AO1 Demonstrate knowledge and understanding of the principles and concepts of computer science, including abstraction, logic, algorithms and data
representation.
AO1.1 Demonstrate knowledge of the principles and concepts of abstraction, logic, algorithms, data representation or other as appropriate.
AO1.2 Demonstrate understanding of the principles and concepts of abstraction, logic, algorithms, data representation or other as appropriate.
AO2 Apply knowledge and understanding of the principles and concepts of computer science including to analyse problems in computational terms.
AO2.1 Apply knowledge and understanding of the principles and concepts of computer science.
AO2.2 Analyse problems in computational terms.
AO3 Design, program and evaluate computer systems that solve problems, making reasoned judgements about these and presenting conclusions.
AO3.1 Design computer systems that solve problems.
AO3.2 Program computer systems that solve problems.
AO3.3 Evaluate computer systems that solve problems, making reasoned judgements about these and presenting conclusions.
8
H446/02 Mark Scheme June 2017
Question Answer Marks Guidance
1 a i 1 mark for each correct item in bold 3 answers must be in the correct case as
AO1.1 given
procedure sortit(dataArray, lastIndex) (3) e.g. currentData
for x = 1 to lastIndex
currentData = dataArray[x]
position = x
while (position > 0 AND dataArray[x – 1] > currentData)
dataArray[position] = dataArray[position-1]
position = position – 1
endwhile
dataArray[position] = currentData
next x
endprocedure
1 a ii 1 mark for contents of each row in table 6 … each row is dependent upon the
AO2.1 preceding row being correct
(6)
6 1 15 12 5 6 9
6 is the sorted list 1
1 6 15 12 5 6 9 1 is the compared to sorted list
1 is put in place in sorted list
15 is compared 1
1 6 15 12 5 6 9
15 is in place in sorted list
12 is compared 1
1 6 12 15 5 6 9
12 is in place in sorted list
5 is compared 1
1 5 6 12 15 6 9
5 is in place in sorted list
6 is compared 1
1 5 6 6 12 15 9
6 is in place in sorted list
9 is compared and put in place 1
1 5 6 6 9 12 15
9
H446/02 Mark Scheme June 2017
1 b i O(n) 1
AO1.1
(1)
1 b ii 1 mark per bullet to max 3 3 B(ii) dependent upon b(i) being correct
 The best case is for a sorted list (O(n)) AO1.2 i.e. answers for O(n) only
(3)
 As the number of elements increases Accept appropriate graph for bullet
points 2 and 3
 … the number of steps increases in a linear fashion
1 c Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 Indicative content
The candidate demonstrates a thorough knowledge and understanding of how (2)  Description of bubble sort:
bubble sort works and Big O complexity; the material is generally accurate and AO1.2
detailed. (2)  Starting at the beginning of the
The candidate is able to apply their knowledge and understanding directly and AO2.1 list Items are swapped with
consistently to the context provided. Evidence/examples will be explicitly (2) their neighbour if they are out of
relevant to the explanation. AO3.3
order.
There is a well-developed line of reasoning which is clear and logically (3)
structured. The information presented is relevant and substantiated.
 Each pair of neighbours is
Mark Band 2 – Mid level checked in order.
(4-6 marks)
The candidate demonstrates reasonable knowledge and understanding of of  When a swap is made a flag is
how bubble sort works and Big O complexity; the material is generally accurate set.
but at times underdeveloped.
The candidate is able to apply their knowledge and understanding directly to  If at the end of the list the flag
the context provided although one or two opportunities are missed. has been set the flag is unset
Evidence/examples are for the most part implicitly relevant to the explanation. and the algorithm starts from
The candidate provides a reasonable discussion, the majority of which is the beginning of the list again.
focused. Evaluative comments are, for the most part appropriate, although
one or two opportunities for development are missed.  When the algorithm gets to the
There is a line of reasoning presented with some structure. The information end of the list and the flag is
presented is in the most part relevant and supported by some evidence.
unset the list is sorted and the
Mark Band 1 – Low Level
10
H446/02 Mark Scheme June 2017
(1-3 marks) algorithm finishes.
