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User: 143 Basic operations in programming languagesINTRODUCTION There are a number of basic operations that you can perform on text and numeric data when programming. These fall into four main categories: arithmetic operations, relational operations, Boolean operations and string handling. In this chapter all of these basic operations are explained with simple examples to illustrate each. The examples are based on Visual Basic and there is also a look-up table at the end the chapter to show these how these basic operations could be implemented in Python and C#.LEARNING OBJECTIVES In this chapter you will learn: •the correct syntax for writing basic programming code•how to construct arithmetic operations, Boolean operations andrela tional operations•how to handle basic string operations •how Visual Basic, Python and C# implement these operations.
 When programming, the syntax for each operation will vary depending on which language you are using. In practice, when creating full programs you will be using many of these operations in combination to perform particular tasks. In Sections Two and Three, you will see many of these basic operations being used in context. When programming, values are likely to come from a variable  or constant, or be gener ated as part of the program. For example, an assignment statement that adds two numbers together may use three variables called Answer, FirstNumber and SecondNumber: Answer = FirstNumber + SecondNumber5 = 3 + 2SPECIFICATION COVERAGE 3.1.1.3 Arithmetic operations in a programming language3.1.1.4 Relational operations in a programming language3.1.1.5 Boolean operations in a programming language3.1.1.7 String-handling operations in a programming language3.1.1.8 Random number generation in a programming languageKEYWORD Variable: a data item whose value will  change during the execution of the program.ARITHMETIC OPERATIONS 15Note that in some languages these operations can be carried out on numeric values or text strings. For example: txtAnswer = txtFirstVariable + txtSecondVariableDavidSmith = David + SmithThis has implications for the programmer as you might expect a simple addition of 2 + 2 to equal 4. However, 2 + 2 could also result in the answer 22 if the programmer has not defined the values as integers. This is one reason why it is good practice to declare variables at the beginning of every program, so that the program knows how to handle the data. ●Arithmetic operationsMost of these are the standard mathematical operations that you use everyday such as add, subtract, multiply and divide. ●Addition: The sum of two or more values. Example: 5 = 3 + 2 orAns wer = FirstNumber + SecondNumber .
 ●Subtraction: One value minus another. Example: 2 = 5 – 3 orAns wer = FirstNumber - SecondNumber .
 ●Multiplication: The product of two values. Example: 6 = 3 * 2 orAnswer = FirstNumber * SecondNumber . ●Division of real numbers: A real number is one with a fractional part so may result in an answer with a fractional part. Example: 3.1 = 6.2/2 or Answer = FirstNumber / SecondNumber  (where all variableshave been declared as Real or Float). ●Division of integers: An integer is a whole number and therefore maygener ate a number with a remainder. Example: 3r1 = 7/2 or Answer= FirstNumber / SecondNumber  (where all variables have been declared as Integer). The DIV operation can also be used in the formatAnswer = FirstNumber DIV SecondNumber  in which case thequotient and remainder are calculated simultaneously. ●Modulo operation: The modulo or MOD operator is used to divide onenumber by another to find the remainder. Example: 1 = 7 MOD 2 or Answer = FirstNumber MOD SecondNumber as 7/2 = 3r1. ●Exponentiation: Repeated multiplication of a base number in the formBn where B is the base number and n is the number of times to repeat the multiplication. For example 2 4 is 2 × 2 × 2 × 2. Example: 16 = 2 ^ 4or Answer = FirstNumber ^ SecondNumber .
 ●Rounding: Replacing the real value with a simpler representation thatis clos e to the original value. For example, 2.315432 becomes 2.3.
 There are various methods for rounding  within each programming language such as rounding up and down, or rounding to a specific number of decimal places. Example: 2 = Round(2.3) or Answer =Round(FirstNumber) . ●Truncating: Shortening a value by cutting it off after a certain numberof di gits. It is the equivalent of rounding down. There are variousmethods for truncating  within each programming language. Example: 2 = Trun cate (2.345) or Answer = Truncate(FirstNumber) where FirstNumber is a decimal value.
 ●Random number generation: Creating a number to be used in a programthat is random. There are several methods of doing this. Often the number is set to be generated between two fixed values. There areKEYWORD Arithmetic operation: common expr essions such as +, –, /, ×.
 KEYWORDSRounding: reducing the number of digitsused to represent a number while maintaining a value that is approximately equivalent. Truncating: the process of cutt ing off a number after a certain number of characters or decimal places.163 Basic operations in programming languagesvarious methods within each programming language. For example: 0.123 = Rnd ()  or Answer = Rnd() . Random numbers are a very useful tool for programmers. Typical applications include: – Creating a range of test data to be used on a new program– Producing data to use in computer simulations– Creating random events and movements in computer games– Selecting a random sample from a dataset. However, as most random number generation  techniques usedin prog ramming languages start from a seed value and then use analgorithm to create the random number, it means that the numbercannot be truly random as the algorithm used will produce an elementof structure to the results. Consequently, random numbers generatedby programming languages are often referred to as pseudo-random numbers . This is perfectly adequate for the purposes listed above but in other circumstances, such as encryption, this level of randomness would not be sufﬁcient.
 ●Relational operations work by making comparisons between two dataitems. Th ey consist of operands and operators where the operands are thevalues and the operator is the comparison being made. For example, inthe operation A > B, A and B are the operands and > is the operator. Mostprogramming languages recognise the standard method for representingthese operators as shown in Table 3.1.KEYWORDS Random number generation: a function  that produces a completely random number. Pseudo-random  number generator: common  in progr amming languages, a function that produces a random number that is not 100% random.
 KEYWORDRelational operations: expressions that compare two values such as equal to or greater than.
 Relational operations are often performed in order to create selection statements. For example: If A > 1 Then...  means if A is 2 or more then the next action is carried out. In common with all operations, the comparisons could also be made between textual data as well as numerical data.
