14 sundayherald 2 April 2006
EXAM GUIDE
COMPUTING
BY TOM KELLY
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Tom Kelly is currently a director with AOK
Learning, a training and consultancy
company based in Glasgow, which he
formed in 2005. Prior to that, he was the
qualifications manager with the SQA for
Computing and Information Systems, and a
development officer responsible for the
recent review of computing subjects. In his
20 years’ teaching, Tom worked as marker,
moderator and examiner in Computing for
the SQA.
ON THE DAY OF THE EXAM
n Prepare your equipment – make sure you
have spare pens, a ruler and any other tools
that you are allowed to take into the exam
room. Don’t take in anything you will not be
using. And don’t take in a mobile telephone.
n When you are sitting the exam, read the
paper thoroughly and answer the questions. This may seem obvious, but you
really have to focus on what’s being asked.
T
HERE are several courses that come
under the umbrella of computing
that are on offer at different levels.
These are: Computing, Computing
Studies and Information Systems. This year
sees the introduction of new arrangements
for Information Systems at Higher and
Intermediate as well as new arrangements
for Computing Studies at Standard Grade.
These replace the old arrangements for
these subjects. This study guide will give
details on three courses: the new Credit
Computing Studies; Higher Computing;
and the new Higher Information Systems.
Information on where you are to sit your
exam will be given by your school. Make
sure you know where it is and be there at
least about 10 – 15 minutes before the exam.
GENERAL TIPS FOR REVISING
You will probably have had a How To Prepare
For Exams guide (or something similar)
from your school. Look carefully at this and
follow the suggestions which are right for
you. Key points are likely to include:
n Make a plan/timetable – this should
include mixing your study time from one
subject to another. (There is a good planner
available from the SCHOLAR website which
you may already be familiar with. If not
check it out at www.scholar.hw.ac.uk)
n Take breaks – you need to give your mind
and your body time to relax between bouts
of study.
n Don’t worry too much – you should be a
little nervous about your exams, and the
adrenaline will help, but try not to get too
anxious. Remember there is more to life
than exams and there is always another
chance if you don’t do as well as you had
hoped. It will not be the end of the world for
you.
n Don’t simply read notes/books – long
bouts of simply reading for revision are
close to a complete waste of time.
n Know what to expect – different exams
have different layouts, some have options.
Be sure you know what choices you will
have. You have probably used previous
years’ papers (past papers) in your preparation. Your teacher will have copies, but
TIPS FOR COMPUTING EXAMS
The three main points below are geared at
exams in computing, but they also apply to
most exams in the maths/science area
where there are clearly right and wrong
answers.
1. Exams test how much you know about
what is in the course for the subject, and
how clearly you can demonstrate your
knowledge, understanding, and problem
solving skills. Remember, these exams do
not test how well you can use a computer or
how much you happen to know about a
specific computer program. Practical
abilities will have already been assessed
through your project and coursework.
Make sure you know the jargon and
abbreviations as used in the course. The
course specifications (or arrangements)
are available on the SQA website at
www.sqa.org.uk Although these are
primarily used for exam setting and
preparing teaching materials such as
books, notes and on-line tutorials, they
may be useful to you to see what you can be
tested on.
2. You will probably have extensive notes,
books, summary notes and access to
online learning material. You should have
access to the Scholar forum. This is at
www.scholar.hw.ac.uk. Your local authority
has bought the licence for you to use these
web-based materials. If you don’t use them
at school you are still entitled to get your
password from your school to allow you
access from home or your local library.
These resources are all useful, but can be
overwhelming. It can get very scary if you
think you can’t remember every word in 500
pages of notes – don’t worry about it – you
can’t, and neither can anyone else. To help
you, probably the most useful item is the
past papers mentioned earlier.
Like you, the exam setters must stick to
what is in the course arrangements –
there are only certain things they can ask.
Use your notes to help you answer past
papers. Check your answers against the
sample answers. Keep practising these
until you can write good answers without
using your notes.
Supporting students from Standard Grade to Advanced Higher
2 April 2006 sundayherald 15
EXAM GUIDE
3. Use the questions. Check the number of
marks. If there are three marks, then you
need at least three separate points in the
answer. If the question asks you to “explain”
or “describe” you need to give a more
extended answer than if you are asked to
“state” or “name”. These last two will expect
a very short answer.