The candidate demonstrates a basic knowledge of of how bubble sort works
and Big O complexity with limited understanding shown; the material is basic  O(n2) denotes as the data size
and contains some inaccuracies. The candidates makes a limited attempt to increases the time the list takes
apply acquired knowledge and understanding to the context provided. to sort increases in a quadratic
The candidate provides a limited discussion which is narrow in focus.
manner.
Judgements if made are weak and unsubstantiated.
The information is basic and comunicated in an unstructured way. The
 O(1) denotes the space used is
information is supported by limited evidence and the relationship to the
evidence may not be clear. constant
0 marks
AO2: Application
No attempt to answer the question or response is not worthy of credit.
 As data set gets bigger, bubble
sort’s time gets larger at an
increasing rate..
 Complexity doesn’t denote the actual
time but the order with which the
time/space grows.
 O(1) space complexity means no matter
how big the data set becomes the
amount of space (extra to the data
itself) remains the same.
 O(n2) time complexity means as n
increases time increases by n2 / if n
doubles the time taken is squared.
 Bubble sort can be tweaked with
improvements (e.g. checking one
less item per iteration and alternating
11
H446/02 Mark Scheme June 2017
sorting directions).
 These optimisations don’t change
the complexity. IT will run a little
quicker on smaller sets but time
taken increases rapidly with data
size.
 When choosing an algorithm we may
also want to take into account the
average and best case scenarios.
(in this case they are also the same
for both algorithms.)
AO3: Evaluation
 The algorithms may have the
same time complexity but this
does not mean they take the
same time to execute on the
same data set.
 Insertion sort generally performs
quicker than bubble sort and is
therefore preferable. (Neither
scale well however.)
 Both algorithms have a space
complexity of O(1). This is
because both algorithms are in-
place (i.e. all sorting takes place
12
H446/02 Mark Scheme June 2017
within the actual data).
 Both have a time complexity of
O(n2) as a consequence of their
nested loops.
(NB last two points are only likely
to appear in the very highest
mark answers.)
2 a 1 mark per bullet, to max 2, e.g. 2
 Orders can be processed in the order they are in the queue AO1.2
(1)
 Orders can be inserted at any place in the list e.g. high priority item AO2.1
inserted earlier in the list (1)
 Orders can be deleted from any position in the list once they are
complete
 List is dynamic…
 … to allow orders to be added / deleted
2 b i 1 mark per bullet 2
 nodeNo and next columns are both correct AO1.2
(2)
 orderNo column is correct
nodeNo orderNo next
13
H446/02 Mark Scheme June 2017
 154 1
1 157 2
2 155 3
3 156 4
4 158 
2 b ii 1 mark per correct column 3
AO1.2
nodeNo orderNo next (3)
 154 4
1 157 2
2 155 3
3 156 
4 159 1
2 c i  The index/subscript of the array acts as the nodeNo 1
AO1.2
(1)
14
H446/02 Mark Scheme June 2017
2 c ii 1 mark for each correctly completed column 3
AO1.2
Finished Count output (1)
False 0 184 AO2.2
(2)
(False) 1 186
(False) 2 185
True 3 187
2 c iii 1 mark per bullet to max 2 2
 Output the order numbers ... AO2.2
(2)
 ...in the order they are in the linked list
2 c iv 1 mark per bullet to max 4 If a diagram is given then the mark for
 Order 190 is added to the end AO1.2 updating the pointers is implicit
(2)
 Pointers are updated AO2.1
(2)
 186 will point to 4
 190 will point to 2
OR
Index 0 1 2 3 4
Data 184 186 185 187 190
Pointer 1 4 3 2
15
H446/02 Mark Scheme June 2017
2 d Algorithm, max 1 3 No marks for justification if linear has not
 linear AO1.1 been identified
(1)
Justification, 1 mark per bullet to max 2 AO2.1
 Items do not have to be in a specific order (2)
 Binary needs items in order
2 e 1 mark for feature, 1 for benefit. Max 2 per feature. 6 Question states when writing the code,
e.g. AO1.1 therefore use of compiler/producing .exe
 Auto-complete (3) etc. are not awarded marks
AO1.2
 Can view identifiers/avoid spelling mistakes (3) Accept any suitable features e.g. traces,
crash dump, stack contents, cross-
references, line numbers, auto-indent
 Colour coding text/syntax highlighting
 Can identify features quickly/use to check code is correct
 Stepping
 Run one line at a time and check result
 Breakpoints
 Stop the code at a set point to check value of variable(s)
 Variable watch/watch window
16
H446/02 Mark Scheme June 2017