 ●Boolean operations  are those which result in either a TRUE or a FALSE answer. Boolean algebra is used in logic circuits and is an underlying principle to how modern computers work. It is also fundamental to theprocess of searching data whether that is in a database, or on the web. Oncethe Boolean operation has been evaluated, a further action is then taken. Forexample, on a database search, a subset of data would be created containingrecords that met the search criteria. The examples below are based on ascenario where an online dataset is being searched to find a new car.KEYWORDBoolean operations: expressions that result in a TRUE or FALSE value.Relational operator SignEqual to = or == Not equal to < >or != Less than <Greater than > Less than or equal to Greater than or equal to Table 3.1 Table of relational operatorsSTRING-HANDLING FUNCTIONS 17The four basic operations are: ●AND: This is known as a conjunction as it adds together the data. Forexam ple, using the search phrase “Four Door AND Less than 3 years old” would return a value of TRUE only if both conditions were met, so thecar would need to have four doors AND be less than 3 years old. ●OR: This is known as a disjunction, which means that a TRUE result isprodu ced if any of the conditions are met. For example, in the search phrase “Four Door OR Three Door”, only one of the conditions needs to bemet to get a TRUE result, so all three- and four-door cars would be listed.
 ●NOT: This is known as a negation as it reverses the input. For example,“NOT Ford” would result in data that did NOT contain the word Ford. ●XOR: This is known as an exclusive OR and means that a TRUE resultis prod uced when one or the other condition is met but not both. For example, “Sunroof XOR Air conditioning” would result in data wherethe car either had a sunroof or air conditioning, but not both. XORoperations are used extensively when creating logic gates and there ismore on this in Chapter 30.
 You may have noticed that it is possible to embed relational operators within Boolean operations. For example, “Four Door AND Less than 3 years old” uses the less than  operator. It is also possible to join lots of Boolean operations together to produce the desired outcome. For example, a very specific search might be: “Four Door AND Less than 3 years old AND Ford OR Vauxhall NOT Fiat”. ●String-handling functionsAt the beginning of the chapter we saw that it is possible to carry outoperations on numbers and text data. This section looks specifically at theway in which text can be handled. To be more precise, this section looksat how strings can be handled. A string is a sequence of characters and canactually be made up of text, numbers and symbols. There are many situationswhere you will need to work with strings to produce the desired outcome, forexample, searching for strings of characters or combining strings together. KEYWORD String-handling functions: actions that can be carried out on sequences of characters.Figure 3.1 Venn diagrams to represent the four basic Boolean operations.B A ANDB AORB A XORB A NOTKEYWORDSAND: Boolean operation that outputs true if both inputs are  true.
 OR: Boolean operation that outputs true if either of its inputs are true.NOT: Boolean operation that inverts the result so true  becomes false and false becomes true. XOR: Boolean operation that is true if ei ther input is true but not if both inputs are true.183 Basic operations in programming languages●Length: The length of the string is how many characters are used to storea parti cular item of data. The string length is often variable although there is usually an upper limit placed on its size. There are variousoperations that you can carry out using the string length. For example,you may want to set the maximum length or calculate the length of aparticular string of data. For example: Dim LastName As String  is used to define a string data type and Len (Variable1)  calculates thelength of data value stored in Variable1 . ●Position: Within a text string it is possible to identify the position ofevery cha racter. This is useful when you want to extract particularcharacters from the string or identify substrings within the data. Thereare various operations that you can carry out. For example, to find thestart position of a particular string of characters within another string: Txt = "JohnSmith22HighStreetLeicester"AddressPosition = InStr(txt,"22HighStreet")This would return a value of 10 in this example as that is the positionwhere the address data starts within the string being searched. Thisassumes that the start position is 1. Some languages take the startposition as 0, in which case this would return a value of 9. ●Substring: A substring is a string contained within another string as shownin the e xample above. Various techniques can be used to extract data fromanywhere in a string to create a substring providing the start and endposition are known or the start position and length are known. For example: txt= "JohnSmith22HighStreetLeicester"txtAddress = str.Substring (10,21)This would create the substring “22HighStreetLeicester” and store it in avariable called txtAddress . It does this by starting at position 10 of the string and then extracting the next 21 characters.
 ●Concatenation: This is the process of adding strings together to createanother st ring. For example: txtFirstName = "John"txtLastName = "Smith"txtFullName = txtFirstName + txtLastName This would create the value “JohnSmith” stored in a variable calledtxtFullName . ●Character codes: Every character that you can use on a computer includingall the keyboard characters has a corresponding character code , which is used to id entify it. This might be an ASCII code or Unicode (see Chapter 26).
 This can be used in various ways, for example, if you need to convert a textvalue to a numeric value in order to carry out a calculation on it. You mightdo this when encrypting data. For example: asc(Variable1)  returns the ASCII code value of the value stored inVariable1  where Variable1  is a text character.  chr(Variable1)  returns the text character where Variable1  is anASCII code.  chrW(Variable1)  returns the Unicode code value of Variable1where Variable1  is a text character.In addition to converting strings to character codes, there are a number of other conversions that a programmer might need to do in order to manipulate the data further. Most programming languages include specific functions to carry out these conversions.KEYWORD Character code: a binary repre sentation of a particular letter, number or special character.EXAMPLES OF COMMON OPERATIONS  IN PYTHON AND C#19●String to Integer / Integer to String: An integer is a whole number. Somepro gramming languages convert between the two automatically if the two variables are declared correctly. For example: Dim i as IntegerDim s as Stringi = 1s = i This would result in s (a string) becoming 1 (an integer). The same code could be used to reverse the process.
 ●String to Float / Float to String: A float is also called a real number andis any number including those with a fractional part. In Visual Basic, a function exists to carry out this conversion: Convert.ToDouble(x) will convert the text string x into a Doubledata type, used by Visual Basic to store real numbers.  Convert.ToString(n)  will convert the real number n into a string.