Use the question to help you structure
your answer – this makes it easier for the
marker and better for you. For example, a
question worth four marks might ask for
one advantage and one disadvantage of flat
and hierarchical filing systems – here you
might ramble on for a page about various
aspects of filing systems and still not get the
marks. Instead, keep it simple and answer
the question. A good way of doing this
would be:
For a hierarchical filing system one
advantage is …, one disadvantage is … For
a flat filing system one advantage is …, one
disadvantage is…
Not only will this save time, it will also
help you to focus on putting down the
relevant things you know. A marker will find
it frustrating to see an answer from a
candidate who clearly knows a great deal,
but hasn’t actually answered the question
in a way that will allow the marks to be
awarded.
Problem solving features high in the
allocation of marks, so it is necessary to
identify when your problem solving skills
are being tested. This type of question will
ask you to analyse situations, outline and
evaluate solutions, discuss strategies,
consider implications and suggest
improvements. You will, of course, require
to have a sound knowledge and understanding of the question topic. For example,
the question might include:
Describe a legal implication of using an
expert system.
How might the use of module libraries help
the software development process?
What is the most appropriate course of
action (in a given situation)?
STANDARD GRADE
Photograph: Steven Puetzer/Photolibrary.com
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The paper will be made up of around five or
six questions based on a scenario (a situation that will involve something to do with
computing). You should answer all the
questions in the paper.
In all papers you have to write your
answers on the question paper in the
spaces provided. The amount of space allocated should give you an idea of how long
your answer should be. So, don’t answer
with a single word or term if three lines are
printed below the question.
Similarly, a short line suggests that a single
word or term is required, so don’t write a
mini essay.
The number of marks allocated should
also help. If you’re asked to “state”, then
make a statement. If asked to “list”, then
make a list. If asked to “describe” or “explain”,
then answer in sentences.
You must write as clearly as you can – the
markers will have lots of scripts to mark so
make it easy for them to read your
responses.
Usually at Foundation and General the
paper will begin with three or four
questions on general purpose packages –
each concentrating on a particular topic,
such as a database, followed by a question
on commercial data processing and/or
industrial applications – often robotics –
followed by one or two computer systems
questions.
Test
Credit will follow a similar pattern, but
the order may be different and different
aspects such as computer systems and
general purpose packages are likely to be
in the same question or scenario.
THE COURSE
The course consists of three broad areas –
Computer Applications, Computer Systems
and Computer Programming.
Computer Applications is split into two
broad areas:
n General purpose packages, including
word processing, databases, spreadsheets,
graphics, communications and the
integration of these
n Industrial and commercial applications,
including automated systems (particularly
robotics) and commercial data processing
Computer Systems considers hardware,
low-level machine, systems software and
operating systems.
Computer programming won’t be tested,
but you may be asked about features of
programming languages and systems
software.
CREDIT LEVEL
In the exam at Credit level, different parts of
the course will be examined in the same
question. You must be aware of this even
though the content below has each section
separated.
COMPUTER APPLICATIONS
General Purpose Packages
You are most likely to get a question about
a spreadsheet. The key terms you need to
know and be able to explain are:
n IF formula
n Absolute and relative references
n Replicate formula
n Cell protection
n Charts
You are also likely to get a question about
a database. You need to know about
records, fields and the format of records,
but be prepared to get questions on sorting
and searching and possibly a question
on the size of a file or a record and therefore
the amount of storage space required.
You must be careful in your answers to
make it clear that it is the computer that is
doing the sorting and searching and which
fields and conditions are involved.
For example, in the 2005 paper, the answer
to question 1(c)(ii) should be worded
something like:
“Get the computer to perform a complex
search on the Network field for items equal
to ‘Talkfone’ AND on the Town field for items
equal to‘Newton’.
You won’t make much sense of this
answer without checking the 2005 paper.
This is intentional to remind you how
useful the past papers are as a resource.
It is likely that aspects of word processing
and/or graphics will be asked as part of one
of these questions as well as more general
aspects of packages.
Key items to know are:
n Standard letters and mail merge
n Templates
n Static or dynamic data linkage – often
between WP and SS
n Using separate packages or an integrated
package
n Customising HCI
In general purpose packages you can
now be asked about desktop publishing,
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16 sundayherald 2 April 2006
2 April 2006 sundayherald 17
COMPUTING
presentation, multimedia, webpage
creation and expert systems. If you wish
to see the full list of topics under these
heading you can download them from the
SQA website under Revised Arrangements
for Standard Grade Computing Studies.