 Check values of variables and how they change during the execution
 Error diagnostics
 Locate and report errors/give detail on errors
2 f Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 Indicative content
The candidate demonstrates a thorough knowledge and understanding of (2)  Processes are happening at the
concurrent programming; the material is generally accurate and detailed. AO1.2 same time/at overlapping times
The candidate is able to apply their knowledge and understanding directly and (2)
consistently to the context provided. Evidence/examples will be explicitly AO2.1  Only 1 process can actually happen
relevant to the explanation. (2) at a time on a single core processor,
There is a well-developed line of reasoning which is clear and logically AO3.3
concurrent tries to simulate multiple
structured. The information presented is relevant and substantiated. (3)
processes
Mark Band 2 – Mid level
(4-6 marks)  One process may need to start
The candidate demonstrates reasonable knowledge and understanding of before a second has finished
concurrent programming; the material is generally accurate but at times
underdeveloped.  Individual processes are threads,
The candidate is able to apply their knowledge and understanding directly to each thread has a life line
the context provided although one or two opportunities are missed.
Evidence/examples are for the most part implicitly relevant to the explanation.
The candidate provides a reasonable discussion, the majority of which is AO2: Application
focused. Evaluative comments are, for the most part appropriate, although  Multiple orders can be made and
one or two opportunities for development are missed. added to the list at the same time
There is a line of reasoning presented with some structure. The information
presented is in the most part relevant and supported by some evidence.  Programming will need to allow
multiple threads to manipulate a
Mark Band 1 – Low Level single list
(1-3 marks)
The candidate demonstrates a basic knowledge of concurrent programming  Will allow those reading and writing
with limited understanding shown; the material is basic and contains some
17
H446/02 Mark Scheme June 2017
inaccuracies. The candidates makes a limited attempt to apply acquired to manipulate at the same time
knowledge and understanding to the context provided.
The candidate provides a limited discussion which is narrow in focus.  Locking will need implementing –
Judgements if made are weak and unsubstantiated. more complex programming
The information is basic and comunicated in an unstructured way. The
information is supported by limited evidence and the relationship to the
evidence may not be clear. AO3: Evaluation
 Will allow for multiple orders at the
0 marks same time – as it would happen in
No attempt to answer the question or response is not worthy of credit.
real life
 Access to the linked list will need to
be limited so it cannot be
accessed/overwritten by two threads
trying to do different operations
 Not all of the process will be
paralleliseable. X processors does
not mean it will run in 1/xth of the
time of one processor.
18
H446/02 Mark Scheme June 2017
3 a i Save string in file 1
AO2.2
(1)
3 a ii 1 mark per bullet, max 2 per advantage to max 4 4 Allow any appropriate advantages
e.g. AO1.2
 Procedures can be re-used (4)
 No need to reprogram/saves time
 Program can be split between programmers
 Can specialise in their area
 Speed up completion time
 As multiple procedures worked on concurrently
 Easy to test/debug
 As each module can be tested on its own then combined.
3 b 1 mark each 4 We are not testing pseudocode
AO2.1 knowledge – answers that work but do
function readMessage(fileName) (4) not match the pseudo code given should
messageFile = openRead(fileName) still be credited full marks.
message = messageFile.readLine()
messageFile.close() readMessage and fileName
return message and message are case sensitive
endfunction
19
H446/02 Mark Scheme June 2017
3 c 1 mark per bullet to max 5 5
 Use of appropriate loop AO2.1
(2)
 Correct end condition (length of message) AO3.2
(3)
 Correct use of .push with messageStack
 Accessing substring (or equivalent) correctly
 Appropriate comment(s)
procedure pushToStack(message)
for x = 0 to message.length() //loop through each
//letter
messageStack.push(message.substring(x,1)) //take
//each character and push onto stack
next x //move to next letter
endprocedure
3 d 1 mark per bullet to max 5 5 Accept pseudocode equivalent.