 ●String to Date-time / Date-Time to String: Date-time is usually storedwith built-in formatting such as dd.mm.yyyy and hh: mm: ss. To manipulate individual parts of the data, it can be converted into a string. Most programming languages have built-in functions. For example, inVisual Basic: DateTime.ToString(date)  converts the date and time into a stringString.ToDateTime(String)  converts a string into date-time format. ●Examples of common operationsin Python and C# Table 3.2 gives some examples of how these common operations can bexecuted in both Python and C#. Note that there will be other ways ofimplementing these operations based on the specific requirements of theprogram being written. You will notice that there are some commonalities between programminglanguages and some operations that are handled completely differently.203 Basic operations in programming languagesTable 3.2 Common operations in Python and C# Operation or functionPython example C# example Add c = a + b c = a + bSubtract c = a – b c = a – b Multiply c = a * b c = a * b Divide real number c = a / b c = a / bDivide integer c = a//b Int c = a / b Modulo c = a % b c = a % bExponentiation c = a ** b or exp(n) math.Pow (a,b) Round round (x[,n]) math.Round()Truncate round (x[, n])Truncates according to the size inputmath.Truncate (a, n)Truncates the value of a to n placesRandom number generationrandom() random() Substring var1 = "JohnSmith"print var1[0: 4] Prints “ John”string input = "JohnSmith"string sub = input.Substring (0, 4)Returns the value “John”Concatenation c = a + b c = a + b Convert character to character codeChr()  gives the character code value of the characterOrd()  gives the integer value of the characterEncoding,ASCII,GetBytes ()  converts a character to an ASCII codeconvert.ToChar()  converts an ASCII code to a characterConvert string to integer int()  converts a string to an integer str() converts an integer to a string.ToInt32  converts a string to a 32-bit integer.ToString  converts an integer to a string where the variable before the dot is an integerConvert string to date-time time.strftime(format[,t])  converts a string into a time with a specified formatConvertToDateTime(dateString)  converts date-time to stringDateTime.Parse()  converts the string contained in the brackets into a date-time formatConvert string to float float()  converts string to float str()  converts float to string.ToFloat converts a string to a float where the value before the dot is a string.ToString  converts a float to a string where the variable before the dot is an integerPractice questions can be found at the end of the section on pages 46 and 47.
 EXAMPLES OF COMMON OPERATIONS  IN PYTHON AND C#21TASKS1 Write an example of a calculation using each of the arithmetic operators. 2 What is the difference between a division of a real/float and the  division of an integer?3 Most calculations will get their values from variables. Why are variables  used in programming rather than just typing the raw values?4 Use examples to explain the difference between truncation and rounding.
 5 Why might random numbers be used?6 What is the difference between an OR statement and an XOR statement? Give an example.7 How can you create a substring from a string? 8 What formats can strings be converted into?9 Why are random numbers generated in programming languages not entirely random? STUDY / RESEARCH TASKS1 Write code for a calculator app that allows the user to enter one or  two numbers and then carry out all of the main arithmetic operations.2 Write code for an app that allows the user to input two numbers and  then carry out each of the relational operators returning an output of TRUE or FALSE.3 Write code for an app that extracts the vowels from the alphabet. 4 Write code for an app that takes the numbers 1–10 and extracts them  into odd and even numbers. 5 Research how Google uses Boolean operators to create accurate search results.6 Is it possible to produce a completely random number?KEY POINTS •The syntax of a languagedescribes the rules that you must follow.
 •Arithmetic operations includecommon processes such as add, subtract, multiply anddivide.
 •Other arithmetic operationsinclude rounding, truncating and exponentiation.
 •Most languages include arandomnumber generator. •Relational operationscompare two or more valuesto produce a result. •Boolean operations return atrue or  false value and includeAND, OR, NOT and XOR. •Different types of operationscan becombined to create more complex expressions.
 •String handling is the processof identifying and extracting sequences of characters froma string of characters.
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This is for AQA A(S)-Level Computer Science. I repeat, do not alter the words as it could have an effect on the marks acquired from the marking scheme.
However, remove any redundant information or USELESS examples that are not needed for a student to know, or simplify unnecessary information (if it has a definition or keywords, it is not unnecessary).
If you can, use different values for the examples.
For things that will not score a mark or are generally useless, for example, "we will cover" or a fun fact, change the wording. This is for AS Level, do not include information about topics that are ONLY A-Level Content (if it says it is)
Link the 'sections' of your answer to the following spec-points (by title):
e.g. "**Topic** (Spec Points: a.b.c. Whatever)
3.1.1.4 Relational operations in a programming language
Content
Additional information
Be familiar with and be able to use:
addition
subtraction
multiplication
real/float division
integer division, including remainders
exponentiation
rounding
truncation.

3.1.1.5 Boolean operations in a programming language
Content
Additional information
Be familiar with and be able to use:
addition
subtraction
multiplication
real/float division
integer division, including remainders
exponentiation
rounding
truncation.

3.1.1.3 Arithmetic operations in a programming language
Content
Additional information
Be familiar with and be able to use:
addition
subtraction
multiplication
real/float division
integer division, including remainders
exponentiation
rounding
truncation.

3.1.1.8 Random number generation in a programming language
Content
Additional information
Be familiar with and be able to use:
addition
subtraction
multiplication
real/float division
integer division, including remainders
exponentiation
rounding
truncation.

3.1.1.7 String-handling operations in a programming language
Content
Additional information
Be familiar with and be able to use:
addition
subtraction
multiplication
real/float division
integer division, including remainders
exponentiation
rounding
truncation.


You MUST make sure they are ALL met. Everything it says on there you should meet.
SOMETIMES the specification does not always mention everything. If you encounter something from the body of text that is not necessarily mentioned on the specification point, still try to include it but condense it. Do not make the notes unecessary or useless.

I already provided the available exam questions you MAY choose to add on to the notes, with 'des' explaining what it's about, and 'fil' meaning the Question ID.
The content, too. Delivered in the form 'fil', JSON
Ignore exam questions that contain 'Skeleton Program'. Do not only put like 2 exam questions, try to put more!