Industrial And Commercial Applications
You are likely to get a question mostly about
an automated system or a commercial
application. Key points to know and be able
to explain are:
n Systems analysis
n How to control or programme a robot
n Feedback and control languages
n Analogue and digital conversion
n Working in hazardous environments
n Real-time processing
n Design of workplace
n Interactive processing
n Validation and verification
n Job types and careers
Computer Systems
You are likely to get a question mostly about
systems as well as systems aspects within
other questions. There are quite a large
number of aspects that need to be learned
in this area.
Systems Software
Typical questions might ask about:
n The “difference between” or the “advantages/disadvantages” or the uses of
translators – compiler, interpreter, and
assembler
n Common features of high-level language
n Portability of software
COMPUTING
Operating And Filing Systems
A typical question might ask about the
functions of the operating system and extra
functions needed for multi-access and
multi-programming, especially what is
meant by “background job capability”.
worth 60 marks and Section III is worth 50
marks.
SECTION I
This section should give you a comfortable
lead-in to the exam. Attempt all the
questions. They will be short, requiring a
short response of a sentence or two and will
test you on your knowledge and understanding of the two core units of computer
systems and software development.You may
be asked something like this:
Low Level Machine
In this area you need to be able to describe:
n CPU, ALU, control unit and registers
n What is meant by a “word” or word size
n How a computer can find individual
memory locations
Question
What is a buffer?
Hardware
You need to know about different input,
output and backing storage devices. You
might well be asked about sequential and
random/direct access devices.
Answer
An area of RAM storage found in a peripheral
device or interface.
Any of the above detail can be combined in
questions and will appear in a simpler form
in General and Foundation papers.
SECTION II
Again, all questions should be attempted in
this section and are limited to the content
of the two core units.
Where this section differs from Section I
is that the questions are more complex and
test your ability to apply problem solving
skills in a given scenario.
More marks are available for these questions and a more extended response is
required.
For example, Question 18(a) of the 2005
paper asks if bit-mapped or vector graphic
software would be used to remove “red-eye”
from digital images. It then asks you to
explain your answer.
For this part of the question you would
have to explain that bit-mapped software
would need to be used to allow individual
pixels to be edited or you could make the
observation that all digital photographs are
in fact bit-mapped.
HIGHER COMPUTING
This is the second year of this exam in its
current format so you will only have one
past paper for reference.
There are also specimen papers available
to download from the SQA website and
your prelim paper should have been in the
same format.
Do not disregard questions from older
past papers as they will be a good source of
the type of questions and content covered.
Check with your teacher before you use any
of these old papers.
The layout of the exam is fairly straight
forward.
Section I is worth 30 marks, Section II is
Photograph: Ian MacNicol
SECTION III
This section covers the optional topics in
the course. Answer only part A, B or C, and
make sure it is the optional unit that you
have studied in school.
The questions will have a similar structure
to those in Section II, in that they will be
scenario-based, testing your problem
solving skills, worth several marks and will
require extended responses. However, you
will find that the questions are broken
down into parts.
For example, Question 33(c) of the 2005
paper asks you to calculate the uncompressed file size of an audio recording.
This part of the question offers four marks
and could be calculated by multiplying
together the four values for sampling
frequency, sound time, sampling depth
and the number of channels, expressing
the answer in Kb.
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Artificial Intelligence
One of three optional units covering the
development of artificial intelligence (AI),
applications and uses of AI, intelligent
robots, search engines, search techniques
and knowledge representation.
Computer Networking
An optional unit covering network protocols, applications, security and data
transmission.
Multimedia Technology
An optional unit covering the development
process for multimedia applications, bitmapped graphic data, digitised sound data,
synthesised sound data, video data, vector
graphics data, and the implications of the
use of multimedia technology.
COURSE THEMES
It is worthwhile downloading the arrangements for this new course as they are much
more readable to the untrained eye than
previously.
The rationale for the course is clearly
stated as are the aims and unifying themes
of the course. Pay particular attention to the
themes. These are:
n Technological development and progress
n Factors affecting system performance
n Objects and operations
n Syntax and semantics
n Social, professional, ethical and legal
implications
n The relationship between software and
hardware
n Computing terminology
n The development process applied to
software and hardware systems
There will not be a question based entirely
around one of these themes, but you can
expect to find them embedded within any
question in the paper.
Example
2005 Question 9
“Give one reason why increasing the amount
of cache memory can improve system
performance.”
Answer
System performance is improved since
fewer fetches from the main memory will be
required the more pre fetched instructions
are stored in the cache memory.
THE COURSE
The course is made up from two compulsory
units of computer systems and software
development. The third unit for study is
from artificial intelligence, computer
networking or multimedia technology. You
must demonstrate knowledge and understanding, practical skills (through the
course-work task) and problem solving
abilities based on the content statements
in each unit.