 Pop element from stack AO1.2
(2)
 Convert to ASCII value AO2.2
(3)
 Subtract 10 from ASCII value
 Convert back to character
 Append/concatenate with variable
20
H446/02 Mark Scheme June 2017
4 a Tree // Graph (undirected) 1 Do not accept binary tree
AO1.2
(1)
4 b i 1 mark per bullet to max 4 4
AO1.2
 Depth-first goes to left child node when it can... (4)
 If there is no left child it goes to the right child
 when there are no child nodes the algorithm ‘visits’ it’ and backtracks to
the parent node.
 Breadth-first visits all nodes connected directly to start node...
 Then visits all nodes directly connected to each of those nodes (and then
all nodes directly connected to those nodes and so on…)
 Depth-first uses a stack
 Breadth-first uses a queue
4 b ii 1 mark per node in correct order 6
AO2.1
DKLHBG(X) (6)
4 b iii Max 3 e.g. 3
 When a node does not have any node to visit e.g. D AO1.2
(2)
 The algorithm goes back to the previous visited node e.g. B AO2.1
(1)
 To check for further nodes to visit e.g. H
21
H446/02 Mark Scheme June 2017
 This repeats until a new node can be visited, or all nodes have been
visited
5 a 05 and 07 1
AO2.1
(1)
5 b 1 mark for each highlighted element 5 Allow trace table or any sensible
AO2.1 equivalent.
 calculate(4,10) (5)
if 4 == 10 FALSE
elseif 4 < 10 TRUE
return calculate(4, (10-4))
return calculate(4, 6)

if 4 == 6 FALSE
elseif 4 < 6 TRUE
return calculate(4, 6-4)
return calculate(4, 2)
 if 4 == 2 FALSE
elseif 4 < 2 FALSE
else
return calculate(2, 4-2)
return calculate(2,2)
 if 2 == 2 TRUE
return 2
return 2
return 2
return 2
22
H446/02 Mark Scheme June 2017
 output(2)
5 c 1 mark per bullet to max 4 4
 Suitable loop with correct condition AO2.1
(1)
 In IF: Overwriting num2 with num2 – num1 AO2.2
(1)
 In ELSE: Overwriting num1 with num2... AO3.2
(2)
 ... Overwriting num2 with num1-num2 correctly (using a temp variable)
e.g. Alternatively swapping values by:
while num1 != num2 temp = num1
if num1 < num2 then num1 = num2
num2 = num2 – num1 num2 = temp – num2
else
temp = num1 – num2
num1 = num2
num2 = temp
endif
endwhile
23
H446/02 Mark Scheme June 2017
6 a 1 mark per input to max 3 3 Allow any reasonable input to this
 Choice of pet AO2.1 system
(3)
 Pet name
 Feed
 Play
 Read
6 b i 1 mark per bullet to max 2 2
 Splitting a problem down AO1.1
(2)
 Into its component parts/sub-procedures/modules
6 b ii 1 mark per box 6 Calculations must be correct
AO2.2
(6)
24
H446/02 Mark Scheme June 2017
25
H446/02 Mark Scheme June 2017
6 c i 1 mark per bullet to max 3 3
 Defining procedure play AO3.2
(3)
o Resetting bored to 0
o Outputting result
e.g.
procedure play()
bored = 0
print("bored: " + bored + “%”)
endprocedure
6 c ii 1 mark per bullet to max 3 3
AO2.2
 Defining procedure read (1)
AO3.2
o Correct calculation (2)
o Outputting result
e.g.