For the exam questions, in the original text, there is a label named 'Tasks'. Those (usually) six questions are NOT the exa questions. The exam questions are the ones that were given in JSON form to you, do NOT do the 'Tasks'. Do the exam questions that contain HTML in JSON!

In the markscheme, a ';' typically means that a mark was gained.
When mentioning exam questions, you *must* answer them, according to the markscheme, scoring full marks. No 'do it yourself'.

Include ALL definitions (KEYWORDS) from the original text I sent in your notes. When I mean all, I mean ALL.

If necessary for scoring marks, try to embed the exam-questions into your notes, sometimes without even referencing the fact that it is an exam question. For example, if an exam question is a definition or benefits, use the answer in your notes.
Remember. DO NOT ADD USELESS STUFF. Your task is to create the MOST EFFICIENT (SHORTEST [for an explanation] BUT STILL SCORES ALL MARKS) possible notes resource, which will score all marks easily, so its wording has to be mostly like that of the exam questions. By any means, if necessary, please include examples and exam questions! At the end you can have a 'try these exam questions' thing.
At the end of your answer, you will give a 'breakdown'/'summary' of each thing you covered which will tell the most concise FULLY MARK-SCORING explanation possible.

In summary, your answer must:

* Be efficient, useful
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* Follow the entire specification and everything it says.
* Link your section to a spec point. E.g. **Topic** (Spec Points: a.b.c Whatever)
* Score ALL marks.
* Include ALL exam questions S at the end (except ones that contain 'Skeleton Program'), with the same wording as the original ones in the JSONs sent to you – and INCLUDE THE QUESTION CONTENT, AND THE ANSWERS/MARK SCHEME. Only the ones that I provided to you, include Question IDs.
* Remove redundant, unnecessary and useless information that would not be brought up in an exam answer.
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* Provide the full notes, covering ALL spec-points (and showing the spec-points covered in each section).
* Include ALL definitions (KEYWORDS, usually represented explicitly and specifically in the original text as Keyword: Definition), do not change the wording (unless that definition is an exam question). MAKE ALL THE DEFINITIONS FULL (yet consice, as they can sometimes even be 2 marks). Incorporate the definitons into the notes.
* Include a seperate section named 'Definitions' that covers the keywords and their simplest definition that scores all marks. These are (usually) found in the original text.
* Include a summary at the end (after definitions) that goes through everything you need to score all marks.

At the end of the formatted text, after everything is done, fill out the JSON:
Remove the type clarification.
{
"chapter": (int),
"page": (int),
"chapter_name": (str),
"topics": (list)
}

User: And these are the available exam questions, with 'des' explaining what it's about, and 'fil' meaning the Question ID.
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User: These are the content of said exam questions, these are the ONLY exam questions, you will use these later, delivered in form 'fil', JSON: {'Q23S1B10': {'question': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">This question refers to the subroutine <span class="comp">PassTwo</span>.</p>\r\n<p class="indent1new">State <b>two</b> conditions that need to be met for error code 6 to be reported during the assembly process of the program.</p>\r\n<p class="indent1new answer-toggle">_______________________________________________________________________</p>\r\n<p class="indent1new answer-toggle">_______________________________________________________________________</p>\r\n<p class="indent1new answer-toggle">_______________________________________________________________________</p>\r\n<p class="indent1new answer-toggle">_______________________________________________________________________</p>\r\n<p class="mark">(Total 2 marks)</p></h5>', 'markscheme': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question"><b>2 marks for AO2 (analyse)</b></p>\r\n<p class="indent1new indentright"><span class="comp">Operand</span> is not empty / an empty string;</p>\r\n<p class="indent1new indentright m-t-0"><span class="comp">Operand</span> is not an existing label <span class="comp">// Operand</span> is not in the symbol table; <b>NE</b>. invalid operand</p>\r\n<p class="indent1new indentright m-t-0"><span class="comp">Operand</span> is not (the string representation of) a number;</p>\r\n<p class="indent1new indentright"><b>Max 2</b></p>\r\n<p class="mark">[2]</p></h5>', 'examinerreport': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">This question continued to examine students&#x2019; understanding of the error codes within the skeleton program, and the majority were awarded both marks on offer. In circumstances where one mark was obtained but two points had been made, there was often a re-phrasing of the first point in an attempt to pick up the second mark.</p></h5>', 'notes': '', 'resources': ''}, 'QS00N208': {'question': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">What would be the result of performing <b>each</b> of the following logical operations?</p>  \r<p class="indent1">(a)&nbsp;&nbsp;&nbsp;&nbsp; NOT 01001111</p>  \r<p class="indent2new answer-toggle">___________________________________________________________________</p>  \r<p class="mark">(1)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(b)&nbsp;&nbsp;&nbsp;&nbsp; 00110000 OR 00000010</p>  \r<p class="indent2new answer-toggle">___________________________________________________________________</p>  \r<p class="mark">(1)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(c)&nbsp;&nbsp;&nbsp;&nbsp; 11000001 AND 00010011</p>  \r<p class="indent2new answer-toggle">___________________________________________________________________</p>  \r<p class="mark">(1)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(d)&nbsp;&nbsp;&nbsp;&nbsp; 00000101 XOR 10001110</p>  \r<p class="indent2new answer-toggle">___________________________________________________________________</p>  \r<p class="mark">(1)</p>  \r<p class="mark">(Total 4 marks)</p></h5>', 'markscheme': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">&nbsp;</p>\r<p class="indent1 indentright m-t-0">(i)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 10110000</p>  \r<p class="levelms">1</p>  \r<p class="indent1 indentright" style=\'margin-left:64.35pt;text-indent:-36.0pt\'>(ii)<span style=\'font:7.0pt "Times New Roman"\'>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span>00110010</p>  \r<p class="levelms">1</p>  \r<p class="indent1 indentright" style=\'margin-left:64.35pt;text-indent:-36.0pt\'>(iii)<span style=\'font:7.0pt "Times New Roman"\'>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span>00000001</p>  \r<p class="levelms">1</p>  \r<p class="indent1 indentright">(iv)&nbsp;&nbsp;&nbsp;&nbsp; 10001011</p>  \r<p class="levelms">1</p>  \r<p class="mark">[4]</p></h5>', 'examinerreport': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">Those candidates that were prepared for this question usually got full marks. The XOR operation proved the most difficult.