Photograph: Gordon Terris
From page one
HIGHER INFORMATION SYSTEMS
This is the first year of this exam in its new
format so you will only have the specimen
paper for reference. This can downloaded
from the SQA website but your prelim
paper should have been in the same
format. Do not disregard questions from
older past papers as they will be a good
source of the type of questions and content
covered. Check with your teacher before
you use any of these old papers.
The layout of the exam is fairly straight
forward – Section I is worth 30 marks,
Section II is worth 60 marks and Section III
is worth 50 marks.
SECTION I
This section should give you a comfortable
lead-in to the exam. Attempt all the
questions. They will be short, requiring a
short response of a sentence or two, and
will test your knowledge and understanding of the two core units of using information and relational database systems.
Example
Give two reasons why a surrogate key might
be used in a database
Question 4 of the specimen paper
Answer
Reason 1 – to avoid using a compound key
Reason 2 – it could be the only way of
identifying records.
SECTION II
Again, all questions should be attempted in
this section and are limited to the content
of the two core units. The questions are
more complex than in Section I and test
your ability to apply problem solving skills
in a given scenario. More marks are available
for these questions and a more extended
response is required.
For example, Question 16(b)(i) of the
specimen paper asks you to transform from
1NF to 2NF by removing partial dependencies, and offers four marks. This will require
careful analysis of your data model and an
understanding of partial dependencies and
compound keys.
SECTION III
This section covers the optional topics in
the course. Answer only part A, B or C and
make sure it is the optional unit that you
have studied. The questions in this section
will have a similar structure to those in
Section II in that they will be scenario
based, testing your problem solving skills,
worth several marks and will require
extended responses.
However, you will find that the questions
are broken down into parts. For example:
Question 21(c)(i) of the specimen paper
asks you to evaluate the suitability of Gif
and Jpeg file formats when saving a
company logo on a website.
Computer Systems
This unit is mandatory and covers data
representation, computer structure,
peripherals, networking and computer
software.
THE COURSE
This is made up from two compulsory units
of using information and relational
databases. The third unit for study is from
applied multimedia, expert systems or the
internet.
The arrangements clearly state that you
must demonstrate knowledge and understanding, practical skills (through the
coursework task) and problem solving
abilities based on the content statements
in each unit.
Software Development
Again mandatory, covering the software
development process, languages and
environments, high-level language
constructs and standard algorithms.
Using Information
This unit is mandatory and covers the areas
of data and information, organisational
information systems, information management software, and the implications of ICT.
Relational Database Systems
Again, a mandatory unit covering database
fundamentals, entities and relationships,
data modelling concepts, normalisation (to
3NF) and implementation.
Applied Multimedia
One of three optional units covering
contemporary uses, means of delivery and
a methodical study of the stages of
development of multimedia products:
analysis, design (of navigation structures,
HCI, screens and media elements), implementation (general and media elements),
testing, documentation and evaluation.
Expert Systems
An optional unit covering the context,
characteristics, development, use, evaluation and construction of expert systems.
The Internet
An optional unit which covers internet
fundamentals, services, resources and
development of the internet, and the
construction of internet web pages.
COURSE THEMES
The rationale for the course is clearly stated
in the arrangements as are the aims and
unifying themes of the course. Pay particular
attention to the themes of the course as
they too are examinable. These are:
n The characteristics of information
n Information in decision making
n An ethos of practical problem solving
skills
n Technological developments in information systems
n Social, professional, ethical and legal
implications associated with information
systems
There will not be a question based
entirely around one of these themes, but
you can expect to find them embedded
within any question in the paper.
Question 24 from the specimen paper,
for example, asks for three ways in which
copyright can be infringed using digital
media and a description of a technique
which can be used to prevent copyrighted
graphics from unauthorised use.
A typical answer to the first part of the
question would require three examples –
copying without permission, using in
public and distributing copies.
The second part requires a good
description for two marks, for example
a description of a digital watermark or
an embedded digital signature.
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Level/Paper
Computing
Thursday May 11
Foundation/General
General/Credit
Time
9am-10am
10.20am-11.35am
9am-10.15am
10.35am-12.20pm
Monday May 29
Intermediate 1
Intermediate 2
Higher
Advanced Higher
Information systems
Intermediate 2
Higher
Advanced Higher
1pm-2pm
1pm-2.30pm
1pm-3.30pm
1pm-3.30pm
9am-10.30am
9am-11.30am
9am-11am
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