procedure read()
intelligence = intelligence * 1.006
print("intelligence: " + intelligence)
endprocedure
6 d i 1 mark per bullet to max 4 4
 Correct declaration, appropriate name (e.g. new) AO2.2
(1)
 Taking name and theType as a parameter AO3.2
(3)
 Setting petName to parameter
26
H446/02 Mark Scheme June 2017
 Setting bored, hunger and intelligence to 0
e.g.
public procedure new(name, theType)
petName = name
bored = 0
hunger = 0
intelligence = 0
type = theType
endprocedure
6 d ii 1 mark per bullet to max 2 2
 myPet/appropriate = new pet AO2.1
(2)
 Springy and Tiger, in "", in same order as constructor declaration
e.g.
myPet = new pet("Springy", "Tiger")
6 d iii 1 mark per bullet to max 5
 Class declaration including inherit (or equivalent e.g. Tiger extends Pet, AO2.2
Tiger::Pet, Tiger(Pet)) (2)
AO3.2
 Constructor procedure (new) with all attributes present (3)
 bored = 10, hunger = 50, intelligence = 10, type = “Tiger”
 outputGreeting procedure
 Outputting original and new messages correctly
e.g.
class Tiger inherits Pet
27
H446/02 Mark Scheme June 2017
public procedure new(name)
petName = name
bored = 10
hunger = 50 Accept
intelligence = 10 super.outputGreeting()
type = "Tiger" In place of first print statement
endprocedure
public procedure outputGreeting()
print("Hello, I'm " + petName + ", I'm a " + type)
print("I like to eat meat and roar")
endprocedure
endclass
28
H446/02 Mark Scheme June 2017
6 e Mark Band 3 – High level 9 AO1: Knowledge and Understanding
(7-9 marks) AO1.1 Indicative content
The candidate demonstrates a thorough knowledge and understanding of (2)  Removal of unnecessary elements
abstraction; the material is generally accurate and detailed. AO1.2
The candidate is able to apply their knowledge and understanding directly and (2)  Uses symbols to represent elements of
consistently to the context provided. Evidence/examples will be explicitly AO2.1 the problem
relevant to the explanation. (2)
There is a well-developed line of reasoning which is clear and logically AO3.3  Increase chance of creating the program
structured. The information presented is relevant and substantiated. (3) successfully
Mark Band 2 – Mid level  Reduces programming time and factors
(4-6 marks)
that can detract from the program
The candidate demonstrates reasonable knowledge and understanding of
abstraction; the material is generally accurate but at times underdeveloped.
The candidate is able to apply their knowledge and understanding directly to AO2: Application
the context provided although one or two opportunities are missed.
 Examples of use in this system e.g.
Evidence/examples are for the most part implicitly relevant to the explanation.
The candidate provides a reasonable discussion, the majority of which is
o Environment is not shown
focused. Evaluative comments are, for the most part appropriate, although
one or two opportunities for development are missed. o Movements reduced/removed
There is a line of reasoning presented with some structure. The information
presented is in the most part relevant and supported by some evidence. o Other factors that can be
done/affect the 'pet' are removed
Mark Band 1 – Low Level
(1-3 marks) o Time may not represented as
The candidate demonstrates a basic knowledge of abstraction with limited
understanding shown; the material is basic and contains some inaccuracies. minutes, seconds
The candidates makes a limited attempt to apply acquired knowledge and
understanding to the context provided.
AO3: Evaluation
The candidate provides a limited discussion which is narrow in focus.
Judgements if made are weak and unsubstantiated.  Reduces complexity of programming
The information is basic and comunicated in an unstructured way. The
information is supported by limited evidence and the relationship to the  Requires less computational power, so
evidence may not be clear. the game can be played on lower spec
29
H446/02 Mark Scheme June 2017
0 marks devices e.g. phones
No attempt to answer the question or response is not worthy of credit.
 Focus is on the core aspects of the
program rather than the extras
 Too much abstraction can detract from
the appeal of the game, may be too
simplistic/not realistic enough, may not
have enough scope to engage users
6 f i O(n) 1
AO1.1
(1)
6 f ii 1 mark per bullet to max 2 2
 20(ms) AO1.2
(1)
 … showing working AO2.1
(1)
30
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