</p></h5>', 'notes': '', 'resources': ''}, 'QSPA1A01': {'question': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">The famous detective John Stout was called in to solve a perplexing murder mystery. He determined the following facts.</p>\r<p class="indent2">a&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Nathan, the murdered man, was killed by a blow on the head.</p>\r<p class="indent2 m-t-0">b&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Either Suzanne or Martin was in the dining room at the time of the murder.</p>\r<p class="indent2 m-t-0">c&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; If Peter was in the kitchen at the time of the murder, then Ian killed Nathan using poison.</p>\r<p class="indent2 m-t-0">d&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; If Suzanne was in the dining room at the time of the murder, then Steve killed Nathan.</p>\r<p class="indent2 m-t-0">e&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; If Peter was not in the kitchen at the time of the murder, then Martin was not in the dining room when the murder was committed.</p>\r<p class="indent2 m-t-0">f&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;If Martin was in the dining room at the time the murder was committed, then Paul killed Nathan.</p>\r<p class="indent2 m-t-0">g&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;If Kevin was in the hall at the time of the murder, then Suzanne killed Nathan by a blow to the neck with a saucepan.</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(a) &nbsp;&nbsp;&nbsp;&nbsp;Who murdered Nathan?</p>\r<p class="indent2"><b>A</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Paul</p>\r<p class="indent2 m-t-0"><b>B</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Steve</p>\r<p class="indent2 m-t-0"><b>C</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Suzanne</p>\r<p class="indent2 m-t-0"><b>D</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Ian</p>\r<p class="indent2 m-t-0"><b>E</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;It is not possible for John Stout to solve the crime.</p>\r<p class="mark">(1)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(b) &nbsp;&nbsp;&nbsp;&nbsp;Explain how you know your answer to (a) is correct.</p>\r<p class="indent2new answer-toggle">Use the space below for rough working.</p>\r<p class="indent2new answer-toggle">&nbsp;</p>\r<p class="indent2new answer-toggle">&nbsp;</p>\r<p class="indent2new answer-toggle">&nbsp;</p>\r<p class="indent2new answer-toggle">&nbsp;</p>\r<p class="indent2new answer-toggle">&nbsp;</p>\r<p class="indent2new answer-toggle">___________________________________________________________________</p>\r<p class="indent2new answer-toggle">___________________________________________________________________</p>\r<p class="indent2new answer-toggle">___________________________________________________________________</p>\r<p class="indent2new answer-toggle">___________________________________________________________________</p>\r<p class="mark">(2)</p> \r<p class="mark">(Total 3 marks)</p></h5>', 'markscheme': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">&nbsp;</p>\r<p class="indent1 m-t-0">(a) &nbsp;&nbsp;&nbsp;&nbsp;<b>Mark is for AO2 (apply)</b><br><b>1 mark</b>: B;</span></p>\r<p class="levelms">1</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1 indentright">(b) &nbsp;&nbsp;&nbsp;&nbsp;<b>All marks AO2 (analyse)</b><br>Nathan was not killed with poison (rule a);</p>\r<p class="indent2 indentright m-t-0">therefore Peter was not in the kitchen (rule c);</p>\r<p class="indent2 indentright m-t-0">therefore Martin was not in the dining room (rule e);</p>\r<p class="indent2 indentright m-t-0">therefore Suzanne was in the dining room (rule b);</p>\r<p class="indent2 indentright m-t-0">therefore Steve murdered Nathan (rule d).</p>\r<p class="indent2new indentright"><b>Mark as follows:</b></p>\r<p class="indent2 indentright m-t-0"><b>1 mark:</b> Any correct point from the list above;</p>\r<p class="indent2 indentright m-t-0"><b>1 mark:</b> Any two further correct points from the list above;</p>\r<p class="levelms">2</p> \r<p class="mark">[3]</p></h5>', 'examinerreport': '', 'notes': '', 'resources': ''}, 'QS00N402': {'question': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">The diagram below shows two masking operations.</p>  \r<p class="graph"><img id="Picture 1" src="AA_COM/QS00N402_files_Q/image001.png">&nbsp;</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(a)&nbsp;&nbsp;&nbsp;&nbsp; Give the content of Result 1 when Mask 1 is applied to Test using the AND operation.</p>  \r<p class="indent2new answer-toggle">___________________________________________________________________</p>  \r<p class="mark">(1)</p>  \r<p class="indent1">(b)&nbsp;&nbsp;&nbsp;&nbsp; What logical operation must be used to produce Result 2 when Mask 2 is applied to Set?</p>  \r<p class="indent2new answer-toggle">___________________________________________________________________</p>  \r<p class="mark">(1)</p>  \r<p class="mark">(Total 2 marks)</p></h5>', 'markscheme': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">&nbsp;</p>\r<p class="indent1 indentright m-t-0">(a)&nbsp;&nbsp;&nbsp;&nbsp; 00001000</p>  \r<p class="levelms">1</p>  \r<p class="indent1 indentright">(b)&nbsp;&nbsp;&nbsp;&nbsp; Or / XOr</p>  \r<p class="levelms">1</p>  \r<p class="mark">[2]</p></h5>', 'examinerreport': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">Almost all candidates answered this correctly. Those who did get it wrong seemed to have little knowledge of masking.</p></h5>', 'notes': '', 'resources': ''}, 'QS121A01': {'question': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">The table below is a partially complete representation of the rules for adding together two bit values. The first two columns represent the two bit values to add. The first row has been completed and represents the binary addition rule <span style="font-family:Courier New;">0 &#x002B; 0 = 0.</span></span> Carry occurs when the answer cannot be stored in 1 bit.</span></p>\r<table class=MsoTableGrid cellspacing=0 cellpadding=0 style=\'margin-top:0.5cm;margin-left:60.0pt;border-collapse:collapse;border:0\'> \r\t<tr>\r\t\t<td valign=top style=\'width:70.0pt;border-top :solid windowtext 0.0pt; border-right:solid windowtext 0.0pt; border-bottom:solid windowtext 1.0pt; border-left:solid windowtext 0.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><b>&nbsp;</b></p></td>\r\t\t<td valign=top style=\'width:70.0pt;border-top :solid windowtext 0.0pt; border-right:solid windowtext 1.0pt; border-bottom:solid windowtext 1.0pt; border-left:solid windowtext 0.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><b>&nbsp;</b></p></td>\r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><b>Answer</b></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><b>Carry</b></p></td> \r\t</tr>\r\t<tr>\r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">0</span></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">0</span></p></td> \r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">0</span></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">0</span></p></td> \r\t</tr>\r\t<tr>\r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">0</span></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">1</span></p></td> \r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">&nbsp;</span></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">&nbsp;</span></p></td> \r\t</tr>\r\t<tr>\r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">1</span></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">0</span></p></td> \r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">&nbsp;</span></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">&nbsp;</span></p></td> \r\t</tr>\r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">1</span></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">1</span></p></td> \r\t\t<td valign=top style=\'width:70.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">&nbsp;</span></p></td>\r\t\t<td valign=top style=\'width:80.0pt;border:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt;\'><p class=box><span class="comp">&nbsp;</span></p></td> \r\t</tr>\r</table>\r<p class="indent1new">Complete the table above to show the <b>Answer</b> and <b>Carry</b> values for the given binary addition rules.</p>\r<p class="mark">(Total 3 marks)</p></h5>', 'markscheme': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">&nbsp;</p>\r<p class="indent2new indentright m-t-0"><img align="middle;" src="AA_COM/MS121A01_files_M/img01.png">&nbsp;</p></span></p>\r<p class="indent2new indentright"><b>A</b> 10 instead of 0 in the Answer column for the final row of the table</p>\r<p class="mark">[3]</p></h5>', 'examinerreport': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">The majority of students got full marks for this question.</span></p></h5>', 'notes': '', 'resources': ''}, 'Q20S1A02': {'question': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">A sentinel value is a special value <b>after</b> the end of a series of data values. It is a terminator for the series of data values but is not treated as part of the series. A sentinel value is used when you do not know how many data values are in the series.</p>\r\n<p class="indent1new">The algorithm, represented using pseudo-code below, is an attempt at a method to add numbers that are input as a series terminated by the sentinel value -1</p>\r\n<p class="indent3new comp-top">X <span class="font18">&#8592;</span> 0</p>\r\n<p class="indent3new comp">Result <span class="font18">&#8592;</span> 0</p>\r\n<p class="indent3new comp">WHILE X &#8800; -1</p>\r\n<p class="indent3new comp">&emsp;&nbsp;INPUT X</p>\r\n<p class="indent3new comp">&emsp;&nbsp;Result <span class="font18">&#8592;</span> Result + X</p>\r\n<p class="indent3new comp">ENDWHILE</p>\r\n<p class="indent3new comp">OUTPUT Result</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(a)&emsp;&nbsp;Complete the table below by hand-tracing the algorithm shown above. You may not need to use all the rows in the table.</p>\r\n<p class="indent2new">The first row of the table has already been completed for you.</p>\r\n<p class="indent2new">The sequence of numbers for input is: <span class="comp">4, 6, 3, 2, -1</span></p>\r\n<p class="bottom">&nbsp;</p>\r\n<table class="data-table left4">\r\n\t<tr>\r\n\t\t<td class="col-3 tablegrey"><p class="padded comp-top"><b>X</b></p></td>\r\n\t\t<td class="col-5 tablegrey"><p class="padded comp-top"><b>Result</b></p></td>\r\n\t\t<td class="col-7 tablegrey"><p class="padded comp-top"><b>Output</b></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3 tablegrey"><p class="padded"><span class="comp-top">0</span></p></td>\r\n\t\t<td class="col-5 tablegrey"><p class="padded"><span class="comp-top">0</span></p></td>\r\n\t\t<td class="col-7 tablegrey"><p class="padded"><span class="comp-top">-</span></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-7"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n</table>\r\n<p class="mark">(3)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(b)&emsp;&nbsp;Comment on the result of the trace and describe how the algorithm should be modified.</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="mark">(2)</p>\r\n<p class="mark">(Total 5 marks)</p></h5>', 'markscheme': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="questiona">(a)&emsp;&nbsp;<b>3 marks for AO2 (apply)</b></p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="bottom">&nbsp;</p>\r\n<table class="data-table left2">\r\n\t<tr>\r\n\t\t<td class="col-3 tablegrey"><p class="padded"><span class="comp"><b>X</b></span></p></td>\r\n\t\t<td class="col-4 tablegrey"><p class="padded"><span class="comp"><b>Result</b></span></p></td>\r\n\t\t<td class="col-5 tablegrey"><p class="padded"><span class="comp"><b>Output</b></span></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3 tablegrey"><p class="padded"><span class="comp">0</span></p></td>\r\n\t\t<td class="col-4 tablegrey"><p class="padded"><span class="comp">0</span></p></td>\r\n\t\t<td class="col-5 tablegrey"><p class="padded"><span class="comp">-</span></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded"><span class="comp">4</span></p></td>\r\n\t\t<td class="col-4"><p class="padded"><span class="comp">4</span></p></td>\r\n\t\t<td class="col-5"><p class="padded"><span class="comp">&nbsp;</span></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded"><span class="comp">6</span></p></td>\r\n\t\t<td class="col-4"><p class="padded"><span class="comp">10</span></p></td>\r\n\t\t<td class="col-5"><p class="padded"><span class="comp">&nbsp;</span></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded"><span class="comp">3</span></p></td>\r\n\t\t<td class="col-4"><p class="padded"><span class="comp">13</span></p></td>\r\n\t\t<td class="col-5"><p class="padded"><span class="comp">&nbsp;</span></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded"><span class="comp">2</span></p></td>\r\n\t\t<td class="col-4"><p class="padded"><span class="comp">15</span></p></td>\r\n\t\t<td class="col-5"><p class="padded"><span class="comp">&nbsp;</span></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded"><span class="comp">&minus;1</span></p></td>\r\n\t\t<td class="col-4"><p class="padded"><span class="comp">14</span></p></td>\r\n\t\t<td class="col-5"><p class="padded"><span class="comp">14</span></p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-4"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-4"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-4"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-4"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n\t<tr>\r\n\t\t<td class="col-3"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-4"><p class="padded">&nbsp;</p></td>\r\n\t\t<td class="col-5"><p class="padded">&nbsp;</p></td>\r\n\t</tr>\r\n</table>\r\n<p class="indent2new indentright m-b-0"><b>1 mark</b> for correct <span class="comp">X</span> column (4, 6, 3, 2, -1);</p>\r\n<p class="indent2new indentright m-t-0 m-b-0"><b>1 mark</b> for correct <span class="comp">Result</span> column (4, 10, 13, 15);</p>\r\n<p class="indent2new indentright m-t-0"><b>1 mark</b> for final <span class="comp">Result</span> value (14) and <span class="comp">Output</span> column (14);</p>\r\n<p class="indent2new indentright"><b>Max 2</b> if any errors</p>\r\n<p class="levelms">3</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1 indentright">(b)&emsp;&nbsp;<b>2 marks for AO2 (analyse)</b> </p>\r\n<p class="indent2new indentright">The result is wrong // The sentinel value should not have been used in the calculation; Subtract the last value // input first value before the <span class="comp">WHILE</span> loop and swap the instructions within the <span class="comp">WHILE</span> loop // add 1 to result after loop is finished;</p>\r\n<p class="indent2new indentright"><b>A.</b> not add the value if it is the sentinel value</p>\r\n<p class="levelms">2</p>\r\n<p class="mark">[5]</p></h5>', 'examinerreport': '', 'notes': '', 'resources': ''}, 'QS11306': {'question': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">A computer simulation is to be used to imitate the flow of students through a school canteen. The simulation will be based on a model developed by the school&#x2019;s canteen manager and a Computing student.</span></p>\r<p class="indent1">(a) &nbsp;&nbsp;&nbsp;&nbsp;In the context of simulation, explain what a model is.</p>\t\r<p class="indent2new answer-toggle">___________________________________________________________________</p>\r<p class="indent2new answer-toggle">___________________________________________________________________</p>\r<p class="mark">(1)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(b) &nbsp;&nbsp;&nbsp;&nbsp;Students must queue at a particular serving point in the canteen if they wish to purchase hot food.</p>\r<p class="indent2new">The Computing student intends to represent the queue of students waiting to be served as a dynamic data structure using a linked list.</p>\r<p class="indent2">(i)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Explain what pointers the student will need to create and what they will be used for.</p>\r<p class="indent3new answer-toggle">______________________________________________________________</p>\r<p class="indent3new answer-toggle">______________________________________________________________</p>\r<p class="indent3new answer-toggle">______________________________________________________________</p>\r<p class="indent3new answer-toggle">______________________________________________________________</p>\r<p class="mark">(2)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent2">(ii)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Teachers are able to bypass the students in the queue by walking past them. However, a teacher may not always go directly to the very front of the queue as it may contain teachers already. In which case, the teacher joins the queue at the point just behind the other teachers.</p>\r<p class="indent3new">What type of queue would the Computing student use to represent this situation&#x003F;</p>\r<p class="indent3new answer-toggle">______________________________________________________________</p>\r<p class="mark">(1)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(c) &nbsp;&nbsp;&nbsp;&nbsp;The Computing student decides that she will need to use the random number generator in the programming language that she is using to develop the simulation.</p>\r<p class="indent2new"> Give <b>one</b> example of something that she might need to use random numbers for when producing this simulation.</p>\r<p class="indent2new answer-toggle">___________________________________________________________________</p>\r<p class="indent2new answer-toggle">___________________________________________________________________</p>\r<p class="mark">(1)</p> \r<p class="mark">(Total 5 marks)</p></h5>', 'markscheme': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">&nbsp;</p>\r<p class="indent1 indentright m-t-0">(a)&nbsp;&nbsp;&nbsp;&nbsp; </span> An abstraction / leaving out non-essential details // A mathematical <br>representation of reality;</p>\r<p class="levelms">1</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1 indentright">(b) &nbsp;&nbsp;&nbsp;&nbsp;<i>1 mark for naming or describing <b>two</b> pointers from this list:</i></p>\r<p class="indent2 indentright">&#x2022;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Front/start/head pointer</p>\r<p class="indent2 indentright m-t-0">&#x2022;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Next node pointer</p>\r<p class="indent2 indentright m-t-0">&#x2022;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Previous node pointer</p>\r<p class="indent2 indentright m-t-0">&#x2022;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Rear/end/tail pointer</p>\r<p class="indent3new indentright m-t-0"><b>R</b> Next free space pointer</p>\r<p class="indent2new indentright"><i>1 mark for stating the purpose of <b>one</b> of the pointers that have been named:</i></p>\r<p class="indent2 indentright">&#x2022;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(Front/start/head pointer) to indicate where to remove items from // who should be served next // who is currently being served; <br><b>NE</b> to points to start of list</p>\r<p class="indent2 indentright m-t-0">&#x2022;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(Next node pointer) to link items in list together // to show order of list // so items can be inserted into middle of list // to traverse list;</p>\r<p class="indent2 indentright m-t-0">&#x2022;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(Previous node pointer) to link items in list together // to show order of list // so items can be inserted into middle of list // to traverse list backwards;</p>\r<p class="indent2 indentright m-t-0">&#x2022;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(Read / end / tail pointer) to indicate where to add new items to // so new people can be added to queue <br><b>NE</b> to point to end of list</p>\r<p class="indent3new indentright m-t-0"><b>A</b> Contextualised answers which refer to queue instead of list or adding people to a queue.<br/><b>R</b> Answers which clearly relate to the use of a fixed-size array.</p>\r<p class="levelms">2</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent2 indentright">(ii)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Priority (queue);</p>\r<p class="levelms">1</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1 indentright">(c) &nbsp;&nbsp;&nbsp;&nbsp;Allow any reasonable example that would require randomness e.g. time next person joins queue, inter-person arrival time, time to be served, choice of meal, type (student / teacher) of next person to arrive;<br/><b>R</b> number of students / teachers / people in queue</p>\r<p class="levelms">1</p> \r<p class="mark">[5]</p></h5>', 'examinerreport': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question">Part (a): This question part was poorly answered with many candidates giving vague responses or explaining what a simulation is rather than a model. In this context, a model is an abstraction of the real-world problem that leaves out unnecessary details. Some candidates confused a model with a prototype.</span></p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1new">Part (b)(i): Again, this question part was poorly answered. A significant number of candidates appeared to have no understanding of what was being asked, although more than half got at least one mark. Candidates who made a reasonable attempt at an answer often named two pointers, but then offered inadequate explanations of their purpose. For example, the purpose of the pointer to the end of the list is to enable new items to be added to the list, not simply to know where the end is.</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1new">Part (b)(ii): Some candidates correctly identified that a priority queue was required, but many invented new types of queues.</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1new">Part (c): This question part was well answered with many candidates giving well thought out answers such as determining whether the next person entering the cafeteria was a student or teacher or generating a time taken to serve the person at the front of the queue. The most common incorrect answer was the number of people / students / teachers in a queue. In each case, the number in a queue would be a consequence of other randomly determined occurrences rather than determined randomly itself.</p></h5>', 'notes': '', 'resources': ''}, 'Q20S1B09': {'question': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="question m-b-1">This question refers to the subroutines <span class="comp">Graphics</span> and <span class="comp">LoadFile</span></p>\r\n<p class="indent1">(a)&emsp;&nbsp;State what values are passed in the parameter <span class="comp-top">Header</span> to the subroutine <span class="comp">LoadFile</span> when <span class="comp">LoadFile</span> is called for the <b>first</b> time in the subroutine <span class="comp">Graphics</span></p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="mark">(1)</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1">(b)&emsp;&nbsp;Explain how the content of <span class="comp">HeaderLine</span> is processed after it has been assigned a value.</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="indent2new answer-toggle">___________________________________________________________________</p>\r\n<p class="mark">(3)</p>\r\n<p class="mark">(Total 4 marks)</p></h5>', 'markscheme': '<h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="questiona">(a)&emsp;&nbsp;<b>Mark is for AO2 (analyse)</b> </p>\r\n<p class="indent2new indentright">The default values of the file header;</p>\r\n<p class="indent2new indentright m-t-0">Empty string, <span class="comp">MAX_WIDTH, MAX_HEIGHT</span>, empty string;</p>\r\n<p class="indent2new indentright"><b>A.</b> \'\'\'\' / \'\' / <span class="comp">EMPTY_STRING</span> for empty string</p>\r\n<p class="indent2new indentright m-t-0"><b>A.</b> 100 for <span class="comp">MAX_WIDTH</span> and/or <span class="comp">MAX_HEIGHT</span></p>\r\n<p class="indent2new indentright"><b>Max 1</b></p>\r\n<p class="levelms">1</p></h5><h5 class=\'contentSeparator\' style=\'page-break-inside: avoid;\'><div class=\'qnumber-hidden\'></div><p class="indent1 indentright">(b)&emsp;&nbsp;<b>3 marks for AO2 (analyse)</b> </p>\r\n<p class="indent2new indentright">The string is split into separate parts;</p>\r\n<p class="indent2new indentright m-t-0">Delimited by a comma;</p>\r\n<p class="indent2new indentright m-t-0">Each part is assigned to a field of the header record;</p>\r\n<p class="indent2new indentright m-t-0"><b>A.</b> File type is used to determine which subroutine is called;</p>\r\n<p class="indent2new indentright"><b>Max 3</b></p>\r\n<p class="levelms">3</p>\r\n<p class="mark">[4]</p></h5>', 'examinerreport': '', 'notes': '', 'resources': ''}}
User: Now, the user will ask questions after this message. Use everything I gave you and the knowledge you have acquired, and from the notes you made, to answer their question in a very concise way that WILL score ALL marks. Just like the notes. For this, your answer will not have the same structure as the revision notes. Think of it as answering an exam question: short, consice, useful, scores ALL marks. Just like the exam questions provided to you, you will not leave your response in a 'notes' manner. You are just answering an exam question: which means it has to be very short unless explicitly specified by the user that it must be long and detailed. So, keep it short, concise, and only a couple of sentences that score ALL marks. Remember, it is an A-Level exam question and you will style it as such: incredibly concise sentences (essentially like bullet points but without the bullet points) that score marks. Most sentences won't even have commas, this does not mean you can't use them. Also do not repeat the question in your answer, just do it. Score all marks, assume how many marks there are based on the question if it is not provided to you. Imagine that for every sentence you make, you score a mark (for simpler questions), for high (>5 mark) questions that may differ.
In summary, you must:
* Answer very concisely. Kind of like bullet points but as a short para. Most of the time, a sentence, or point, will be a mark.
* Do not repeat the question at the start.
* Don't over-do your answer. Please. 1 mark (e.g., usually, 'What' questions) is like one very short sentence usually. Remember the summary from the notes? Your answer will essentially be like that for most questions but a bit (a bit!) more developed. Remember, this is just A-Levels. Use some of the exam questions that I provided as an example of how you should model your answers.
* When you're listing examples, don't list every example in the universe.
* Score all marks. Be helpful.
User: Write the notes you made
Assistant: