Caribbean Advanced
Proficiency Examination®
SYLLABUS
COMPUTER SCIENCE
CXC A19/U2/21
SYLLABUS
Effective for examinations from May–June 2022
COMPUTER SCIENCE
CXC A19/U2/21
Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica
Telephone Number: + 1 (876) 630-5200
Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org
Copyright ©2021 by Caribbean Examinations Council
Prince Road, Pine Plantation Road, St Michael BB11091
CXC A19/U2/21
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Contents
Introduction.......................................................................................................................... i
RATIONALE…… ..................................................................................................................... 1
AIMS…………….. ..................................................................................................................... 2
SKILLS AND ABILITIES TO BE ASSESSED ..................................................................................... 2
PREREQUISITES OF THE SYLLABUS ........................................................................................... 3
STRUCTURE OF THE SYLLABUS ................................................................................................ 3
APPROACHES TO TEACHING THE SYLLABUS .............................................................................. 4
UNIT 1: FUNDAMENTALS OF COMPUTER SCIENCE ..................................................................... 5
MODULE 1: COMPUTER ARCHITECTURE ........................................................................ 5
MODULE 2: PROBLEM-SOLVING WITH COMPUTERS ....................................................... 8
MODULE 3: PROGRAMMING ......................................................................................11
UNIT 2: FURTHER TOPICS IN COMPUTER SCIENCE .....................................................................14
MODULE 1: DATA STRUCTURES ..................................................................................14
MODULE 2: SOFTWARE ENGINEERING.........................................................................16
MODULE 3: OPERATING SYSTEMS AND COMPUTER NETWORKS ......................................20
OUTLINE OF ASSESSMENT .....................................................................................................24
REGULATIONS FOR PRIVATE CANDIDATES ...............................................................................35
REGULATIONS FOR RESIT CANDIDATES ...................................................................................35
ASSESSMENT GRID ...............................................................................................................36
LOGIC SYMBOLS ..................................................................................................................37
GLOSSARY…………. ................................................................................................................38
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NOTE TO TEACHERS AND LEARNERS
Please note that the syllabus has been revised and amendments are indicated by italics.
First issued in 2003
Revised 2008, 2017, 2018 and 2021
Please check the website www.cxc.org for updates on CXC®’s syllabuses.
Please access relevant curated resources to support teaching and learning of the syllabus at
https://learninghub.cxc.org/
For access to short courses, training opportunities and teacher orientation webinars and workshops
go to our Learning Institute.
PLEASE NOTE
This icon is used throughout the syllabus to represent key features which teachers and
learners may find useful.
CXC A19/U2/21
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Introduction
T
he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of
the academic, vocational and technical achievement of students in the Caribbean who, having
completed a minimum of five years of secondary education, wish to further their studies. The
examinations address the skills and knowledge acquired by students under a flexible and articulated
system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three
Modules. Subjects examined under CAPE® may be studied concurrently or singly.
The Caribbean Examinations Council offers three types of certification at the CAPE® level. The first is
the award of a certificate showing each CAPE® Unit completed. The second is the CAPE® Diploma,
awarded to candidates who have satisfactorily completed at least six Units, including Caribbean
Studies. The third is the CXC® Associate Degree, awarded for the satisfactory completion of a
prescribed cluster of ten CAPE® Units including Caribbean Studies, Communication Studies and
Integrated Mathematics. Integrated Mathematics is not a requirement for the CXC® Associate Degree
in Mathematics. The complete list of Associate Degrees may be found in the CXC® Associate Degree
Handbook.
For the CAPE® Diploma and the CXC® Associate Degree, candidates must complete the cluster of
required Units within a maximum period of five years. To be eligible for a CXC® Associate Degree, the
educational institution presenting the candidates for the award, must select the Associate Degree of
choice at the time of registration at the sitting (year) the candidates are expected to qualify for the
award. Candidates will not be awarded an Associate Degree for which they were not registered.
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Computer Science Syllabus
 RATIONALE
Computer Science describes the theory behind all things related to computing. Computing is t he
widespread application of Computer Science, as embodied in the tools and techniques for
gathering, manipulating, analysing and disseminating information. This is made possible because
of dramatic improvements in computer and telecommunications technologies, which have
significantly changed society. A large proportion of business transactions is performed over computer
networks. Multi-media computers have had a significant impact on the way in which people learn and
on the way they seek entertainment. Moreover, the increased integration of computer and
telecommunications technology, exemplified by the Internet and associated technologies, has led to
an increased globalisation of the world economy. Computer Science, including the Internet, has
significantly changed personal communication, commerce, and the way in which academic research
is conducted. Moreover, continuing developments in this field, including the increased use of mobile
networks and the further improvement and decreasing cost of computer hardware, mean that the
world has not seen the last of these changes.
Computer Science has therefore become the axis around which the development of modern economies
and human development and productivity revolve. It is the driving force which will allow nations to
take global leadership or be competitive in both human capital and resources development , and
management. In order for the Caribbean to become an integral part of this new and rapidly changing
world and to take advantage of the economic opportunities it offers, citizens need to be able to
develop new technologies and also use existing computer-based systems to create and maintain those
technologies, by acquiring a sound knowledge of the design of efficient algorithms and the
methodologies to improve upon those systems. This objective can only be obtained through a solid
foundation in Computer Science.
Thus, Caribbean students need to acquire advanced knowledge, skills and attitudes to enable them to
understand the uses and the impact of computer technologies, and to use the technology to create
new computer applications for all areas of human activity.
The syllabus is intended primarily for people who want to pursue a professional career in Computer
Science or related disciplines and provides the opportunity for the acquisition of relevant knowledge,
skills and attitudes as preparation for further studies in Computer Science and the world of work. Thus,
this programme of study encourages the development of communicative, collaborative and creative
skills through the use of authentic, learner-centred teaching and assessment approaches.
The Computer Science syllabus is designed to nurture and foster the attributes of the Ideal Caribbean
Person as articulated by CARICOM. That is, a Caribbean person who demonstrates multiple literacies,
as well as independent and critical thinking, and questions the beliefs and practices of the past and
brings this to bear on the innovative application of science and technology to problem-solving. Such a
person will inevitably demonstrate a high level of self-confidence and self-esteem, a positive work
ethic, and display and nurture creative imagination in the economic and entrepreneurial spheres and
other areas of life. Also, in keeping with the UNESCO Pillars of Learning, this course of study will
contribute to the development of a person who will learn to be, learn to know, learn to do, learn to live
together, and learn to transform oneself and society.
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 AIMS
The syllabus aims to:
1.
develop creative, collaborative, communicative and critical thinking skills using appropriate
Information and Communication Technologies;
2.
develop an understanding of the architecture of computer systems; and the interaction among
its components;
3.
develop an understanding of problem solving using computers;
4.
develop skills to create algorithms and write programs to solve problems;
5.
develop an understanding of the concept of software engineering;
6.
provide students with an understanding of abstract data types and their usefulness in
manipulating data;
7.
develop an appreciation for the functions of operating systems;
8.
develop an understanding of how computer networks can be used to connect devices;
9.
equip students with the skills to design a simple computer network;
10.
develop an appreciation for files and databases; and,
11.
develop an appreciation for ethical and professional issues in computing.
 SKILLS AND ABILITIES TO BE ASSESSED
The skills that students are expected to have developed on completion of this syllabus have been
grouped under three headings:
1.
Knowledge and Comprehension;
2.
Application and Analysis; and,
3.
Synthesis and Evaluation.
Knowledge and Comprehension
The ability to:
-
identify, recall, and grasp the meaning of basic facts, concepts and principles;
-
select appropriate ideas, match, compare and cite examples of facts, concepts, and principles
in familiar situations; and,
-
explain phenomena in terms of generally applicable principles.
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Application and Analysis
The ability to:
-
use facts, concepts, principles and procedures in unfamiliar situations;
-
transform data accurately and appropriately and use common characteristics as a
basis for classification;
-
identify and recognise the component parts of a whole and interpret the relationships
between those parts;
-
identify causal factors and show how they interact with each other; infer, predict and draw
conclusions; and,
-
recognise the limitations and assumptions of data gathered in an attempt to solve a problem.
Synthesis and Evaluation
The ability to:
-
make reasoned judgements and recommendations based on the value of ideas and
information and their implications;
-
use the computer and computer-based tools to solve problems;
-
justify the appropriate application of techniques of problem-solving; and,
-
select, justify and apply appropriate techniques and principles to develop data structures and
application programs for the solution of a problem.
 PREREQUISITES OF THE SYLLABUS
Any person with a good grasp of the Caribbean Secondary Education Certificate (CSEC®) Information
Technology or Mathematics syllabuses, or their equivalent, should be able to pursue the course of
study defined by this syllabus. However, successful participation in the course of study will also
depend on the possession of good verbal and written communication skills.
 STRUCTURE OF THE SYLLABUS
This syllabus consists of two Units comprising three Modules each of 50 hours. Although the Units are
independent of each other, together they provide a comprehensive introduction to the field of
Computer Science.
UNIT 1: FUNDAMENTALS OF COMPUTER SCIENCE
Module 1: Computer Architecture
Module 2: Problem-Solving with Computers
Module 3: Programming
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UNIT 2: FURTHER TOPICS IN COMPUTER SCIENCE
Module 1: Data Structures
Module 2: Software Engineering
Module 3: Operating Systems and Computer Networks
 APPROACHES TO TEACHING THE SYLLABUS
The specific objectives indicate the scope of the content and the activities that should be covered. The
students should be exposed to accurate and unbiased content and skills that will foster more creative
and prepared citizens capable of effectively participating in a dynamic society. Therefore, the role of
the teacher is to employ a collaborative, authentic, highly practical and learner-centered approach to
facilitate students’ learning.
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 UNIT 1: FUNDAMENTALS OF COMPUTER SCIENCE
MODULE 1: COMPUTER ARCHITECTURE
GENERAL OBJECTIVES
On completion of this Module, students should:
1.
develop an appreciation of the characteristics and functions of components of the computer
system;
2.
understand the interactions between the components of computer-based systems; and,
3.
understand how data can be represented in computer systems
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
1.
state the purpose of the main
components of a computer system;
Purpose of the main components of a computer
system:
Hardware Components
Input/output devices: port connectivity; speed;
quality of output;
Specialized devices to include: braille keyboard,
sensors, touch screen, concept keyboard.
Memory types: ROM; RAM; EPROM; EEPROM.
Memory features: speed; size; word size;
volatility.
Storage devices: capacity, access speed, access
method, portability.
Device power protection: surge protectors,
voltage regulators, Uninterruptible Power
Supplies (UPS).
Types of computers: supercomputer, server,
microcomputer (desktop), mobile devices.
2.
describe the basic building blocks of
a computer;
Computer Architecture
Truth tables (refer to symbols on page 37)
Logic Gates (AND, OR, NOT, NAND, NOR, XOR,
XAND); Flip flops (Data, JK and SR); registers;
counters; adders; multiplexors; encoders,
decoders.
3.
interpret the interaction among the
basic building blocks of a computer;
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Basic Building Blocks:
Logic Gates
Data Flip Flops, registers
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UNIT 1
MODULE 1: COMPUTER ARCHITECTURE (cont’d)
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
4.
5.
explain how data is represented in a
computer system; and,
Data Representation
describe the main characteristics of
a processor.
Main characteristics of a processor:
Bits; bytes; fixed (signed magnitude, ones and
twos complement) and floating point (sign,
mantissa and exponent) numbers and character
representation; number bases.
Central Processing Unit (CPU) components
(Arithmetic Logic Unit [ALU], Control Unit [CU],
Registers), instruction format (addresses per
instruction, fixed length vs variable length), types
(data manipulation control and input/output)
and sets; instruction fetch, decode and execute.
Clock speed, cache memory, Graphics Processing
Unit (GPU), parallel processing, and multi-core
systems.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.
1.
Organize site visits or virtual visits to computer sales companies to allow students to view the
various components of a computer system.
2.
Invite computer professionals to talk to students on topics related to the components of a
computer system. This may be facilitated face-to-face or virtually.
3.
Divide class into groups and each group asked to conduct research on a topic related to the
components of a computer system. Students should be encouraged to gather current
information from various sources such as the Internet, computer magazines, books and by
interviewing computer professionals. Each group will then be required to present a report to
the class.
4.
Organize for students to view interactive videos together with training materials on the
components of a computer system. Engage students in discussions about the functions of the
different components.
5.
Provide students with opportunities to lead ‘Let’s Talk Computers’ sessions on assigned topics
related to the components of a computer system.
6.
Allow students to open the machine case and interact with the different parts.
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UNIT 1
MODULE 1: COMPUTER ARCHITECTURE (cont’d)
7.
Allow students to access the device manager in the control panel and interact with the devices
installed on the system.
8.
Allow students to visit a computer store; acquire computer parts and engage in the building
and installation of computer software.
RESOURCES
Bradley, R.
New Understanding Computer Science for
Level, London: Oxford University Press, 2014.
Advanced
Duncan, O’Neil
Information Technology and Computer Science for CAPE and
College Students, LMH Publishing Limited, Jamaica, 2017.
Heathcote, P.
A Level Computing, Payne- Gallway Publishers Ltd, 2005.
Parsons, J. and Oja, D.
Computer
Concepts,
Albany, New York:
International Thomson Publishing Company, 2004.
Shelly, G., Cashman, T. and
Vermaat, M.
Upton, E., Duntemann, J.,
Roberts, R., Mamtora, T., &
Everard, B.
Discovering Computers, Boston: Thomson Course Technology,
2014.
Learning computer architecture with Raspberry Pi.
Indianapolis, IN: Wiley, 2016
Electronic Resources
https://www.oreilly.com/library/view/designing-embedded-hardware/0596007558/ch01.html
https://www.just.edu.jo/~cis99/Computer%20Basics(CH01)/ls01/Ls01.html
http://www.cs.aucegypt.edu/~csci106k/Chapter1-Introduction%20to%20Computer.pdf
https://edu.gcfglobal.org/en/computer-science/
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UNIT 1
MODULE 2: PROBLEM-SOLVING WITH COMPUTERS
GENERAL OBJECTIVES
On completion of this Module, students should:
1.
understand the problem-solving process;
2.
appreciate the role and importance of algorithms in the problem-solving process; and,
3.
understand the process of developing algorithms.
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
1.
explain concepts related to
problem-solving;
Explanation of problem-solving, problem,
solution, algorithm, (algorithm as a problemsolving strategy; its role and importance in the
problem-solving process), and program.
2.
apply approaches to problem
solving;
Problem-Solving Methods: top-down, bottom-up
and step-wise refinement. (Represent solutions
using hierarchy chart).
3.
describe the stages in the problemsolving process;
Stages in the problem-solving process:
identify the necessary properties
of algorithms that are well
designed;
Necessary properties of algorithms:
identify ways of representing
algorithms;
Ways of representing algorithms:
explain constructs used in
structured programming;
Constructs in structured programming:
4.
5.
6.
Problem definition; problem analysis (including
functional and non-functional requirements);
identify and evaluate possible solutions; select
and
justify
the
optimal
solutions;
implementation and review.
A general solution to the problem, clearly
defined and unambiguous steps, finite number
of steps, and flow of control from one process to
another.
Inclusion of
pseudocode.
narrative, flow
charts and
Input and output statements.
Control Structures:
Sequencing; selection; iteration or repetition
(bounded, for example, fixed number of
iterations and unbounded, for example, sentinel
control).
Assignment statement.
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UNIT 1
MODULE 2: PROBLEM-SOLVING WITH COMPUTERS (cont’d)
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
7.
interpret algorithms from case
problems;
Determination of output and correctness of
a given algorithm (the algorithm may be
expressed in narrative, flow charts or
pseudocode).
8.
analyse algorithms from case
problems for correctness;
Determination of whether an algorithm achieves
its stated objective and if not, provision of the
correct algorithm. Use test plan and trace tables
to test for correctness.
9.
develop algorithms from case
problems; and,
A general solution to the case, clearly defined
and unambiguous steps, finite number of steps,
and flow of control from one process to another.
10.
explain the need for developing the
logic of a computer program.
Algorithms as logically sequenced instructions.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.
1.
Engage students in a group discussion leading to the definition of a problem. The activity
should be geared to the students communicating their perspective of a problem. The teacher
should then give feedback on those perspectives by identifying problems in different
scenarios.
2.
Give a set of scenarios (including videos) in which there are either opportunities or problems
encountered by an entity such as an organisation or a school. In groups, students are required
to (a) identify a problem, (b) formulate a problem statement, (c) suggest two possible
solutions, and (d) recommend one of the solutions and justify the choice.
3.
Engage students in activities that require them work in groups to use algorithms to solve
simple tasks, for example, to compute the sum of a set of numbers.
4.
Have students work in groups to engage in activities that require them to use different
program constructs in developing algorithms.
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UNIT 1
MODULE 2: PROBLEM-SOLVING WITH COMPUTERS (cont’d)
RESOURCES
Bradley, R.
New Understanding Computer Science for
Level, London: Oxford University Press, 2014.
Advanced
Duncan, O’Neil
Information Technology and Computer Science for CAPE and
College Students, LMH Publishing Limited, Jamaica, 2017
Heathcote, P.
A Level Computing, Payne- Gallway Publishers Ltd, 2005.
Kendall, K. and Kendall, J.
Systems Analysis and Design, New Jersey: Prentice Hall, 2007.
Parsons, J. and Oja, D.
Computer Concepts, Albany, New York: International
Thomson Publishing Company, 2004.
Shelly, G., Cashman, T. and
Vermaat, M.
Discovering Computers, Boston: Thomson Course Technology,
2014.
Electronic Resources
http://www.cs.aucegypt.edu/~csci106k/Chapter1-Introduction%20to%20Computer.pdf
https://edu.gcfglobal.org/en/computer-science/
http://www.cs.aucegypt.edu/~csci106k/Chapter1-Introduction%20to%20Computer.pdf
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UNIT 1
MODULE 3: PROGRAMMING
GENERAL OBJECTIVES
On completion of this Module, students should:
1.
appreciate the need for different programming languages and program translation; and,
2.
develop the ability to implement solutions to problems using a programming language.
CANDIDATES WILL BE ASSESSED IN PROCEDURAL ‘C’ ONLY.
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
1.
identify the characteristics of
different programming paradigms;
Characteristics of the following programming
paradigms: Procedural or Imperative, Objectoriented, Functional and Declarative.
2.
explain how assemblers, compilers,
virtual machines and interpreters
are involved in the execution of
High-level programming languages;
Stages in the translation process: lexical analysis;
syntax analysis; semantic analysis; intermediate
code generation; code optimization; code
generation.
Role of preprocessors; linkers.
3.
assign values to declared variables;
Declare variables using appropriate names and
data types (int, float, double, char and enum).
4.
use input and output statements;
Input data into variables; output formatted data
from variables; print headings.
5.
use conditional and iterative control
constructs;
Conditional; if, case statements; Iterative; for,
while statements.
6.
use arrays in programs;
Read data into arrays, output data from
arrays, manipulate or modify data in arrays.
(including merging and splitting arrays),
Character arrays (strings).
7.
apply the techniques of structured
decomposition to reorganise a
program into smaller pieces;
Write simple functions; programs should be
clear, orthogonal (small blocks of code) and
simple.
8.
implement algorithms to solve a
given problem;
Write, test and debug programs; syntax and
semantic errors; use of range tests and desk
checks; code debugging strategies (trace tables,
use of ‘watches’ to examine the values of
variables).
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UNIT 1
MODULE 3: PROGRAMMING (cont’d)
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
9.
use records as a means
grouping related information;
of
The concept of ‘struct’ in C.
10.
use text files to store data and
records;
File operations: open, close, read, write, append.
11.
develop good programming style
and documentation;
Style: white space (proper spacing), indentation,
appropriate comments.
Documentation: technical and user.
12.
explain the need for different
programming languages; and,
Appropriateness to application (web application,
games, formula translation, application for
mobile devices).
13.
compare how basic concepts are
implemented
in
different
programming languages.
Variable declarations and control structures in
the following languages:
C, C++, Java, JavaScript, and Python.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.
1.
Engage students in activity where they are required to critique previously written programs
focusing, for example, on the use of structure, constructs, comments, indentation, variable
names and error handling.
2.
Have the class work in groups to conduct research on a topic related to the implementation
of different data structures with respect to performance. Each group will then be required to
creatively present a report to the class.
3.
Have students collaborate to develop test cases to illustrate the importance of testing.
4.
In small groups have students research different languages, paradigms and translators and
examine the weaknesses and strengths of each language, paradigm and translator. They will
share their findings with the class.
5.
Have students work in groups to engage in activities that require them to create simple
programs using different approaches.
6.
Organize different opportunities for groups of students to participate in coding competitions,
for example, Hour of Code (code.org).
7.
Organize a coding boot camp and have experts facilitate sessions with the students.
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UNIT 1
MODULE 3: PROGRAMMING (cont’d)
RESOURCE
Deitel, Paul., and Deitel, Harvey.
C How to Program, 8th edition, Pearson, 2016.
Duncan, O’Neil
Information Technology and Computer Science for CAPE and
College Students, LMH Publishing Limited, Jamaica, 2017
Shelly, G., Cashman, T. and
Vermaat, M.
Discovering Computers. Boston: Thomson Course Technology,
2014.
Electronic Resources
https://edu.gcfglobal.org/en/computer-science/
http://www.cs.aucegypt.edu/~csci106k/Chapter1-Introduction%20to%20Computer.pdf
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 UNIT 2: FURTHER TOPICS IN COMPUTER SCIENCE
MODULE 1: DATA STRUCTURES
GENERAL OBJECTIVES
On completion of this Module, students should:
1.
appreciate the use of abstract data types (ADTs) in the efficient manipulation of data;
2.
know programming strategies in order to solve problems; and,
3.
understand basic algorithms for sorting and searching.
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
1.
describe the concept of abstract
data types (ADTs);
The fundamental characteristics of ADTs:
Initialize elements of the data structure, add an
element, remove an element and find an
element.
Data type: primitive and non-primitive; Data
structures: linear and non-linear.
To include: Stacks, Queues, Circular Queues and
Singly linked lists.
2.
distinguish among ADTs;
Stacks (LIFO), queues (FIFO) - inclusive of
Circular queues, singly linked list (INSERT and
DELETE): definition, structure and operation.
3.
perform basic operations on
standard ADTs using diagrams and
algorithms;
Stacks: Push, Pop, Empty, Full.
4.
implement basic ADTs using onedimensional arrays;
Write programs to implement Stacks,
Queues, and Circular queues.
5.
implement sorting and searching
algorithms using one-dimensional
arrays.
Linear search; binary search; simple selection
sort; bubble sort.
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Queues, Circular queues:
Dequeue, Empty, Full.
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Enqueue,
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UNIT 2
MODULE 1: DATA STRUCTURES (cont’d)
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.
1.
Have students work in pairs to review scenarios that illustrate the application of Abstract Data
Types.
2.
Make reference to real-life situations that demonstrate ADTs in action; for example, adding
and removing plates from a stack of plates; customers in a queue (line) in a bank.
3.
Have students write programs to implement stack, Queues and Circular queues and present
their programs to the class.
RESOURCES
Duncan, O’Neil
Information Technology and Computer Science for CAPE
and College Students, LMH Publishing Limited, Jamaica,
2017
Heathcote, P.
A Level Computing. Payne-Gallway Publishers Ltd,
2005.
Kendall, K. and Kendall, J.
Systems Analysis and Design. Pearson Education
Limited, 2013.
Shelly, G., Cashman, T. and
Vermaat, M.
Discovering Computers. Boston: Thomson Course
Technology, 2014.
Sommerville, I.
Software Engineering. Pearson Education Limited, 2016.
Electronic Resources
https://www.javatpoint.com/data-structure-introduction
https://towardsdatascience.com/8-common-data-structures-every-programmer-must-know171acf6a1a42
http://www.cs.aucegypt.edu/~csci106k/Chapter1-Introduction%20to%20Computer.pdf
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UNIT 2
MODULE 2: SOFTWARE ENGINEERING
GENERAL OBJECTIVES
On completion of this Module, students should:
1.
understand the phases of the software development life cycle;
2.
have an appreciation for the methods, processes, tools and techniques used in s oftware
engineering; and,
3.
Understand the issues confronting modern computer systems, societies and users.
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
1.
explain the reasons for a structured
approach
to
the
software
development process;
Reasons for a structured approach to the
software development process:
Increased dependence of many organisations on
their computer systems.
Crises in previous developments: for example,
increasing costs of software development;
dissatisfaction of users and management with
the quality and suitability of software; increasing
length and complexity of the software.
Requirements for standard interfaces, both to
users and to other software.
Need for tighter control and management of
process; visibility of the process; risk
management.
Importance of the need for the involvement of
end users and management.
2.
explain the attributes of a wellengineered software product;
Attributes of a well-engineered software:
maintainability;
dependability;
efficiency;
usability; portability; availability of appropriate
documentation
(system
and
user
documentation).
3.
examine the strengths and
weaknesses of different generic
software process models;
Phases of the Software Development Life Cycle.
Life Cycle Models: waterfall; evolutionary
development including rapid prototyping; reuseoriented; agile.
Strengths and weaknesses of different generic
software process models.
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UNIT 2
MODULE 2: SOFTWARE ENGINEERING (cont’d)
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
4.
outline the main activities, tools,
techniques and deliverables of the
analysis phase;
Requirements and Specification Process:
feasibility study; requirements analysis.
Tools
and
Techniques:
Interviews,
questionnaires, observations, review internal
documents, prototyping, Data Flow Models
(Data Flow Diagrams) and their use to document
the flow of information: use of symbols to depict
data stores, process, data flows and external
entities; Data Dictionaries.
Computer Aided Software Engineering (CASE)
tools.
Deliverables:
requirements
specification
(feasibility report, functional and non-functional
specification).
5.
apply relevant tools and techniques
to create the deliverables of the
design phase;
Design process: architectural design; interface
design; data structure design; algorithm design.
Tools and techniques: Structure charts, CASE
tools, Semantic Data Models (EntityRelationship Diagrams)
Design Methods: top-down, bottom-up, system
structuring (sub-systems, modules, programs);
Design Strategies: functional versus objectedoriented.
Guidelines for screens, reports, user interfaces.
Deliverables: system architecture, design
specification.
6.
outline the main activities, tools,
techniques and deliverables of the
implementation phase;
Coding process.
7.
outline the main activities, tools,
techniques and deliverables of the
validation phase;
Need for the testing process, test plans; software
inspection; software testing (unit inspection, test
case design, and system testing); user testing
(alpha, beta, and acceptance); Blackbox and
Whitebox testing.
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UNIT 2
MODULE 2: SOFTWARE ENGINEERING (cont’d)
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
8.
outline the main activities, tools,
techniques and deliverables of the
evolution phase; and,
Need for maintenance; Fault repairs,
environmental
adaptation,
Functionality
addition.
Types of maintenance.
Documentation review.
Regression Testing.
9.
examine issues confronting modern
computer systems, societies and
users.
Intellectual Property (types of software license:
Shareware and Freeware; piracy), privacy,
Data Protection.
Computer Misuse.
Threats (viruses, worms, distributed denial of
service attacks, malware, ransomware, hacking)
and countermeasures.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.
1.
Identify organisations that use custom-built software applications. Students should be divided
into groups and asked to interview both users and management of these organisations to
determine the following:
(a)
methodology (Life Cycle model used);
(b)
problems encountered during the development of the application(s);
(c)
level of user involvement;
(d)
lessons learned;
(e)
what steps could have been done differently and why; and,
(f)
other relevant considerations.
Students can creatively present their findings to the class.
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UNIT 2
MODULE 2: SOFTWARE ENGINEERING (cont’d)
2.
Divide students into groups to research various Life Cycle models, tools and techniques used
during the analysis and design phases. Students should report on their findings, including the
strengths and weaknesses of models, tools and techniques.
3.
Invite professionals involved in developing software to make presentations (virtual or face-toface) to students to give them additional perspectives on issues relevant to the topics. The
professionals should be encouraged to bring/ show samples of deliverables.
4.
Identify a ‘problem’ and engage groups of students in developing a simple system which could
solve the problem.
5.
Present ‘poorly-designed’ screen layouts, data structures, reports and user interfaces and ask
students to critique them, for example, focusing on the appropriate use of font type and size;
colours, spacing, labelling or instructions, ease of use.
6.
Have students engage in research on ethics surrounding the use of computers including data
privacy, protection of intellectual property, crediting and validating the sources of data.
Students should use suitable computer based or web based tools to creatively present the
information to the class.
7.
Have students participate in a presentation exploring professional issues in computing and
strategies for mitigating these issues. They should then collaborate to engage in additional
research and use a suitable tool to document and share problems/professional issues and
suitable strategies for addressing them.
RESOURCES
Bradley, R.
New Understanding Computer Science for
Level. London: Oxford University Press, 2014.
Advanced
Duncan, O’Neil
Information Technology and Computer Science for CAPE and
College Students, LMH Publishing Limited, Jamaica, 2017.
Heathcote, P.
A Level Computing. Payne-Gallway Publishers Ltd, 2005.
Parsons, J. and Oja, D.
Computer Concepts. Albany, New York: International
Thomson Publishing Company, 2004.
Shelly, G., Cashman, T. and
Vermaat, M.
Discovering Computers. Boston: Thomson Course Technology,
2014.
Sommerville, I.
Software Engineering, Pearson Education Limited, 2016.
Electronic Resources
https://www.tutorialspoint.com/software_engineering/software_engineering_overview.htm
http://www.cs.aucegypt.edu/~csci106k/Chapter1-Introduction%20to%20Computer.pdf
https://edu.gcfglobal.org/en/computerbasics/understanding-operating-systems/1/
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UNIT 2
MODULE 3: OPERATING SYSTEMS AND COMPUTER NETWORKS
GENERAL OBJECTIVES
On completion of this Module, students should:
1.
understand the functions of operating systems;
2.
develop an appreciation for networking technology and applications; and,
3.
understand the use of data stores and networks in the implementation of systems with a
wide user base.
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
1.
explain the concept of an operating
system;
Definition.
Purpose of operating systems:
Resource management
processor; interface.
–
memory,
I/O,
2.
describe how operating systems
have evolved over time from
primitive
batch systems to
sophisticated multi-user systems;
History of operating system development.
Batch processing.
Real time systems.
Multi programming (including interactive multiprogramming).
Multi-processing.
3.
describe the functions of operating
systems;
Operating system functions:
Bootstrap process.
Process Management:
Definition.
Process states: Running, Ready, Blocked.
How the interrupt mechanism works.
Deadlock and Deadlock resolution.
The process control block (process descriptor)
Scheduling Algorithms Pre-emptive (ShortestJob-First (SJF), round robin) and Non-preemptive (First Come First Serve (FCFS),
Shortest-Job- First (SJF)).
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UNIT 2
MODULE 3: OPERATING SYSTEMS AND COMPUTER NETWORKS (cont’d)
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
Memory Management.
Virtual Memory, paging, thrashing.
File Management:
Directories/Folders, Files, file compression.
Security (of files).
User IDs, Passwords, Lockwords, Access control
list, file encryption, Activity logs.
Interface (user):
Types of interfaces: command prompt, menu,
GUI and the manipulation of the interface
Device Management.
Device drivers.
Interrupt handling (PCB).
Input/output control.
Peripheral control, Polling, Buffering, Spooling.
Networking:
Network management (user accounts, access
logs) Networking Protocols (TCP/IP).
4.
distinguish among networked,
client-server, and distributed;
Network Architecture: Ethernet, FDDI.
Network topology: Star, Ring, Bus, Hybrid.
Network devices: Modems, switches, routers,
bridges, network interface cards (NIC), hubs.
Transmission Media: wired (twisted pair, fiberoptics, coaxial); wireless (satellite, microwave,
Bluetooth, infrared, Wi-Fi and WiMAX).
Protocol:
Transmission Control Protocol/Internet Protocol
(TCP/IP), File Transfer Protocol (FTP), Hypertext.
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UNIT 2
MODULE 3: OPERATING SYSTEMS AND COMPUTER NETWORKS (cont’d)
SPECIFIC OBJECTIVES
CONTENT
Students should be able to:
Transfer Protocol (HTTP); Hypertext Transfer
Protocol Secure Sockets Layer (HTTPS);
IEEE802.11a/b; IEEE802.16g; characteristics of
Voice Over Internet Protocol;
Open System Interconnection (OSI) model.
Networking consideration:
cost, security, management, expandability,
interconnectivity, wired vs wireless
Network Configuration:
Types: Multi-user; client server, centralised vs.
distributed system, peer to peer.
Network Security:
Firewalls.
5.
draw diagrams to represent
connections
between
the
components of simple networks;
and,
Components of simple networks (may include
routers,
ISPs,
switches,
modems,
microcomputers, mobile devices, wireless access
points, servers, hubs, network attached storage
[NAS]).
Use of diagrams to design networks.
6.
explore data strategies for large
scale systems.
Flat file storage, Relational databases;
Platforms to include (MYSQL, SQL Server);
Primary keys, secondary keys, foreign keys, and
candidate keys.
Simple SQL statements (SELECT, INSERT, JOIN
(inner join only) UPDATE, DELETE);
Query Strings and Stored Procedures; and,
Database connections and Web services.
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UNIT 2
MODULE 3: OPERATING SYSTEMS AND COMPUTER NETWORKS (cont’d)
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activity below.
1.
Divide class into groups and have each group conduct research on the functions of one type of
operating system with respect to convenience, efficiency, and the ability to evolve. Each group
will then be required to present a report to the class. Students should be encouraged to gather
current information from various sources such as the Internet, computer magazines, books and
by interviewing computer professionals.
2.
Allow students to use virtualisation software such as VirtualBox to install operating systems,
and databases.
3.
Allow students to compare different aspects – the interfaces, filing systems.
4.
Have students participate in a game such as Jeopardy which should be designed to assess their
knowledge of concepts covered in the Module. Students could compete in groups.
RESOURCES
Duncan, O’Neil
Information Technology and Computer Science for CAPE
and College Students, LMH Publishing Limited, Jamaica,
2017.
Ritchie, C.
Operating Systems Incorporating UNIX and Windows,
London: Letts Educational, 2006.
Shelly, G., Ashman, T. and Vermaat, M.
Discovering Computers, Boston: Thomson Course
Technology, 2014.
Silberschstz, Abraham, Galvin, Peter
Baer, and Gagne, Greg
Tanenbaum, A., & Bos, H
Operating System Concepts Essentials, 2nd Edition. John
Wiley and Sons Inc. 2014.
Modern operating systems. Boston [u.a.]: Pearson, 2015.
Electronic resources
https://edu.gcfglobal.org/en/computerbasics/understanding-operating-systems/1/
http://www.cs.aucegypt.edu/~csci106k/Chapter1-Introduction%20to%20Computer.pdf
http://www.cs.nthu.edu.tw/~ychung/slides/CSC3150/Abraham-Silberschatz-Operating-SystemConcepts---9th2012.12.pdf
https://learninghub.cxc.org/
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 OUTLINE OF ASSESSMENT
Each Unit of the syllabus will be assessed separately. The scheme of assessment for each Unit will be
the same. Candidate’s performance on each Unit will be reported as an overall grade and a grade on
each Module of the Unit. The assessment will comprise two components, one external and one
internal.
EXTERNAL ASSESSMENT
(80%)
Paper 01
(1 hour 30 minutes)
Forty-five multiple-choice items, 15 from each
Module. Each item is worth 1 mark.
(30%)
Paper 02
(2 hours 30 minutes)
Six questions, two from each Module. Candidates
will be expected to answer all questions.
(50%)
Paper 032
(2 hours)
Case study. Candidates will be expected to answer
all questions
(20%)
SCHOOL-BASED ASSESSMENT
(20%)
Paper 031
Unit 1: Fundamentals of Computer Science
Candidates are expected to choose a problem for which a software solution is appropriate and create
an algorithm for the solution using sequencing, selection, assignments, iteration (bounded and
unbounded). They should represent their algorithms using any combination of narrative, flow charts
and pseudocode. Candidates are expected to implement the algorithm in C using arrays with no less
than five functions and create a test plan.
Unit 2: Further Topics in Computer Science
Candidates are expected to choose a problem for which a software solution exists and then develop
the software using software engineering techniques. In particular, they are expected to demonstrate
the tools and techniques used in the analysis of the software to be developed. They are then expected
to design, code, and test their software using appropriate techniques.
Paper 032
Private candidates are required to write the Paper 032 an Alternative Paper to the School-Based
Assessment. The Paper 032 will be a case study and questions.
MODERATION OF SCHOOL-BASED ASSESSMENT
A School-Based Assessment Record Sheet will be sent each year to schools submitting students for the
examinations.
The School-Based Assessment Record Sheets are also available online via the CXC®’s website
https://www.cxc.org/. All School-Based Assessment Record of marks and sample of projects must be
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submitted online, using the SBA data capture module of the Online Registration System (ORS) on the
Council’s Website for moderation purposes. These assignments must be electronically submitted. The
assignments will be reassessed by CXC® Examiners who moderate the School-Based Assessment. The
marks assigned by the classroom teacher may therefore be adjusted to bring them in alignment with
CXC®’s standards. The Examiners’ comments will be sent to schools.
Copies of the students’ submissions must be retained by the school until three months after publication
by CXC® of the examination results.
ASSESSMENT DETAILS
External Assessment
Paper 01, Paper 02 and Paper 032
The external assessment consists of two written papers. They are externally set and externally
assessed. Together the Paper01 and Paper 02 contribute 80 per cent of the final mark.
Paper 01 (1 hour 30 minutes)
1.
Composition of the Paper
The paper will consist of 45 multiple-choice items, 15 from each Module. All questions are
compulsory
2.
Syllabus Coverage
Knowledge of the entire Syllabus is required. The paper will assess the candidate’s
knowledge across the breadth of the Syllabus.
3.
Mark Allocation
The paper is worth 45 marks, with each question being allocated 1 mark.
4.
Question Type
Questions may be presented using diagrams, data, graphs, prose or other stimulus material.
Paper 02 (2 hours 30 minutes)
1.
Composition of the Paper
This paper consists of six questions, two from each Module, arranged in three sections.
Candidates are required to do all questions in each section.
2.
Mark Allocation
This paper is worth 90 marks; each question is worth 15 marks.
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3.
Question Type
Each question may present a situation related to a specific topic in the syllabus and consists of
three or four sub- questions. The required responses to a sub-question may range in length.
4.
Award of marks
Marks will be awarded for knowledge and comprehension, application and analysis, and
synthesis and evaluation.
Paper 032 (2 hours)
1. Composition of the Paper
This paper consists of a Case Study and structured questions, which cover each Module,
arranged in sections. Candidates are required to do all questions in each section.
2.
Mark Allocation
This paper is worth 60 marks.
3.
Question Type
Each question may present a situation related to a specific topic in the syllabus and consists of
three or four sub- questions. The required responses to a sub-question may range in length.
4.
Award of marks
Marks will be awarded for knowledge and comprehension, application and analysis , and
synthesis and evaluation.
Paper 031-The School-Based Assessment (20% of Total Assessment)
School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are
associated with the subject. The activities for the School-Based Assessment are linked to the syllabus
and should form part of the learning activities to enable the students to achieve the objectives of the
syllabus. Students are encouraged to work in groups.
During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute
to the final marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment. The
guidelines provided for the assessment of these assignments are intended to assist teachers in
awarding marks that are reliable estimates of the achievement of students in the School-Based
Assessment component of the course. In order to ensure that the scores awarded by the teachers are
not out of line with the CXC® standards, the Council undertakes the moderation of a sample of the
School-Based Assessment assignments marked by each teacher.
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School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet
the needs of students. It facilitates feedback to the student at various stages of the experience. This
helps to build the self- confidence of students as they proceed with their studies. School-Based
Assessment also facilitates the development of critical skills and abilities emphasised by this CAPE®
subject and enhances the validity of the examination on which candidate performance is reported.
School-Based Assessment, therefore, makes a significant and unique contribution to both the
development of relevant skills and the testing and rewarding of students for the development of those
skills.
The Caribbean Examinations Council seeks to ensure that the School-Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended
to assist in doing so.
Candidates’ total School-Based Assessment mark for any Unit should be divided in three and allocated
to each Module equally. Students are encouraged to work in small groups to complete the SBA.
Fractional marks should not be awarded. Wherever the Unit mark is not divisible by three, then:
(a)
when the remainder is 1 mark, it should be allocated to Module 1; and,
(b)
when the remainder is 2, one of the marks should be allocated to Module 2 and the
other mark to Module 3.
Paper 031
UNIT 1: Fundamentals of Computer Science
1.
2.
The aims of the project are to:
(a)
develop candidates’ personal insights into the fundamentals of Computer science;
and,
(b)
provide opportunities for all candidates to show, with confidence, that they have
mastered the Syllabus.
Requirements
Candidates are expected to choose a problem for which a software solution is appropriate and
create algorithms for the solution using sequencing, selection, assignments, and iteration
(bounded and unbounded). They should represent their algorithms using narrative format and
either flow charts or pseudocode. Candidates are expected to implement their algorithms as
C programs using arrays with no less than five functions and using at least one file. They must
also create a test plan that is used to test their implemented programs for correctness.
3.
Integration of Project into the course
(a)
The activities related to Project work should be integrated into the course so as to
enable candidates to learn and practise the skills of undertaking a successful project.
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4.
(b)
Some time in class should be allocated for general discussion of project work. For
example, discussion of how data should be collected, how data should be analysed
and how data should be presented.
(c)
Class time should also be allocated for discussion between teacher and students, and
student and student.
Management of Project
(a)
Planning
An early start to planning project work is highly recommended and the schedule of
the dates for submission should be developed by teachers and candidates.
(b)
Length
The length of the report of the project should not exceed 1500 words excluding
diagrams, graphs, tables and bibliography.
(c)
Guidance
Even if the SBA is completed in groups, each candidate should know the requirements
of the project and its assessment process.
Although candidates may consult with resource persons besides the teacher the
candidates’ submission should be their own work.
Candidates are not expected to work on their own. The teacher is expected to give
appropriate guidance at all stages of project work, for example, chapters to read,
alternative procedures to follow and other sources of information.
(d)
Authenticity
Teachers are required to ensure that all projects are the candidates’ work.
A recommended procedure is to:
(i)
engage candidates in discussion;
(ii)
ask candidates to describe procedures used and summarise findings either
orally or written; and,
(iii)
ask candidates to explain specific aspects of the analysis.
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ASSESSMENT CRITERIA FOR THE PROJECT
General
It is recommended that candidates be provided with the assessment criteria before commencing
the project.
1.
The following aspects of the project will be assessed:
(a)
Definition of problem;
(b)
Narrative and flow charts or pseudocode;
(c)
Coding of program;
(d)
Testing and presentation; and,
(e)
Communication of Information.
2.
For each component, the aim is to find the level of achievement reached by candidates.
3.
For each component, only whole numbers should be awarded.
4.
It is recommended that the assessment criteria be available to candidates at all times.
CRITERIA FOR MARKING SCHOOL-BASED ASSESSMENT PROJECT (UNIT 1)
The project will be graded out of a total of 60 marks and marks will be allocated to each task as outlined
below. Candidates will be awarded marks for communicating information in a logical way using correct
grammar. These marks are awarded under Task 5 below.
1.
Identification of Specifications
• Functional requirements
- All functional requirements identified
- OR Most functional requirements identified (over 50 %)
• Non-Functional Requirements
- All non-functional requirements identified
- OR Most non-functional requirements identified (over 50 %)
[4]
(2)
2
1
(2)
2
1
2.
Design
• Algorithms expressed as flow charts or pseudocode
- Flow chart/Pseudocode is logical, easy to follow and is an
accurate description of a solution using the appropriate
symbols or algorithmic structures
- Flow chart/Pseudocode is organised, easy to follow for the
most part, and is a clear description of a solution using the
appropriate symbols or algorithmic structures
- Flow chart/Pseudocode is not well organised, and description
of solution lacks clarity
[21]
(6)
5-6
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•
Use of Files
Selection and Justification of file structure
- Appropriate selection and justification of file structure
- Appropriate selection but no justification of file structure
Description of File Inputs and Outputs
- States sources and types of inputs
- States uses of outputs
Use of appropriate data structures
- Data structure chosen were appropriate for the problem
definition
- Data structure chosen were reasonable but not appropriate
- Data structure chosen were inappropriate
Demonstration of structured programming concepts
- Design demonstrates excellent use of structured
programming concepts
- Design demonstrates good use of structured programming
concepts
- Design demonstrates limited use of structured programming
concepts
(4)
(2)
2
1
(2)
1
1
(6)
5-6
Coding of Program
• Structured decomposition using functions
- Overall, program comprises functions as independent units
- Program comprises most functions as independent units
- Program comprises some functions as independent units
• Demonstration of the concept of structured programming
- Evidence of looping structures
- Evidence of conditional statements
- Evidence of other structures (for example assignment, input,
output)
• Appropriate programming style and documentation
- Appropriate document in significant areas
- Standard indentation of code
• Evidence that code matches algorithm
- Code matches sequencing of algorithm
- Code matches MOST of the sequencing of algorithm
- Code matches SOME of the sequencing of algorithm
- Sequencing of code inconsistent with algorithm
• Evidence of file manipulation
- Correct file types used, for example, text, binary, sequential,
random
- File used appropriately
[19]
(6)
5-6
3-4
1-2
(3)
3
2
1
Testing and presentation
• Test Plan
- Test Plan with exhaustive data set
- Test Plan with acceptable data set
- Test Plan with minimal data set
• Test Results
- Normal input giving correct results
- Extreme input giving correct results or appropriate error
message
[11]
(3)
3
2
1
(5)
5
3-4
•
•
•
3.
4.
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5
3-4
1-2
(4)
3-4
1-2
(4)
4
3
2
1
(2)
2
1
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-
Erroneous input (for example, text when number
required) giving appropriate error message
- Incomplete input giving appropriate message
Overall presentation
- Appropriate cover page
- Use of table of contents
- Sequencing in document easy to follow
2
Documentation
• Technical Documentation
- Presents a System Architecture that shows clearly defined
inputs, outputs, processing and storage points
- OR System architecture is not clearly defined
- Guidelines for updating programs and data as the programme
is used over an extended period of time
[5]
(3)
2
•
5.
•
User Documentation
- Communicates information in a logical way using
correct grammar and appropriate jargon ALL of the time
- Communicates information in a logical way using
correct grammar and MOST of the time
TOTAL
1
(3)
1
1
1
1
1
(2)
2
1
60
UNIT 2: Further Topics in Computer Science
1.
2.
The aims of the project are to:
(a)
develop candidates’ personal insights into further topics in Computer Science; and,
(b)
provide opportunities for all candidates to show, with confidence, that they have
mastered the syllabus.
Requirements
Candidates are expected to choose a problem for which a software solution exists and then
develop the software using software engineering techniques. In particular, candidates are
expected to demonstrate appropriate choice of the tools and techniques used in the analysis
of the software to be developed. They are then expected to design, code, and test their
software using appropriate techniques.
The following are examples of the kinds of projects that students can develop for the SchoolBased Assessment:
(a)
(b)
(c)
(d)
simple process scheduler for an operating system;
vehicle parking system to allocate spaces to vehicles in a parking lot;
system to manage a music collection; and,
student registration system to keep track of student information, course grades and
registration details.
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3.
4.
Integration of Project into the course
(a)
The activities related to Project work should be integrated into the course so as to
enable candidates to learn and practise the skills of undertaking a successful project.
(b)
Some time in class should be allocated for general discussion of project work. For
example, discussion of how data should be collected, how data should be analysed
and how data should be presented.
(c)
Class time should also be allocated for discussion between teacher and students, and
student and student.
Management of Project
(a)
Planning
An early start to planning project work is highly recommended and the schedule of
the dates for submission should be developed by teachers and candidates.
(b)
Length
The length of the report of the project should not exceed 1500 words excluding
diagrams, graphs, tables and bibliography.
(c)
Guidance
Even if the SBA is completed in groups, each candidate should know the requirements
of the project and its assessment process.
Although candidates may consult with resource persons besides the teacher the
candidate’s submission should be his or her own work.
Candidates are not expected to work on their own. The teacher is expected to give
appropriate guidance at all stages of project work, for example, chapters to read,
alternative procedures to follow and other sources of information.
(d)
Authenticity
Teachers are required to ensure that all projects are the candidates’ work.
A recommended procedure is to:
(i)
engage candidates in discussion;
(ii)
ask candidates to describe procedures used and summarise findings either
orally or written; and,
(iii)
ask candidates to explain specific aspects of the analysis.
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ASSESSMENT CRITERIA FOR THE PROJECT
General
It is recommended that candidates be provided with the assessment criteria before commencing
the project.
1.
The following aspects of the project will be assessed:
(a)
Specification of requirements;
(b)
Design Specification;
(c)
Coding and Testing; and,
(d)
Communication of Information.
2.
For each component, the aim is to find the level of achievement reached by the candidates.
3.
For each component, only whole numbers should be awarded.
4.
It is recommended that the assessment criteria be available to candidates at all times.
CRITERIA FOR MARKING SCHOOL-BASED ASSESSMENT PROJECT (UNIT 2)
The project will be graded out of a total of 60 marks and marks will be allocated to each task as outlined
below. Candidates will be awarded a total of 5 marks for communicating information in a logical way
using correct grammar. The marks are awarded as shown in the mark scheme below.
1.
Specification of requirements
[25]
•
Definition of problem
- Complete accurate description of the problem
- Generally accurate description for the problem
- Partially accurate description for the problem
- Weak description for the problem
(5)
5
4
3
1-2
•
Techniques of analysis used
- Sound and relevant techniques used
- Mostly sound and relevant techniques
- Techniques were partially sound and relevance was limited
(5)
5
3-4
1-2
•
Use of Data Flow diagrams and E-R diagrams
Data Flow Diagrams (DFD)
Context Level
- Complete and accurate diagram of all relevant entities, data
flows
- Accurate diagram of most relevant entities, data flows
- Accurate diagram of few relevant entities, data flows
(9)
(3)
CXC A19/U2/21
33
3
2
1
www.cxc.org
•
Level 1 Diagram
- Complete and accurate diagram of all relevant processes,
data flows and major data stores
- Accurate diagram of most relevant processes, data flows and
major data stores
- Accurate diagram of few relevant processes, data flows
and major data stores
(3)
3
Entity Relation Diagram (ERD)
- Complete and accurate diagram of all relevant entities and
relationships.
- Accurate diagram of most relevant entities and relationships.
- Accurate diagram of few relevant entities and relationships.
(3)
3
•
Functional and non-functional requirements
Functional Requirements
- Complete and accurate description of all requirements
- Complete and accurate description of most requirements
- Complete and accurate description of few requirements
(6)
(3)
3
2
1
•
Non Functional Requirements
- Complete and accurate description of all requirements
- Accurate description of most requirements
- Accurate description of some requirements
(3)
3
2
1
•
2.
Design Specification
• System structuring
- Complete and accurate diagram of all processes
- Accurate diagram of most processes
- Accurate diagram of some processes
- Accurate diagram of few processes
•
2
1
2
1
[14]
(4)
4
3
2
1
User interface design
- Thorough analysis and appropriate justification of interface
design
- Partial analysis and justification of interface design
(2)
2
•
Report design
- Appropriate and well implemented
- Generally appropriate and satisfactorily implemented
(2)
2
1
•
Algorithm design
- Appropriate and well implemented algorithm design
- Generally appropriate algorithm design
- General understanding of algorithm design
(3)
3
2
1
•
Choice of appropriate data structures
- Appropriate and well implemented
- Generally appropriate
- Partially appropriate and implementation was limited
(3)
3
2
1
CXC A19/U2/21
34
1
www.cxc.org
3.
4.
Coding and Testing
• Code achieves functionality
- Code achieved functionality (documentation, error
trapping, correct output, usability and reporting)
- Code achieved some functionality (documentation,
error trapping, correct output, usability and reporting)
- Functionality was limited
[15]
(5)
5
3-4
1-2
•
Code corresponds to design
- Code achieves all the design specifications
- Code achieves most of the design specifications
- Code achieves few of the design specifications
(5)
5
3-4
1-2
•
Test plans
- Test Plan with exhaustive data set
- Test Plan with acceptable data set
- Test Plan with minimal data set
(5)
5
3-4
1-2
Communication and Presentation
• Communicates information in a logical way using correct
grammar and appropriate jargon ALL of the time
• Communicates information in a logical way using correct
grammar and appropriate jargon MOST of the time
• Communicates information in a logical way using correct
grammar and appropriate jargon SOME of the time
TOTAL
[6]
5-6
3-4
1-2
60
 REGULATIONS FOR PRIVATE CANDIDATES
Candidates who are registered privately will be required to sit Paper 01, Paper 02 and Paper 032.
Paper 032 will test the student’s acquisition of the skills in the same areas of the syllabus identified
for the School-Based Assessment. Consequently, candidates are advised to undertake a project similar
to the project that the school candidates would normally complete and submit for SBA. It should be
noted that private candidates would not be required to submit a project document.
 REGULATIONS FOR RESIT CANDIDATES
Resit candidates must complete Paper 01 and Paper 02 of the examination for the year for which they
reregister.
CAPE® candidates may reuse any moderated SBA score within a two-year period. In order to assist
candidates in making decisions about whether or not to reuse a moderated SBA score, the Council will
continue to indicate on the preliminary results if a candidate’s moderated SBA score is less than 50 per
cent in a particular Unit. Candidates reusing SBA scores should register as “Resit candidates” and must
provide the previous candidate number when registering.
Resit candidates must be entered through a school, approved educational institution or the local
Registrar’s office.
CXC A19/U2/21
35
www.cxc.org
 ASSESSMENT GRID
The Assessment Grid for each Unit showing marks assigned to each paper and to Modules, and the
percentage contribution of each paper to the total scores.
Papers
Module 1
Module 2
Module 3
Total
(%)
External Assessment
Paper 01
Multiple Choice
(1 hour 30 minutes)
(15)
(15)
(15)
(45)
(30)
Weighting
30
30
30
90
Paper 02
Essay
(2 hours 30 minutes)
30
30
30
90
(50 )
(50 )
(50 )
(150)
The Alternate to the SBA-Paper 032
(2 hours)
20
20
20
60
(20)
Total
*Weighted scores in brackets.
100
100
100
300
(100)
50
Paper 031-School-Based
Assessment
CXC A19/U2/21
36
www.cxc.org
 LOGIC SYMBOLS
p, q, r
∧
∨
∼
→
↔
·
⇔
propositions
conjunction
(inclusive)
disjunction
negation
conditionality
bi-conditionality
implication
equivalence
AND gate OR gate
NOT gate
true
false
T, 1
F,
CXC A19/U2/21
37
www.cxc.org
 GLOSSARY
WORD
DEFINITION/MEANING
analyse
examine in detail
annotate
add a brief note to a label
apply
use knowledge/principles to solve
problems
assess
present reasons for the importance of
particular structures, relationships or
processes
Compare the advantages and
disadvantages or the merits and
demerits of a particular
structure, relationship
or
process.
calculate
arrive at the solution to a numerical
problem
Steps should be shown; units
must be included.
classify
divide into
groups according to
observable characteristics
comment
state opinion or view with supporting
reasons
state similarities and differences
compare
NOTES
Simple phrase or a few words
only.
Make inferences/conclusions.
construct
use a specific format to make and/or
draw a graph, histogram, pie chart or
other representation using data or
material provided or drawn from
practical investigations, build (for
example, a model), draw scale
diagram
deduce
make a logical connection between
two or more pieces of information;
use data to arrive at a conclusion
define
state concisely the meaning of a word or
term
demonstrate
show; direct attention to...
CXC A19/U2/21
38
An
explanation
of
the
significance of each similarity
and difference stated may be
required for comparisons which
are other than structural.
Such representations should
normally
bear
a
title,
appropriate
headings and
legend.
This should include the
defining
equation/formula
where relevant.
www.cxc.org
WORD
DEFINITION/MEANING
NOTES
derive
to deduce, determine or extract from
data by a set of logical steps some
relationship, formula or result
This relationship etc., may be
general or specific.
describe
provide detailed factual information
of the appearance or arrangement of a
specific structure or a sequence of a
specific process
Description may be in words,
drawings or diagrams or any
appropriate
combination.
Drawings or diagrams should be
annotated to show appropriate
detail where necessary.
determine
find the value of a physical quantity
design
plan and present with appropriate
practical detail
develop
expand or elaborate an idea
argument with supporting reasons
diagram
simplified representation showing the
relationship between components
differentiate/
distinguish
(between/
among)
state or explain briefly those differences
between or among items which can be
used to define the items or place them into
separate categories
discuss
present reasoned argument; consider
points both for and against; explain the
relative merits of a case
draw
make a line representation from
specimens or apparatus which shows an
accurate relation between the parts
estimate
make an approximate quantitative
judgement
evaluate
weigh evidence and make judgements
based on given criteria
CXC A19/U2/21
Where hypotheses are stated
or when tests are to be
conducted, possible outcomes
should be clearly stated and/or
the way in which data will be
analysed and presented.
39
or
In the case of drawings
specimens, the magnification
always be stated.
The use of logical supporting
reasons for a particular point of
view is more important than
the view held; usually both
sides of an argument should be
considered.
www.cxc.org
WORD
DEFINITION/MEANING
explain
give reasons based on recall; account for
find
locate a feature or obtain as from a graph
formulate
devise a hypothesis
Identify
name or point out specific components or
features
illustrate
show clearly by using appropriate
examples or diagrams, sketches
interpret
explain the meaning of
justify
explain the correctness of
investigate
use simple systematic procedures to
observe, record data and draw logical
conclusions
label
add names to identify structures or parts
indicated by pointers
list
itemise without detail
measure
take accurate quantitative readings using
appropriate instruments
name
give only the name of
note
write down observations
observe
pay attention to
details
which
characterise a specimen, reaction or
change taking place; to examine and note
scientifically
outline
give basic steps only
plan
prepare to conduct an investigation
predict
use information provided to arrive at a
likely conclusion or suggest a possible
outcome
record
write an accurate description of the full
range of observations made during a given
procedure
CXC A19/U2/21
NOTES
No additional information is
required.
40
Observations may involve all
the senses and/or extensions of
them but would normally
exclude the sense of taste.
This includes the values for any
variable being investigated;
where appropriate, recorded
data may be depicted in graphs,
histograms or tables.
www.cxc.org
WORD
DEFINITION/MEANING
NOTES
relate
show connections between; explain how
one set of facts or data depend on others
or are determined by them
sketch
make a simple freehand diagram showing
relevant proportions and any important
details
state
provide factual information in concise
terms outlining explanations
suggest
offer an explanation deduced from
information provided or previous
knowledge. (... a hypothesis; provide a
generalization which offers a likely
explanation for a set of data or
observations.)
test
to find out, following set procedures
No correct or incorrect solution
is presumed but suggestions
must be acceptable within the
limits of scientific knowledge.
Western Zone Office
8 April 2021
CXC A19/U2/21
41
www.cxc.org
CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Advanced Proficiency Examination®
CAPE
®
COMPUTER SCIENCE
Specimen Papers and
Mark Schemes/Keys
Specimen Papers and Mark Schemes:
Unit 1 Paper 01
Unit 1 Paper 02
Unit 1 Paper 032
Unit 2 Paper 01
Unit 2 Paper 02
Unit 2 Paper 032
TEST CODE
SPEC 2021/02115010
CARIBBEAN
E XAM I NAT I O N S
02115010
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMPUTER SCIENCE
SPECIMEN PAPER
UNIT 1 – Paper 01
1 hour 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This test consists of 45 items. You will have 1 hour and 30 minutes to answer them.
2.
In addition to this test booklet, you should have an answer sheet.
3.
Do not be concerned that the answer sheet provides spaces for more answers than there are items
in this test.
4.
Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item
you are about to answer and decide which choice is best.
5.
On your answer sheet, find the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.
Sample Item
How many selection lines does an 8 × 1 multiplexer have?
(A)
(B)
(C)
(D)
1
2
3
8
Sample Answer
A
B
C
D
The best answer to this item is “3”, so (C) has been shaded.
6.
If you want to change your answer, erase it completely before you fill in your new choice.
7.
When you are told to begin, turn the page and work as quickly and as carefully as you can. If
you cannot answer an item, go on to the next one. You may return to that item later.
8.
You may do any rough work in this booklet.
9.
Figures are not necessarily drawn to scale.
10.
The use of silent, non-programmable calculators is allowed.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2020 Caribbean Examinations Council
All rights reserved.
-2Items 1–2 refer to the following binary string
sequence.
1.
(A)
The string sequence is the 8 bit signmagnitude representation of the decimal
value
(B)
(C)
–99
–98
–29
–25
The string sequence is the 8 bit two’s
complement representation of the decimal
value
(A)
(B)
(C)
(D)
3.
Which of the following descriptions BEST
suits the function of cache memory?
1 0 0 1 1 1 0 1
(A)
(B)
(C)
(D)
2.
4.
(D)
5.
What is the logical expression implemented
in the following circuit?
A computer’s word size is the
(A)
(B)
–25
–29
–98
–99
(C)
(D)
6.
(B)
(C)
A AND (NOT B)
B AND (NOT A)
A OR (NOT B)
B OR (NOT A)
(D)
7.
To determine how many programs
can be opened at one time
To determine the sequence in which
the program instructions are to be
executed
To hold the number of the last
instruction executed
To keep a count of the number of
instructions in memory
‘Flash memory’ is a type of
(A)
(B)
(C)
(D)
02115010/CAPE 2021/SPEC
length of an instruction
maximum number of characters in
a typed word
storage capacity of the computer’s
memory
number of bits that the CPU can
manipulate at one time
What is the purpose of the program counter
in a microcomputer?
(A)
(A)
(B)
(C)
(D)
It gives the CPU more rapid access
to data.
It increases the data transfer rate
between the computer and
printer.
It speeds up access to data on the
hard disk.
It stores the operating system when
the computer ‘boots’.
ROM
EEPROM
RAM
EPROM
GO ON TO THE NEXT PAGE
-38.
Which of the following gives the slowest
access when retrieving data?
(A)
(B)
(C)
(D)
9.
Floppy disk
Hard drive
Cache memory
Random Access Memory
A B
0 0
0 1
1 0
1 1
A NAND B
1
0
0
1
(B)
A B
0 0
0 1
1 0
1 1
A NAND B
0
1
1
0
(C)
A B
0 0
0 1
1 0
1 1
A NAND B
1
1
1
0
A B
0 0
0 1
1 0
1 1
A NAND B
0
0
0
1
(D)
Which of the following BEST defines the
term ‘clock speed’?
(A)
(B)
(C)
(D)
The number of clock cycles which
occur within a nanosecond
The speed at which the microprocessor executes instructions
The speed at which the microprocessor transfers data from
secondary storage to primary
memory
The number of bits transferred
across a medium in a second
02115010/CAPE 2021/SPEC
Which of the following statements about
flip-flops are true?
I.
III.
Flip-flops are examples of defective
logic circuits.
Flip-flops are two-state devices that
can only store 1’s and 0’s.
Registers are made up of flip-flops.
(A)
(B)
(C)
(D)
I and II only
I and III only
II and III only
I, II and III
II.
Which of the following is the truth table of
a NAND gate?
(A)
10.
11.
Items 12–13 refer to the following components.
(A)
(B)
(C)
(D)
ALU
CU
Registers
RAM
Match EACH item below with ONE of
the components above. Each option may
be used once, more than once or not at all.
12.
Which of the components handles statements
like “If x < 0”?
13.
Which of the components coordinates the
saving of a file to a hard drive?
14.
Which of the following type of computers
is BEST suited for a weather application at
the National Hurricane Center in Florida,
USA?
(A)
(B)
(C)
(D)
Mainframe computer
Microcomputer
Minicomputer
Supercomputer
GO ON TO THE NEXT PAGE
-4Item 15 refers to the following program segment written in low-level instructions.
LOAD X // load contents of X to accumulator register
ADD inc // add contents of inc to accumulator register
STORE X // store contents of accumulator register to X
15.
Which address instruction format is used by the computer?
(A)
(B)
(C)
(D)
16.
Zero address
One address
Two address
Three address
Which of the following can be used to
represent an algorithm graphically?
(A)
(B)
(C)
(D)
Data flow diagrams
HIPO charts
GANTT charts
Flow charts
Items 17–18 refer to the following algorithm.
Num = 5
For I = 1 to Num do
Print I *2
EndFor
17.
This algorithm is an example of
(A)
(B)
(C)
(D)
18.
What is the output of the algorithm?
(A)
(B)
(C)
(D)
02115010/CAPE 2021/SPEC
selection
recursion
unbounded iteration
bounded iteration
11
1 2 3 4 5
2 4 6 8 10
I*2 I*2 I*2 I*2 I*2
GO ON TO THE NEXT PAGE
-519.
Which of the following represent(s) the
properties of a well-designed algorithm?
I.
Clearly defined and unambiguous
steps
II.
Finite number of steps
III.
Gives a general solution to the
problem
(A)
(B)
(C)
(D)
20.
(B)
(C)
(D)
A value which helps to terminate a
loop
Any inpput that the users enter
A print statement
A control instruct
“Implementation” of the “Implementation
and Review” stage of the problem-solving
process involves
(A)
(B)
(C)
(D)
evaluation of alternative solutions
installation of software
analysis of the problem
writing algorithms
02115010/CAPE 2021/SPEC
An assigment statement is used to
(A)
(B)
(C)
(D)
23.
24.
debug an algorithm
terminate an algorithm
perform input in an algorithm
set a variable to take the value of
an expression
Which of the following control structures
can be used when attempting to read data
from a file where the number of records is
not known?
(A)
(B)
(C)
(D)
What is a sentinel value in an algorithm?
(A)
21.
I only
II only
II and III only
I, II and III
22.
A for loop
A sentinel control loop
Switch control structure
An ‘If ... else’ control structure
The following algorithm is needed to print
half the sum of two positive integers entered
by the user.
(1)
(2)
(3)
(4)
Read A
Read B
Sum = (B + A)/2
Print ‘Sum is, sum’
Which line contains an error?
(A)
(B)
(C)
(D)
Line 1
Line 2
Line 3
Line 4
GO ON TO THE NEXT PAGE
-6Items 25–26 refer to the following algorithm.
I.
II.
III.
IV.
V.
VI.
25.
26.
Conditional statement
Incremental statement
Recursion
Variable declaration
Item 27 refers to the following algorithm.
}
27.
Fn (int N) {
if (N < 1) return;
Fn (N/2);
print (N);
What is the output of the above algorithm
if it is called with N = 7?
(A)
(B)
(C)
(D)
28.
input and output commands
a selection statement
test first iteration
test last iteration
Which of the following BEST describes
the type of statement used in line V?
(A)
(B)
(C)
(D)
if a == b then
print (“Equal)
else if a > b then
print (“A is larger”)
else
print (“B is larger”)
End if
I=1
While I < > 12 do
product = I * I
print (product)
I=I+1
Endwhile
The algorithm above BEST illustrates an
example of using
(A)
(B)
(C)
(D)
Item 28 refers to the following algorithm.
What is the output generated by the
algorithm if a is 15 and b is 22?
(A)
(B)
(C)
(D)
29.
Equal
A is larger
B is larger
A is larger
B is larger
What are the values of p and r after
execution of the following algorithm?
p=8
q=4
r=8
if (p > q) AND (q > r)
p=+1
else
r=r-1
end if
(A)
(B)
(C)
(D)
p = 7, r = 8
p = 8, r = 7
p = 7, r = 7
p = 9, r = 7
731
7331
137
1337
02115010/CAPE 2021/SPEC
GO ON TO THE NEXT PAGE
-7Item 30 refers to the following symbol.
30.
a decision box
an input/output box
a process box
a terminator
A programming paradigm that models real
world entities with attributes and behaviours
is
(A)
(B)
(C)
(D)
object-oriented
functional
procedural
scripting
Which of the following variable declarations
is valid in C?
(A)
(B)
(C)
(D)
The flow chart symbol above represents
(A)
(B)
(C)
(D)
31.
32.
33.
Char ch = ‘53x’;
Float n = 84.321;
Int m = {5, 9, 3, 1, 4};
In x = 700000;
Which of the following programming
paradigms encourages a modular approach
to program construction?
(A)
(B)
(C)
(D)
Declarative paradigm
Functional paradigm
Imperative paradigm
Extreme-programming paradigm
Item 34 is based on the array below.
1
34.
What is printed by the following code?
int j = 1;
while (j < 8) {
printf(“%d”, num [j]);
j = j * 2;
}
(A)
(B)
(C)
(D)
20 30 40 50 60 70 80 90
10 30 50 90
20 30 50
20 30 50 90
02115010/CAPE 2021/SPEC
GO ON TO THE NEXT PAGE
-835.
Which of the following is NOT a valid
identifier for a variable?
(A)
(B)
(C)
(D)
36.
38.
_hello
2ndmark
marker-2
SUM4
What is the error in the following C program which is intended to print the string
constant ‘C programming is fun’?
(A)
(B)
(C)
(D)
39.
#include <stdio.h>
{printf(“C programming is fun”); }
(A)
(B)
(C)
(D)
37.
The brackets ( and ) should be on
different lines.
The function main is missing.
The braces { and } should be on
different lines.
Single quotation marks ‘and’ should
be used.
40.
for (j = 0; j < 15; j++)
vals[j] = j;
(C)
for (j = 0; j < 15; j++)
vals = [ j];
(D)
for (j = 1; j <= 15; j++)
j = vals[j];
Given a variable ‘num’ declared as follows:
double num;
(A)
(B)
(C)
(D)
Which option below shows how 15 integers
can be stored in the array?
(B)
41.
scanf (“%d”, num);
scanf (“%d”, &num);
scanf (“%lf “, num);
scanf (“%lf “, &num);
The compilation process can be broken
up into THREE main stages. The correct
order of the stages is
(A)
(B)
(C)
(D)
02115010/CAPE 2021/SPEC
A generator
A compiler
An assembler
An interpreter
Which of the following statements will
correctly read a value entered by a user into
‘num’?
int vals [15];
for (j = 1; j <= 15; j++)
vals[j] = j;
Boolean
Double
Float
Integer
Which of the following programs translates
all program instructions at one time and
produces a stand-alone object program that
can be executed on its own?
(A)
(B)
(C)
(D)
You are given the following C declaration
(A)
Which of the following is NOT a numeric
data type?
syntax analysis, lexical analysis,
code generation
lexical analysis, code generation,
syntax analysis
lexical analysis, syntax analysis,
code generation
code generation, lexical analysis,
syntax analysis
GO ON TO THE NEXT PAGE
-9Item 42 is based on the following C program.
44.
1.
#include <stdio.h>
2.
void main (void) {
3. int n;
4. FILE *fp;
5. fp = fopen (“\\mh.dat”, “r”);
6. scanf (fp, “%d”, &n);
printf (“n is %d”, n);
7.
}
(A)
(B)
(C)
(D)
42.
(D)
43.
int a, b, c;
a = 1;
for (i = 1; i < 5; 1 + +)
a = a * i;
b = a * 5;
5
Which of the following is true?
(A)
(B)
(C)
Char
Struct
Array
Enum
Item 45 refers to the following code?
Content of “mh.dat”
4
Which of the BEST ‘data type’ in C allows
a programmer to use a set of named integer
constants?
There is a syntax error in line 5.
There is a syntax error in line 6.
There are no syntax errors and the
program prints 4.
There are no syntax errors and the
program prints 4 5.
45.
What is the value of a after execution of
the code?
(A)
(B)
(C)
(D)
5
8
24
120
The method of manually stepping through
a program without the use of a computer
and recording the values of variables as they
change is BEST described as
(A)
(B)
(C)
(D)
tracing
processing
syntax analysis
semantic analysis
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
02115010/CAPE 2021/SPEC
IS
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CANDIDATE’S RECEIPT
INSTRUCTIONS TO CANDIDATE:
1.
Fill in all the information requested clearly in capital letters.
TEST CODE:
SUBJECT:
PROFICIENCY:
0
2
1
1
5
0
1
0
COMPUTER SCIENCE − UNIT 1 − Paper 01
ADVANCED
REGISTRATION NUMBER:
FULL NAME: ________________________________________________________________
(BLOCK LETTERS)
Signature: ____________________________________________________________________
Date: ________________________________________________________________________
2.
Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.
3.
Keep it in a safe place until you have received your results.
INSTRUCTION TO SUPERVISOR/INVIGILATOR:
Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.
I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.
Signature: _____________________________
Supervisor/Invigilator
Date: _________________________________
CARIBBEAN EXAMINATIONS COUNCIL
SECONCARY EDUCATION CERTIFICATE
EXAMINATION
CAPE COMPUTER SCIENCE UNIT 1
SPECIMEN PAPER 2021
Item
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Key
Syllabus
Reference
Module
C
D
A
A
D
B
B
A
C
B
C
A
B
D
B
D
D
C
D
A
B
D
B
D
C
B
C
C
B
D
1.4
1.4
1.2
1.1
1.1
1.1
1.1
1.1
1.2
1.1
1.3
1.5
1.5
1.1
1.5
2.5
2.6
2.7
2.4
2.6
2.2
2.6
2.6
2.7
2.6
2.6
2.7
2.7
2.7
2.5
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Item
No.
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
Module 1 – COMPUTER ARCHITECTURE AND ORGANISATION
Module 2 – PROBLEM-SOLVING WITH COMPUTERS
Module 3 – PROGRAMMING
Key
Syllabus
Reference
Module
A
B
D
C
B
B
B
A
B
D
C
C
A
D
C
3.1
3.3
3.1
3.7
3.3
3.9
3.7
3.3
3.2
3.3
3.2
3.9
3.9
3.3
3.9
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
TEST CODE
SPEC 2021/02115020
CARIBBEAN
E XAM I NAT I O N S
02115020
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMPUTER SCIENCE
SPECIMEN PAPER
FUNDAMENTALS OF COMPUTER SCIENCE
UNIT 1 – Paper 02
2 hours 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of SIX questions. Answer ALL questions.
2.
Write your answers in the spaces provided in this booklet.
3.
Do NOT write in the margins.
4.
If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra lined page(s) provided at the back of this
booklet. Remember to draw a line through your original answer.
5.
If you use the extra page(s) you MUST write the question number clearly in
the box provided at the top of the extra page(s) and, where relevant, include
the question part beside the answer.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2020 Caribbean Examinations Council
All rights reserved.
02115020/CAPE 2021/SPEC
‘‘*’’Barcode Area”*”
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SECTION A
COMPUTER ARCHITECTURE AND ORGANIZATION
Answer BOTH questions.
1.
(a)
Draw a clearly labelled block diagram of a 2 to 1 line multiplexer.
[5 marks]
(b)
Construct the truth table for the following circuit which is a combination of basic logic
gates.
C
[7 marks]
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -2-
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -3(c)
Consider the following floating point representation.
1-bit sign, 3-bit exponent, 5-bit mantissa
Calculate the decimal representation of 001110110.
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[3 marks]
Total 15 marks
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2.
(a)
Differentiate between the following items as they pertain to computer systems.
(i)
ROM and RAM
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[2 marks]
(ii)
EPROM and EEPROM
.................................................................................................................................
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[2 marks]
(b)
(i)
State what is meant by the ‘instruction set’ of a central processing unit (CPU).
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[1 mark]
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -4-
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -5(ii)
Briefly describe TWO types of instructions that are typically included in an instruction
set.
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[4 marks]
(c)
Explain how the ‘fetch’, ‘decode’, ‘execute’ cycle works in relation to the execution of an
instruction by the CPU?
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[6 marks]
Total 15 marks
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SECTION B
PROBLEM-SOLVING WITH COMPUTERS
Answer BOTH questions.
3.
(a)
Define the term ‘algorithm’.
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[2 marks]
(b)
Structured algorithms and programs are designed using three basic control constructs. State
ALL three constructs.
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[3 marks]
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -6-
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -7(c)
A secondary school is conducting a survey on the popularity of certain colours. Students are
asked to vote for any of four choices: red, blue, green, none. If red, blue or green is not the
favourite, students vote for ‘none’.
Write a pseudocode to find and print the (i)
number of students who voted for EACH of the colours; red, blue, green
(ii)
TOTAL number of students who voted for red, blue and green.
Assume that on the day of the survey, 150 students are present. Also assume that all votes are
valid.
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[10 marks]
Total 15 marks
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -84.
(a)
Construct a flow chart to represent the following algorithm. begin
prompt for numDays
read numDays
set day to 1
set totalComm to 0
while day <= numDays do
read numItemsSold
if numItemsSold < 500 then
comm = numItemsSold * 4
else
comm = numItemsSold * 5
endif
totalComm = totalComm + comm
print comm
add 1 to day
endwhile
print numDays, totalComm
stop
[12 marks]
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(b)
An algorithm is shown below.
read j
sum = 0
while j < 6 do
sum = sum + j
print j
read j
endwhile
print ‘sum =’, sum
What would the algorithm print given the line of input data below?
3
2
1
5
7
4
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[3 marks]
Total 15 marks
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -9-
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 10 SECTION C
PROGRAMMING
Answer BOTH questions.
5.
(a)
Briefly outline TWO programming paradigms.
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[4 marks]
(b)
Explain THREE differences between a ‘complier’ and an ‘interpreter’.
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[6 marks]
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(c)
(i)
A grocer needs to store some products. Each product has an ID (integer), a quantity in stock (integer) and a price (floating point).
Write a declaration for a struct productRec that can store the record for each product.
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...............................................................................................................................
[2 marks]
(ii)
Assume that the two productRec items, Item3 and Item4, are already loaded with
data. Write a code to exchange the values in Item3 and Item4.
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[3 marks]
Total 15 marks
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 11 -
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 12 6.
(a)
Why is it reccommended that comments be used in programming codes?
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[2 marks]
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- 13 An integer array P contains m positive integers and an integer array Q contains n positive
integers. Write a fragment of C code to merge the positive integers in array P with those in
array Q to create a new array R, with the order of the elements of P and Q being reversed
in the new array. Show all relevant declarations, and assume that P and Q are already
loaded with integers.
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[13 marks]
END OF TEST
Total 15 marks
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
‘‘*’’Barcode Area”*”
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02115020/CAPE 2021/SPEC
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA (b)
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 14 EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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02115020/CAPE 2021/SPEC
EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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02115020/CAPE 2021/SPEC
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 15 -
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 16 EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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‘‘*’’Barcode Area”*”
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02115020/CAPE 2021/SPEC
EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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‘‘*’’Barcode Area”*”
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02115020/CAPE 2021/SPEC
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 17 -
IS
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NO
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DO
CANDIDATE’S RECEIPT
INSTRUCTIONS TO CANDIDATE:
1.
Fill in all the information requested clearly in capital letters.
TEST CODE:
SUBJECT:
PROFICIENCY:
0
2
1
1
5
0
2
0
COMPUTER SCIENCE – UNIT 1 – Paper 02
ADVANCED
REGISTRATION NUMBER:
FULL NAME: ________________________________________________________________
(BLOCK LETTERS)
Signature: ____________________________________________________________________
Date: ________________________________________________________________________
2.
Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.
3.
Keep it in a safe place until you have received your results.
INSTRUCTION TO SUPERVISOR/INVIGILATOR:
Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.
I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.
Signature: _____________________________
Supervisor/Invigilator
Date: _________________________________
‘‘*’’Barcode Area”*”
Sequential Bar Code
02115020/KMS/CAPE SPEC/2021
CARIBBEAN
EXAMINATIONS
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMPUTER SCIENCE
UNIT 1 - PAPER 02
KEYS AND MARK SCHEME
SPECIMEN PAPER 2021
2
02115020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 02
KEY AND MARK SCHEME
SECTION A
COMPUTER ARCHITECTURE AND ORGANISATION
Subject Objectives: 1.2, 1.3, 1.4
Question
Key
1.
(a)
[5 marks]
Input 0
1 mark
Input 1
1 mark
Selection line
1 mark
Output
1 mark
Block diagram looks OK overall
(b)
A
0
0
1
1
B
0
1
0
1
C
1
1
0
0
D
1
0
1
0
1 mark
E
0
1
0
0
F
0
0
1
0
Z
0
1
1
0
[7 marks]
2 marks input
1 mark each
5 output
(c)
[3 marks]
001110110
Sign bit = 0
Mantissa = 10110
Exponent = 011 = 3
(1)
Number represented 0.10110 × 23 = 101.1 = 5.5
(1)
(1)
TOTAL
15 marks
3
02115020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 2
Subject Objectives: 1.1, 1.5
(a)
(i)
ROM is read only (1) RAM ... (1)
[2 marks]
(ii)
EPROM is erased by ultraviolent light (1) and
EEPROM is erased by electricity (1)
[2 marks]
(b)
(i)
The operation of a CPU is determined by the instructions it
executes (1). The collection of different instructions that
the CPU can execute is referred to as the CPU’s instruction
set (1).
[1 mark]
(ii)
Data processing (1): instructions that perform arithmetic
(addition,
subtraction,
etc.)
and
logic
operations
(comparisons, etc.) (1).
Data storage (1): instructions to store data in memory and
retrieve data from memory (1).
Data movement (1): instructions to input/output data from/to
input/output devices (1).
Control (1): instructions that test conditions and branch to
other instructions (1).
Any TWO [2 x 2 = 4 marks]
[4 marks]
(c)
Fetch – Instruction is obtained from physical memory (1) and sent
to a register (1).
Decode – Determine what the instruction is (1).
operands (1).
Determine the
Execute – Perform the operation (1) and store results if necessary
(1)
[6 marks]
TOTAL 15 marks
4
02115020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 02
KEY AND MARK SCHEME
SECTION B
PROBLEM-SOLVING WITH COMPUTERS
Question 3
Subject Objectives: 2.3, 2.6, 2.9
(a)
(b)
An algorithm represents a solution to the problem (1) in a
sequence of unambiguous steps (1).
[2 marks]
Sequential (1):Steps are performed in a strictly sequential manner, each step
executed exactly once (1).
Selection (1):One of several alternative actions is selected and executed. (1)
Repetition (1):One or more steps is performed repeatedly (1).
[3 marks]
(c)
rCount = bCount = gCount = nCount = 0
1
for j = 1 to 150 do ‘For’ or other loop = 1
Loop limits correct = 1
input choice
1
1
if choice = ‘red’ then
rCount = rCount + 1
1
else if choice = ‘blue; then
bCount = bCount + 1
else if choice =‘green’ then
1
gCount = gCount + 1
else nCount = nCount + 1 {Assumes all choices are valid}
end for
1
print ‘Red = ‘, rCount, ‘Blue = ‘, bCount, ‘Green = ‘, gCount
totalColorVotes = rCount + bCount + gCount
print ‘Total color votes =’, totalColorVotes
1
1
Note that one print
command can have all the
required info
[10 marks]
Total 15 marks
5
02115020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 4
Subject Objectives: 2.5, 2.7, 2.8
(a)
Each symbol correct (4 symbols)
marks
First decision box
marks
Second decision box
marks
Read numItemsSold
mark
Add 1 to day
mark
Looping to correct decision box
mark
Set Day to 1, total comm to 0
mark
= 4
= 2
= 2
= 1
= 1
= 1
= 1
[12 marks]
6
02115020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 4 cont’d
(b)
3 2 1
sum = 6
2 marks
1 mark
[3 marks]
Total 15 marks
7
02115020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 02
KEY AND MARK SCHEME
SECTION C
PROGRAMMING
Question 5
Subject Objectives: 3.1, 3.2, 3.3, 3.9, 3.10
(a) (i)
Imperative (1) — Variables are manipulated in storage using
expressions (1)
Functional (1) — Logic is implemented by the use of
functions (1)
Object-oriented (1) — Modelling is done using classes and
objects (1)
[2 x 2 marks]
[4 marks]
(b)
A compiler translates the entire program before execution (1)
while an interpreter translates one line, executes that line and
then translates the next line. (1)
A compiler creates a list of errors after compilation (1) while
an interpreter stops after the first error. (1)
A compiler produces an independent executable file (1) while an
interpreter program needs the interpreter each time it is run (1)
[6 marks]
(c)
(i)
struct productRec{
int ID;
int quantity;
double price
}
Outer part (1)
Declaration of variables within struct (1)
[2 marks]
8
02115020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 02
KEY AND MARK SCHEME
(ii)
struct product Rec temp;
temp = Item3;
Item3 = Item4;
Item4 = temp;
Three lines of code above in correct order (3)
Two lines of code correct (2)
One line of code above (1)
[3 marks]
Total 15 marks
9
02115020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 02
KEY AND MARK SCHEME
Question 6
Subject Objectives: 3.6, 3.7, 3.8, 3.11
(a)
Comments explain important steps (1) in a program do users can
easily understand code. (1)
[2 marks]
(b)
//declarations
int i = m - 1; //elements of array P. They can also start
at 0, but the loop would be different
int j = n -1;
//elements of array Q. They can also start
at 0, but the loop would be different
int k = 0;
//elements of array R
3 marks
//add elements of P to the merged array R. A for loop can
also be used
while(i >= 0){
1 mark
R[k] = P[i];
2 marks
k++;
1 mark
i1 mark
}
//add elements of Q to the merged array R. A for loop can
also be used
while(j >= 0){
1 mark
R[k] = Q[j];
2 marks
k++;
1 mark
j--;
1 mark
}
[13 marks]
Total 15 marks
CARIBBEAN
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COUNCIL
CARIBBEAN SECONDARY EDUCATION CERTIFICATE®
EXAMINATION
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Front Page Bar Code
SPECIMEN PAPER
FILL IN ALL THE INFORMATION REQUESTED CLEARLY IN CAPITAL LETTERS.
TEST CODE
SUBJECT
0
2
1
1
5
0
3
2
COMPUTER SCIENCE – SPEC
PROFICIENCY
ADVANCED
REGISTRATION NUMBER
SCHOOL/CENTRE NUMBER
NAME OF SCHOOL/CENTRE
‘‘*’’Barcode Area”*”
Current Bar Code
CANDIDATE’S FULL NAME (FIRST, MIDDLE, LAST)
DATE OF BIRTH
D
D
M
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Y
Y
Y
HOW MANY ADDITIONAL PAGES
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SIGNATURE __________________________________________________
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Y
TEST CODE
SPEC 2021/02115032
CARIBBEAN
E XAM I NAT I O N S
02115032
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMPUTER SCIENCE
SPECIMEN PAPER
UNIT 1 – Paper 032
2 hours
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of SEVEN questions.
2.
Answer ALL questions.
3.
Write your answers in the spaces provided in this booklet.
4.
DO NOT write in the margins.
5.
If you need to re-write any answer and there is not enough space to do so on
the original page, there are two extra pages provided at the back of this booklet.
Remember to draw a line through your original answer and correctly number
your new answer in the box provided.
6.
If you use extra pages you MUST write your registration number and question
number clearly in the boxes provided at the top of EVERY extra page.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2020 Caribbean Examinations Council
All rights reserved.
02115032/CAPE 2021/SPEC
‘‘*’’Barcode Area”*”
Sequential Bar Code
CASE STUDY
A local community college wishes to automate the course registration process whereby students register
to undertake courses that are part of their degree programme. The college is seeking your assistance in
developing a user-friendly course registration system that allows students to register for up to three courses.
The system will present a menu from which students would be able to view all courses, register for a course
or de-register. To register, students would select the corresponding menu option and enter the course ID.
The system would use the master course file to show details such as course ID, course name, lecturer,
number of students already registered and the maximum number of students allowed to register. If a space
is available, a student would input his/her student identification number to register for the selected course.
The relevant system files would then be updated and a message sent to the student indicating whether the
course registration was successful.
Identification of Specifications
1.
Describe FIVE functional requirements of the case study.
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[5 marks]
2.
List THREE non-functional requirements of the case study.
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[3 marks]
02115032/CAPE 2021/SPEC
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -3Answer ALL questions.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -4Design
3.
(a)
Write the structure of the master course text file. Include all the fields.
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[3 marks]
(b)
Show sample contents of the master course text file using THREE records.
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[2 marks]
02115032/CAPE 2021/SPEC
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‘‘*’’Barcode Area”*”
Sequential Bar Code
4.
Using the fields identified in Question 3 (a) and the following functions
1. findCourse – use course ID to check the master course file
2. updateCourse - update the course data
3. updateMasterFile - update the master file data.
Design an algorithm (flow chart/pseudocode) that would provide a solution for the function
registerCourse, which registers a student for a course.
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[15 marks]
02115032/CAPE 2021/SPEC
GO ON TO THE NEXT PAGE
‘‘*’’Barcode Area”*”
Sequential Bar Code
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -5-
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -65.
Coding and Program Documentation
Write and document the C code for the algorithm in Question 4. Assume all variables are already
declared.
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[21 marks]
02115032/CAPE 2021/SPEC
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‘‘*’’Barcode Area”*”
Sequential Bar Code
6.
Trace Table
(a)
The following code finds and displays the course with the highest number of registered
students. Complete the trace table. Assume that the maximum registration for each
course is 25 students.
courseID = “ ”
noRegistered= 0
highestNum= 0
courseTally = 0
maxCourseID= “ ”
WHILE MASTERCOURSE <> EOF DO
noRegistered = MASTERCOURSE_RECORD.noRegistered
courseID = MASTERCOURSE_RECORD.courseID
IF noRegistered > highestNum THEN
highestNum = noRegistered
maxCourseID = courseID
END IF
courseTally = courseTally + 1
NEXT MASTERCOURSE_RECORD
END WHILE
Print CourseTally, highestNum, maxCourseID
MF < > EOF noReg
0
15
5
25
CourseTally CourseID
0
1
2
3
Math01
Eng03
Span01
noRegistered>
highestNum
highestNum
maxCourseID
0
-
Display
[5 marks]
02115032/CAPE 2021/SPEC
GO ON TO THE NEXT PAGE
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Sequential Bar Code
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -7-
Documentation
7.
Draw the hierarchy chart for the program given that the main module for the program will display the
menu as shown below. Assume that each menu option will make a call to a function.
COURSE REGISTRATION
1.
2.
3.
4.
View courses
Register for a course
De-register
Exit
[6 marks]
Total 60 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
‘‘*’’Barcode Area”*”
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02115032/CAPE 2021/SPEC
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -8-
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -9EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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‘‘*’’Barcode Area”*”
Sequential Bar Code
02115032/CAPE 2021/SPEC
EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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‘‘*’’Barcode Area”*”
Sequential Bar Code
021115032/CAPE 2021/SPEC
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 10 -
IS
TH
T
NO
ON
E
PA
G
TE
RI
W
DO
CANDIDATE’S RECEIPT
INSTRUCTIONS TO CANDIDATE:
1.
Fill in all the information requested clearly in capital letters.
TEST CODE:
SUBJECT:
PROFICIENCY:
0
2
1
1
5
0
3
2
INFORMATION TECHNOLOGY – SPEC
ADVANCED
REGISTRATION NUMBER:
FULL NAME: ________________________________________________________________
(BLOCK LETTERS)
Signature: ____________________________________________________________________
Date: ________________________________________________________________________
2.
Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.
3.
Keep it in a safe place until you have received your results.
INSTRUCTION TO SUPERVISOR/INVIGILATOR:
Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.
I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.
Signature: _____________________________
Supervisor/Invigilator
Date: _________________________________
02115032/KMS/CAPE SPEC/2021
CARIBBEAN
EXAMINATIONS
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMPUTER SCIENCE
UNIT 1 - PAPER 032
KEYS AND MARK SCHEME
SPECIMEN PAPER 2021
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
CASE STUDY
A local community college wishes to automate the course registration
process whereby students register to undertake courses that are a part
of their degree programme. The college is seeking your assistance to
develop a user-friendly course registration system that can allow
students to register up to three courses.
The system will present a menu from which the student would be able to
view all courses, register for a course or de-register. To register, the
student should select the corresponding menu option and enter the course
ID. The system would use the master course file to show details such
as course ID, course name, lecturer, number of students already
registered and maximum number of participants allowed to register. If a
space is available, the student should input his/her student
identification number to register for the selected course. The relevant
system files would then be updated and a message sent to the student
indicating whether the course registration was successful.
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
Identification of Specification [8 marks]
1.
Describe FIVE functional requirements of the Case Study.
●
●
●
●
●
●
Store student successful course registration
Keep track of the students already registered
System should send messages to students about
registration status (e.g. successfully registered or
not)
System can retrieve information on who is the
lecturer/teacher of course and other details as
determined
Allow students to register or deregister or view courses
The system should show number of students already
registered.
(Any 5 * 1)
[5 marks]
2. List THREE non-functional requirements of the Case Study:
●
●
●
system will be user-friendly,
provide real-time updates
any other appropriate response backup/recovery system/
availability of system
(Any 3 * 1)
[3 marks]
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
Design [20 marks]
3. (a)
Write the structure of the Master Course text file. Include
all the fields.
Master Course file (course ID, course name, lecturer,
maximum number of participants, number of candidates
registered)
3 marks for if Structure name and 4 or more fields included
2 marks for no Structure name and 4 or more fields included
1 mark for Structure name and less than 3 fields included
[3 marks]
(b)
Show sample contents of the master Course text file using
THREE records.
ADM001
CHEM01
BUS101
Mathematics
Chemistry
Business Basics
Mr. Constantine
Ms. Forrester
Mr. Roger
25
15
45
10
5
25
Using the candidates answer in part (a). NO penalty for formatting.
1 mark for 3 records
1 mark for correctly populating records
[2 marks]
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
4. Design an algorithm (flowchart/pseudocode that would provide a
solution for the function registerCourse, which registers a
student for a course
Sample pseudocode given in mark scheme
Pseudocode
begin
enter courseID.
// check master course file and return course information
Call function findCourse.
Output course information
//Check for available space in course
If course space < maximum
// 1 mark for IF-THEN-ELSE
Then UpdateCourse (to enter StudentID to course)
// update number of students registered for course)
updateMasterFile
Update numberOfCourses
Output ‘successful registration’
Else
Output ‘course full’
If numberOfCourses = 3 // 1 mark for IF-THEN-ELSE
Then output message
Else
loop to enter courseID search for another course
end
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
Input CourseID
findCourse – use CourseID to check the
master course file and
output course course information
If available space,
(enter studentID)
Then updateCourse (course ID and
studentID to update the course file)
updateMasterFile - update number of
students registered for course in
master course file.
Update numberOfCourses
Display message on successful
registration.
Else If course is full
Then display ‘class full’
Loop to register for a maximum of three
courses.
Correct indentation or correct symbols
1
1
1
2 (1 IF-THEN-ELSE; 1 condition)
1
1
1
1
2 (1 IF-THEN-ELSE; 1 condition)
1
2
1
15
(15 marks)
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
Coding and Program Documentation (21 marks)
5. Write and document the C code for the algorithm in Question 4.
Assume all variables are already declared.
FUNCTION registerCourse()
BEGIN
count = 0
variables
// initializing
[1 mark]
choice = ”N”
DO
looping appropriately
//
for
(1 mark)
PRINT “Enter course ID to register”
READ courseID
//
reading course ID
Course = findCourse(courseID)
[1 mark]
// call function[1 mark]
noRegistered = Course.noRegistered
maxParticipants = Course.maxParticipants
IF noRegistered < maxParticipants THEN
statements (1 mark), condition
// use of IF
[1 mark]
PRINT "Enter student ID"
READ studID
// reading student ID
[1 mark]
noRegistered = noRegistered + 1
students registered
counter
count = count + 1
(1 mark)
// increment the
[1 mark]
// incrementing
updateCourse(courseID, studID)
//
the course
function call
[1 mark]
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
updateMasterFile( courseID, noRegistered )
function call (1 mark)
//
PRINT "Successful Registration for course",
Course.Name, “- Course ID:”, courseID // display
successful message
[1 mark]
ELSE
message
PRINT "Sorry, course is full"
(1 mark)
// display unsuccessful
END IF
PRINT “ Would you like to register for another course (Y/N)”
READ choice
WHILE choice == “Y” AND count < =3
while loop
// condition in the
[1 mark]
PRINT “Number of courses registered: “, count
number courses registered
// displaying
[1 mark]
RETURN
(21 marks)
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
An example of the C Code
void registerCourse()
{
count = 0;
choice = ‘N’; // or strcpy(choice, "No”);
do {
printf("Enter course ID to register: ");
scanf("%s", courseID);
Course = findCourse(courseID);
noRegistered = Course.noRegistered;
maxParticipants = Course.maxParticipants;
if (noRegistered < maxParticipants)
{
printf("Enter student ID");
scanf("%s", studID);
noRegistered = noRegistered + 1;
count = count + 1;
updateCourse(courseID, studID);
updateMasterFile(courseID, noRegistered);
printf("Successful Registration for course %s, %s",
Course.Name, courseID);
}
else
printf("Sorry, course is full");
printf(“ Would you like to register for another course
(Y/N)”);
scanf("%c", &choice);
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
} while (choice == ‘Y’ && count <=3); //or while
(strcmp(choice,“YES”)==0 && count <=3);
printf (“Number of courses registered:
}
Documentation (3 marks)
2 marks - white space and indentation
1 mark - comments
%d", count);
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
Trace Table [5 marks]
6. The following code finds and displays the course with the highest
number of registered students. Complete the trace table. Assume
that the maximum registration of each course is 25 students.
courseID = “ ”
noRegistered= 0
highestNum= 0
courseTally = 0
maxCourseID= “ ”
WHILE MASTERCOURSE <> EOF DO
noRegistered = MASTERCOURSE_RECORD.noRegistered
courseID = MASTERCOURSE_RECORD.courseID
IF noRegistered > highestNum THEN
highestNum = noRegistered
maxCourseID = courseID
END IF
courseTally = courseTally + 1
NEXT MASTERCOURSE_RECORD
END WHILE
Print CourseTally, highestNum, maxCourseID
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
MF <>
EOF
Course
ID
noRegistered
>highestNum
noRe
g
courseTa
lly
0
0
T
15
1
Math01
True
T
5
2
Eng13
False
T
25
3
Span01
True
highestNum
maxCours
eID
Display
0
F
15
Math01
25
Span01
3,25,Span01
(5 marks - 1 mark each correct row)
(5 marks)
02115032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 1 – Paper 032
KEY AND MARK SCHEME
Documentation [6 marks]
7
Draw the hierarchy chart for the program given that the main
module for the program will display the menu as shown below.
Assume that each menu option will make a call to a function
COURSE REGISTRATION
1. View courses
2. Register for a course
3. De-Register
4. Exit
All parts labelled correctly (5)
Hierarchy correct (1)
[6 marks]
Total 60 marks
SPEC 2021/02215010
CARIBBEAN
02215010
TEST CODE
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMPUTER SCIENCE
SPECIMEN PAPER
UNIT 2 – Paper 01
1 hour 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This test consists of 45 items. You will have 1 hour and 30 minutes to answer them.
2.
In addition to this test booklet, you should have an answer sheet.
3.
Do not be concerned that the answer sheet provides spaces for more answers than there are items
in this test.
4.
Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item
you are about to answer and decide which choice is best.
5.
On your answer sheet, find the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.
Sample Item
How many selection lines does an 8 × 1 multiplexer have?
(A)
(B)
(C)
(D)
1
2
3
8
Sample Answer
A
B
C
D
The best answer to this item is “3”, so (C) has been shaded.
6.
If you want to change your answer, erase it completely before you fill in your new choice.
7.
When you are told to begin, turn the page and work as quickly and as carefully as you can. If
you cannot answer an item, go on to the next one. You may return to that item later.
8.
You may do any rough work in this booklet.
9.
Figures are not necessarily drawn to scale.
10.
The use of silent, non-programmable calculators is allowed.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2020 Caribbean Examinations Council
All rights reserved.
02215010/CAPE 2021/SPEC
-21.
(A)
(B)
(C)
(D)
2.
Queue
Array
Stack
Linked list
0
5.
the logical properties of data
a combination of data types within
a record
a combination of data object and
associated operations
a list of variables
(C)
(D)
6.
Item 4 refers to the following diagram.
R
D
S
A
(A)
7.
F
C
B
2
3
4
5
0
2
3
4
Which of the following numbers maintain
their original positions in the array if a
selection sort process is used to reorder the
array?
(B)
(C)
(D)
A variable
A pointer
A queue
A stack
1
How many swaps of distinct numberes are
performed if the array is reordered using a
selection sort process?
(A)
(B)
(C)
(D)
Which ADT is BEST described as a LIFO
structure?
(A)
(B)
(C)
(D)
4.
15 45 23 52 21 53
An ADT is
(A)
(B)
3.
Items 5–6 are based on the following onedimensional array.
Which abstract structure would be
implemented by the system to handle print
requests from users?
All of the numbers are moved to
different positions
15, 23, 53
15 alone
15, 53
Which of the following combinations is a
stack operation?
(A)
(B)
(C)
(D)
Enqueue; push
Dequeue; pop
Pop; enqueue
Push; pop
What will the array above look like after the
first three passes of selection sort?
(A)
A
B
C
R
D
S
F
(B)
A
B
C
R
F
S
D
(C)
A
B
C
D
R
S
F
(D)
A
B
C
D
F
R
S
02215010/CAPE 2021/SPEC
GO ON TO THE NEXT PAGE
-3Item 8 refers to the statements about the
following array.
8
9
I.
The binary search cannot be
peformed on this array since
there are duplicate values.
Eight would be found after one
comparison using the binary
search.
The binary search cannot be
performed since the list is
unordered.
II.
III.
8.
6
9
(C)
(D)
(B)
(C)
(D)
11.
On average they search half the list.
In the worst-case scenario they
search the entire list.
They can be used for searching an
ordered list.
They require that the list be
ordered.
What is the abstract data type depicted above?
(A)
(B)
(C)
(D)
12.
13.
Stack
Queue
Enum
Linked list
Which of the following operations is
associated with the ADT above?
(A)
(B)
(C)
(D)
I only
II only
III only
I and III only
The binary search is BEST described as
(A)
NULL
2
Which of the following is true for BOTH
a linear search and a binary search?
(A)
(B)
10.
5
Which of the statements is/are true?
(A)
(B)
(C)
(D)
9.
4
Items 11–12 refer to the following diagram.
Insert
Enqueue
Dequeue
Pop
A circular queue is implemented with
pointer front and rear. Assuming that the
locations range from 1 to 4, what would
the queue look like after the following
operations?
1.
2.
3.
4.
5.
6.
7.
Insert job 1
Insert job 2
Insert job 3
Print job 1
Insert job 4
Print job 2
Insert job 5
a search of only a section of a given
list of elements
a search which takes a divide and
conquer approach
being very fast when using a very
short list
a search of un-order elements
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-414.
A stack is implemented using an array. A
pointer top indicates the position at the top
of the stack. What would be the state of
the stack after the following operations?
I.
II.
III.
IV.
V.
VI.
VII.
Initialize stack
Push (Elaine)
Push (Howard)
Pop stack
Push (Joanne)
Push (Tom)
Pop stack
(A)
15.
A queue is implemented using a onedimensional array. Which of the following
BEST describes the dequeue operation
performed using the array?
(A)
(B)
(C)
(D)
Top
Check that the queue is empty then
return the first element in the
array and shift the remaining
elements up one place.
Return the first element in the array
and shift the remaining elements
up one place.
Check that the queue is not empty,
then return the first element in
the array and shift the remaining
elements up one place.
Return the last element in the array.
Tom
Joanne
Howard
Elaine
(B)
Top
Joanne
Howard
Elaine
(C)
Top
Tom
Joanne
Elaine
(D)
Top
Joanne
Elaine
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-5Item 16 refers to the following scenario.
17.
A doctor is assigned to one or more than
one patient on a specific ward. Attributes
of a patient include his/her patient ID and
information on his/her condition. The
ward also has an ID.
16.
Which of the ER diagrams below BEST
illustrates this information?
Which of the following is NOT an attribute
of a well-engineered software product?
(A)
(B)
(C)
(D)
18.
The MAIN goal of component testing is to
(A)
(B)
(C)
(D)
19.
(B)
(C)
(D)
improving software by addressing
bugs
developing new software from an
existing system
automatically adapting software
to changing customer needs and
wants
modifying software to satisfy
changes in customer and market
requirements
Software that is NOT associated with the
wasting of resources is said to have the
property of
(A)
(B)
(C)
(D)
02215010/CAPE 2021/SPEC
expose faults in the components
demonstrate that the system meets
its requirements
increase the supplier’s confidence
that the system meets requirements
test how one component interacts
with others in the system
Software evolution refers to
(A)
20.
Efficiency
Creativity
Maintainability
Appropriate documentation
reliability
efficiency
dependability
acceptability
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-621.
Which of the following is TRUE of
the waterfall approach to the software
development process?
I.
II.
III.
(A)
(B)
(C)
(D)
22.
23.
What are the TWO phases of the requirements engineering process (software specification)?
Cascades from one phase of the
process to another.
The following stage should not start
before the previous has finished.
This approach caters to changing
user requirements.
(A)
I and II only
I and III only
II and III only
I, II and III
(D)
Which of the following is NOT a phase in the
software development life cycle?
(A)
(B)
(C)
(D)
24.
Design
Analysis
Prototyping
Implementation
(B)
(C)
25.
Feasibility study and user
and systems requirements
documentation
Feasbility study and production of
interface specification
Interface specification and data
structure specification
Sub-system testing and maintenance
A feasibility study
(A)
(B)
(C)
(D)
states a cost effective means of
developing the proposed system
discusses whether the proposed
system will be cost effective
is usually a lengthy and costly
process
outlines how current software and
hardware can be used to develop
the proposed system
Which of the following are examples of nonfunctional requirements?
I.
II.
III.
Platform constraints
Reliability
Fault tolerance
(A)
(B)
(C)
(D)
I and II only
I and III only
II and III only
I, II and III
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-7-
Item 26 refers to the following data flow diagram which utilizes the following symbols.
26.
Which statement BEST describes the processing represented by the diagram?
(A)
(B)
(C)
(D)
27.
Create Invoice uses information from data store Customer Records and sends an Invoice
to Customer, and updates Product Records.
A Customer requests an Invoice that is created by Create Invoice which in turn updates
Customer Records and Product Records.
Create Invoice uses information from Customer Records and Product Records to produce
and send an Invoice to Customer.
Create Invoice updates Customer Records and Product Records and sends an Invoice to
Customer.
Which of the following system models
depict data transformation as data is processed?
(A)
(B)
(C)
(D)
Entity–relationship diagrams
Data flow diagrams
Data dictionaries
Class diagrams
02215010/CAPE 2021/SPEC
28.
Which of the following design processes
refers to the identification of subsystems
and their relationships?
(A)
(B)
(C)
(D)
Data path
Component
Architectural
Processor structure
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-829.
Which of the following might NOT be
output as a result of using a CASE tool?
(A)
(B)
(C)
(D)
30.
32.
Prototype
Feasibility study
Program definition
Cost/benefit analysis
When the individual modules of a software
system were tested, no errors were discovered.
However, when all the modules were merged
and tested, the system failed.
31.
33.
Acceptance testing
Integration testing
Testing using live data
Testing individual modules
Fibre optic cables
Coaxial cable
Microwave
Satellite
02215010/CAPE 2021/SPEC
Amount of CPU time used
Estimated time to complete
Job priority
(A)
I and II only
II.
III.
(A)
(B)
(C)
(D)
34.
I and III only
II and III only
I, II and III
Which of the following statements is true
about files and folders?
I.
Which transmission media is BEST suited
for the transfer of large volumes of data
over continents?
(A)
(B)
(C)
(D)
I.
II.
III.
(B)
(C)
(D)
Which of the following would MOST likely
help in identifying the failure?
(A)
(B)
(C)
(D)
What kind of information is contained in a
process control block?
Folders may contain zero or more
files.
Files within folders must be related.
File names within a folder must be
unique.
I and II only
I and III only
II and III only
I, II and III
Which of the following is NOT a process
state?
(A)
(B)
(C)
(D)
Completed
Running
Blocked
Ready
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-935.
Which of the following is NOT a method of
securing files being transmitted on a network?
(A)
(B)
(C)
(D)
38.
(A)
Compression
Encryption
Firewall
Password
(B)
(C)
(D)
Item 36 refers to the following statements.
I.
II.
III.
36.
To which network topologies does EACH
of the above statements refer?
(A)
(B)
(C)
(D)
37.
Smaller computer systems
communicate with one another
through the host.
A signal is broadcast to all the
nodes but only the destination
node responds to the signal.
A disadvantage of this topology
is, if connection is broken, the
entire network stops working.
I–STAR II–RING III–BUS
I–RING II –STAR III–BUS
I–RING II –BUS III–STAR
I –STAR II –BUS III–RING
Which layer of the OS model handles data
transmission between host computers?
(A)
(B)
(C)
(D)
Which of the following is the BEST reason
for compressing a file?
39.
Which of the following user interfaces
allows the user to navigate the interface,
making little use of the keyboard?
(A)
(B)
(C)
(D)
40.
To encrypt the file to protect its
contents
To make the file compatible with
other applications and hardware
To increase transmission time over
a network
To occupy less space on storage
media
Menu-driven interface
Graphical user interface
Objective driven interface
Command-driven interface
Which protocol is used by web pages to
transmit information?
(A)
(B)
(C)
(D)
HTTP
HTML
FTP
TCP/IP
Network layer
Transport layer
Application layer
Presentation layer
02215010/CAPE 2021/SPEC
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- 10 Items 41–42 refer to the following diagram.
43.
(A)
(B)
(C)
(D)
Y
X
44.
41.
42.
Which of the following correctly represents
the mapping relationship between TCP/IP and
the OSI model?
Ethernet, network layer
Ethernet, physical layer
TCP, presentation layer
TCP, session layer
The diagram above is an example of a
Which of the following systems processes
data received and produces immediate
results?
(A)
(B)
(C)
(D)
(A)
(B)
(C)
(D)
star topology
hybrid topology
bus topology
FDDI
Identify the items labelled X and Y
respectively.
45.
(A) Server and workstation
(B) Workstation and node
(C) Server and hub
(D) Hub and node
Batch processing
Offline processing
Centralized processing
Real-time processing
A running process initiates an input request
to get data from the keyboard. Which of the
following state transitions will take place
when the data is made available?
(A)
(B)
(C)
(D)
Ready to running
Running to ready
Blocked to ready
Blocked to running
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
02215010/CAPE 2021/SPEC
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CANDIDATE’S RECEIPT
INSTRUCTIONS TO CANDIDATE:
1.
Fill in all the information requested clearly in capital letters.
TEST CODE:
SUBJECT:
PROFICIENCY:
0
2
1
1
5
0
1
0
COMPUTER SCIENCE − UNIT 1 − Paper 01
ADVANCED
REGISTRATION NUMBER:
FULL NAME: ________________________________________________________________
(BLOCK LETTERS)
Signature: ____________________________________________________________________
Date: ________________________________________________________________________
2.
Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.
3.
Keep it in a safe place until you have received your results.
INSTRUCTION TO SUPERVISOR/INVIGILATOR:
Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.
I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.
Signature: _____________________________
Supervisor/Invigilator
Date: _________________________________
CARIBBEAN EXAMINATIONS COUNCIL
SECONCARY EDUCATION CERTIFICATE
EXAMINATION
CAPE COMPUTER SCIENCE UNIT 2
SPECIMEN PAPER 2021
Item
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Key
Syllabus
Reference
Module
A
C
D
B
C
B
D
C
C
B
D
A
D
D
C
C
B
A
C
B
A
C
D
A
B
C
B
C
A
B
1.2
1.1
1.2
1.6
1.6
1.6
1.3
1.6
1.6
1.6
1.2
1.2
1.3
1.3
1.3
2.5
2.2
2.7
2.3
2.2
2.3
2.3
2.4
2.2
2.4
2.4
2.4
2.5
2.4
2.7
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Item
No.
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
Key
Syllabus
Reference
Module
D
C
B
A
A
D
B
D
B
A
A
D
B
D
C
3.4
3.3
3.3
3.3
3.3
3.4
3.4
3.3
3.3
3.4
3.4
3.4
3.4
3.2
3.3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Module 1 – DATA STRUCTURES
Module 2 – SOFTWARE ENGINEERING
Module 3 – OPERATING SYSTEMS, COMPUTER NETWORKS AND ENTERPRISE SYSTEMS
TEST CODE
SPEC 2021/02215020
CARIBBEAN
E XAM I NAT I O N S
02215020
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMPUTER SCIENCE
SPECIMEN PAPER
FUNDAMENTALS OF COMPUTER SCIENCE
UNIT 2 – Paper 02
2 hours 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of SIX questions. Answer ALL questions.
2.
Write your answers in the spaces provided in this booklet.
3.
Do NOT write in the margins.
4.
If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra lined page(s) provided at the back of this
booklet. Remember to draw a line through your original answer.
5.
If you use the extra page(s) you MUST write the question number clearly in
the box provided at the top of the extra page(s) and, where relevant, include
the question part beside the answer.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2020 Caribbean Examinations Council
All rights reserved.
02215020/CAPE 2021/SPEC
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SECTION A
DATA STRUCTURES
Answer BOTH questions.
1.
(a)
Explain how a stack ADT is implemented.
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[3 marks]
(b)
A stack is required to store a set of characters. Assume that ‘top’ is global.
(i)
Write a code to declare the variables that will be needed by the stack. Assume that
the stack size is 1000 characters.
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[2 marks]
(ii)
Write the function, using C code, that pushes a character, c, onto the stack. You
must cater for stack overflow.
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[4 marks]
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(iii)
Write the function, using C code, that pops a character from the stack. You must cater
for stack underflow.
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[6 marks]
Total 15 marks
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(a)
The following bubbleSort() function implements the bubble sort algorithm on an array of
integers.
void bubbleSort (int a[ ], int numItems)
{
int i, j, temp;
for (i=0; i<numItems−1; i++) {
for (j=0; j<numItems−i−1; j++) {
if (a [j] > a [j+1]) {
temp = a [j] ;
a [j] = a [j+1];
a [j+1] = temp;
}
}
}
}
(i)
Explain the purpose of the outer ‘for’ loop.
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[2 marks]
(ii)
Explain carefully the process that occurs in the inner ‘for’ loop.
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[3 marks]
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(iii)
State why the upper limit for j in the inner ‘for’ loop is (numItems−i−1) and not
(numItems−1).
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[1 mark]
(b)
Write C code which performs a linear search on an array called ‘num’ containing 100 elements. Your code must check if the key is present by accepting an integer key
‘key’ from the user.
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[9 marks]
Total 15 marks
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SECTION B
SOFTWARE ENGINEERING
Answer BOTH questions
3.
(a)
State ONE advantage and ONE disadvantage of the evolutionary approach to software development.
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[2 marks]
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A company receives an order from customers and an acknowledgement of receipt of
the order is sent to the customer. A check is then made for the availability of the items ordered. If there are items that are not in stock, the customer is informed and given the opportunity to cancel. If the order is not cancelled, the order is processed for the items that are in
stock. An internal order form is generated and used for processing payment and an invoice
is prepared and sent to the customer. The customer’s payment is received, verified and acknowledged and a receipt is generated for the customer, after which the items delivered.
Draw a level one diagram DFD which demonstrates the operations taking place in the Order
Processing System.
[13 marks]
Total 15 marks
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(a)
State THREE important considerations when conducting a feasibility study to develop
an application.
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[3 marks]
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(b)
A certain university has a number of colleges. Each college has one or more departments. A lecturer is hired by one or more departments. A department can teach many
courses and a course can be taught by one or more lecturers. The following information is stored on a course: code (primary key), name, credit hours.
Draw an entity–relationship (ER) model for the scenario above.
[12 marks]
Total 15 marks
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SECTION C
OPERATING SYSTEMS AND COMPUTER NETWORKS
Answer BOTH questions.
5.
(a)
Batch systems, multi-programming systems, and multi-user systems were significant
developments in the history of operating systems. Briefly describe any TWO types of the
preceding operating systems.
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[4 marks]
(b)
A user is running a game on a computer. Indicate what situation would cause the game process
to move from
(i)
(ii)
ready to running
running to blocked.
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[4 marks]
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA - 11 (c)
A user is playing a game that accesses a small file on a disk to get a high score. The game
processor reads the file, gets the value and uses it in the process itself.
Briefly explain how an interrupt is handled by the processor above.
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[4 marks]
(d)
Briefly explain how the round-robin scheduling algorithm works.
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[3 marks]
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- 12 You are required to design a computer network. Briefly explain why network security and
interconnectivity should be considered when designing this network.
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[4 marks]
(b)
Select any TWO layers of the open system interconnection (OSI) model for computer communication and describe the role EACH plays in data communication.
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[4 marks]
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(c)
The following is a schema of a database for keeping track of Coronavirus test results in a
given country.
Patient (PatientID, FirstName, LastName, Address, DOB)
PatientTesting (TestID, PatientID, TestTypeID, TestDate, TestResult)
TestBatch (TestTypeID, TestName, Description)
Using the schema above, write an SQL query that return the names and address of all positive
cases, where TestResult contains the values ‘Positive’ or ‘Negative’.
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[7 marks]
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With the aid of a diagram, explain the role of a hub in a local area network.
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[3 marks]
Total 15 marks
END OF TEST
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02215020/CAPE 2021/SPEC
EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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02215020/CAPE 2021/SPEC
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If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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Fill in all the information requested clearly in capital letters.
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COMPUTER SCIENCE – UNIT 1 – Paper 02
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Signature: ____________________________________________________________________
Date: ________________________________________________________________________
2.
Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
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3.
Keep it in a safe place until you have received your results.
INSTRUCTION TO SUPERVISOR/INVIGILATOR:
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02215020/KMS/CAPE SPEC/2021
CARIBBEAN
EXAMINATIONS
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMPUTER SCIENCE
UNIT 2 - PAPER 02
KEYS AND MARK SCHEME
SPECIMEN PAPER 2021
2
02215020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
SECTION A
DATA STRUCTURES
Question 1
Specific Objectives: 1.1, 1.3, 1.4
(a)
An array can be used to store the elements (1).
A top
pointer keeps track of the topmost elements of the stack
(1).
When an element is added, top is incremented and
when an element is deleted, top is diverted (1).
[3 marks]
(b) (i)
(ii)
int top = (Candidates can use top = 0);
char items [1000];
(1)
(1)
[2 marks]
void push (char c)
(1)
{
(1)
if (top == 999)
printf (“Stack overflow.\n”);
else {
top++;
items [top] = c;
}
(1)
(1)
}
[4 marks]
(iii) char pop (char items[ ])
{
char c = ʽ ʽ;
if (top == -1)
printf (“Stack empty.\n”);
else {
c = items [top];
top --;
}
return c;
}
(1)
(1)
(1)
(1)
(1)
(1)
[6 marks]
Total 15 marks
3
02215020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 2
Specific Objectives: 1.6
(a)
(i)
The outer for loop is used to make numitems passes (1)
where each pass will result in one element of the array
being placed in its correct position.(1)
[2 marks]
(ii)
It goes through the unsorted elements of the array
starting from the beginning and compares adjacent
elements. (1) If an element on the left is greater than
an element on the right, the elements are swapped using a
temporary variable. (1)
[3 marks]
(iii)
Each pass of the outer for loop places the one element in
its correct position (starting from the right). So, the
inner for loop only considers the unsorted elements which
go from 0 to numItems-i-1
)
[1 mark]
(b)
int x;
for (x = 0; x < 100; x++)
if (num [x] == key) {
printf(“%d found at location %d”, key, x);
break;
}
if (x == 100)
printf(“Key Not found\n”);
[9 marks]
For or other repetition used (1)
Repetition limits correct (1)
If statement with key check (2) slight error (1)
Printed correct location where found(2) slight error(1)
Breaking out when found(1)
Printing not found correctly (2)slight error(1)
Total 15 marks
4
02215020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
SECTION B
SOFTWARE ENGINEERING
Question 3
Specific Objectives: 2.3, 2.4
(a)
Advantage: Software can be developed incrementally (1) and
functionality can be made available to end users even though
the entire system is not yet finished (1). (Any 1)
Disadvantages: Systems are often poorly structured (1).
Continual change tends to corrupt the software structure (1).
(Any 1)
[2 marks]
02215020 KMS/SPEC/2021
5
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
(b)
Internal Order Form
Process 1
Customer
Process 2
Order
Acknowledgment
Sales
Order details
Warehouse
Financial details
Item amount details
Financial details
Invoice
INVENTORY
Dispatch Instrucitons
Invoice
Dispatch Instructions
Process 4
Accounts
Process 3
Dispatch Instructions
Dispatch
Invoice details
INVOICE
Customer Entity:
Data Stores:
6 Processes:
Dataflows:
1 mark
1 mark
(1 each
(15-13)
(12-10)
(9-7)
(6-4)
(3-1)
6 marks
5 marks
4 marks
3 marks
2 marks
1 mark
[13 marks]
Total 15 marks
6
02215020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 4
Specific Objectives: 2.3, 2.5
(a)
Any THREE considerations: (1 mark for factor).

Technical feasibility: investigating whether the technology
exists to implement the proposed system OR whether it is
even practical

Economic feasibility: cost effectiveness of the proposed
system

Legal feasibility: determines any legal issues which may
conflict with its implementation (e.g. protecting data)

Operational feasibility: looks to determine if current work
practices and procedures are adequate for new system
Schedule feasibility: length of time for system to be
developed and implemented.
[3 marks]
02215020 KMS/SPEC/2021
7
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
(b)
University
Contains
College
Contains
Department
Hires
code
Offers
name
credit
hours
Course
Teaches
Lecturer
8
02215020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
All five entities correctly drawn and labelled: 3 marks
3-4 entities correctly drawn and labelled: 2 marks
1-2 entities correctly drawn and labelled: 1 mark
Attributes of course correctly shown: 1 mark
Primary key of course (code) clearly shown: 1 mark
Five relationships between entities correctly drawn and labelled: 4 marks
Four relationships between entities correctly drawn and labelled:
3 marks
Three relationships between entities correctly drawn and labelled:
2 marks
1-2 relationships between entities correctly drawn and labelled: 1 mark
Correct cardinalities of five relationships: 3 marks
Correct cardinalities of 3-4 relationships: 2 marks
Correct cardinalities of 1-2 relationships: 1 mark
(12 marks)
Total 15 marks
02215020 KMS/SPEC/2021
9
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
SECTION C
OPERATING SYSTEMS AND COMPUTER NETWORKS
Question 5
Specific Objectives: 3.2, 3.3
(a)
Batch systems: A set of jobs are collected and
run in batch mode one after the other without
manual intervention. (1)
Each job has all the
resources of the computer at its disposal when
it is run (1)
Multiprogramming
systems:
Memory
is
partitioned into several pieces and a different
job is run in each partition. (1) This allowed
several
jobs
to
be
run
simultaneously,
achieving greater throughput especially with
1/0 bound jobs. (1)
Multi-user systems: These systems enable many
different users to take advantage of the
computer’s resources simultaneously. (1) By
isolating users from each other, each user is
able to use the resources of the computer as if
they were completely dedicated to him/her. (1)
Any 2 x 2 = 4
(b)
(c)
(i)
Processor can become available (1) so game
process gets to be run/executed. (1)
(ii)
Game may be waiting on a particular device
(1) which is in use. (1)
There is an i/o interrupt to access the disk
(1). The process has a context switch (1) at
that time. The file is read and then the CPU
is also interrupted (1) to continue the
previous process (1) OR
game is being played and it is in a running
state (1)game moves from running to waiting,
when the i/o interrupt occurs and reads the
file (1)game moves from waiting to ready on
completion of reading the file. (1)
game waits on instruction to return to
running state.(1)
[4 marks]
[4 marks]
[4 marks]
[3 marks]
10
02215020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
(d)
Each process is given a certain amount of CPU
time (a time slice) (1), and if it is not
finished by the end of the time slice, the
process is moved to the back of the process
queue (1), and the next process in line is
moved to the CPU (1) OR
game is being played and it is in a running
state (1)
game moves from running to waiting, when the
i/o interrupt occurs and reads the file (1)
game
moves
from
waiting
to
ready
on
completion of reading the file. (1) game
waits on instruction to return to running
state. (1)
Total 15 marks
11
02215020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 6
Specific Objectives: 3.4, 3.5
(a)
Network security concerns making sure that the network
is protected (1) from outside intrusion. (1)
[2 marks]
Interconnectivity concerns connecting the network with
other networks. (1) Issues such as compatibility with
the other networks are important. (1)
[2 marks]
(b)
Network: routing packets (1), congestion control (1)
Data link: error control (1), communication between 2 nodes (1)
Physical: bits->cable signals. (1) How much volts is a 0/1. (1)
Transport:
Breaks data into segments (1), error Control (1)
Session:
controls the information for the sessions (1) and
the communication between applications (1)
Any two x 2 = [4 marks]
12
02215020 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 02
KEY AND MARK SCHEME
Question 6 cont’d
(c)
SELECT FirstName, LastName, Address
FROM Patient INNER JOIN PatientTesting ON Patient.PatientID =
PatientTesting.PatientID
WHERE PatientTesting.TestResult = Positive
1 mark for the SELECT clause and all correct fields
1 mark for the FROM clause and the correct table
1 mark for the INNER JOIN clause and the correct table
2 marks: 1 mark for ON clause and 1 mark for correct condition
2 marks: 1 mark for the WHERE clause and 1 mark for the
correct condition
[7 marks]
Total 15 marks
CARIBBEAN
E XAM I NAT I O N S
COUNCIL
CARIBBEAN SECONDARY EDUCATION CERTIFICATE®
EXAMINATION
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SPECIMEN PAPER
FILL IN ALL THE INFORMATION REQUESTED CLEARLY IN CAPITAL LETTERS.
TEST CODE
SUBJECT
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1
5
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3
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COMPUTER SCIENCE – SPEC
PROFICIENCY
ADVANCED
REGISTRATION NUMBER
SCHOOL/CENTRE NUMBER
NAME OF SCHOOL/CENTRE
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CANDIDATE’S FULL NAME (FIRST, MIDDLE, LAST)
DATE OF BIRTH
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TEST CODE
SPEC 2021/02215032
CARIBBEAN
02215032/SPEC
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMPUTER SCIENCE
SPECIMEN PAPER
UNIT 2 – Paper 032
2 hours
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of EIGHT questions.
2.
Answer ALL questions.
3.
Write your answers in the spaces provided in this booklet.
4.
DO NOT write in the margins.
5.
If you need to rewrite any answer and there is not enough space to do so on the
original page, two extra pages are provided at the back of this booklet. Remember
to draw a line through your original answer and correctly number your new
answer in the box provided.
6.
If you use extra pages you MUST write your registration number and question
number clearly in the boxes provided at the top of EVERY extra page.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
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02215032/CAPE 2021/SPEC
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Sequential Bar Code
Answer ALL questions.
CASE STUDY
A local community college wishes to automate the course management system to allow students to register
and pay for courses as part of their degree programme. A pre-registration process allows students to register
without any payment but still provides them with information concerning the payment needed. Actual
registration requires that payment be made at the time of registration.
At early registration, students must enter a course identification number for the course they wish to enter,
from a menu. The menu shows ALL the courses in the program along with the course identification
number, the registration limit and availability. Students will register and be given payment information
and the deadline for payment. They must make payments before the end of the actual registration period. A
student registering during the registration period is expected to pay the tuition at the point of registration.
The system is to inform students of the estimated tuition cost for all registered courses and the mandatory
ancillary fee of $5 500. The tuition cost per course is $10 500.
The system should allow students to view the list of available courses in a particular programme, register
for a maximum of three courses, given that the course limit has not been reached, and drop courses. A
message is to be sent to students regarding their approval status for the course. Information on the tuition
fees is updated by the billing department so that invoices can be generated. A lecturer for a particular
course is also able to view the list of registered students. If a student adds or drops a course before the
registration deadline has passed, the estimated tuition cost for the student should be updated.
Specification of Requirements
1.
State THREE likely problems in the manual course registration processes that led to the proposal of
new system requirements.
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[3 marks]
02215032/CAPE 2021/SPEC
GO ON TO THE NEXT PAGE
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(a)
List THREE functional requirements of the case study.
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[3 marks]
(b)
State ONE non-functional requirement of the case study.
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[1 mark]
3.
State THREE techniques that the system analyst’s team would have used to determine the requirements for the course management system.
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[3 marks]
02215032/CAPE 2021/SPEC
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4.
Students can register for several courses at the community college. Lecturers are assigned to one or
more courses and any student can enroll in a course.
Draw an entity–relationship (ER) diagram. On your diagram, show all relationships, primary keys
and cardinalities based on the statement above.
[15 marks]
02215032/CAPE 2021/SPEC
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Design Specifications
5.
Identify the MOST appropriate interface design for the system in the case study. Justify your
response.
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[2 marks]
02215032/CAPE 2021/SPEC
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -76.
Assuming that the registration data concerning a student is placed in a queue called EarlyRP, write a
pseudocode that will identify ALL students who have registered early for their courses and have paid
in full, and place these individuals in a queue called EarlyPaid. The students who have not paid or who
have not paid in full, should be placed in a queue called EarlyToBeProcessed. The data which is to be
placed in the queue EarlyRP is as follows:
-
Student Identification Number
Total Fee
Amount Paid
Balance Owing
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[15 marks]
02215032/CAPE 2021/SPEC
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Coding and Testing
7.
(a)
Write a structure named oQueue which represents a queue. oQueue contains an array of 200
elements of type oStructure which stores the information below as well as an index to the head
and the tail.
typedef struct studentpayment{
int StudentID;
float TotalFee;
float AmountPaid;
float BalanceOwing;
char RegistrationType
} oStructure;
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[6 marks]
(b)
Write an ENQUEUE function that will receive oQueue and oStructure as parameters as stated
in Part (a) above.
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[8 marks]
02215032/CAPE 2021/SPEC
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Using information stored for the payment (EarlyRP) in Question 6, complete the table below for each
data type by giving an example of a variable and appropriate test data.
Data Type
Variable Names
Appropriate Test Data
Text
Real
[4 marks]
Total 60 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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02215032/CAPE 2021/SPEC
EXTRA SPACE
If you use this extra page, you MUST write the question number clearly in the box provided.
Question No.
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‘‘*’’Barcode Area”*”
Sequential Bar Code
02215032/CAPE 2021/SPEC
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IS
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CANDIDATE’S RECEIPT
INSTRUCTIONS TO CANDIDATE:
1.
Fill in all the information requested clearly in capital letters.
TEST CODE:
SUBJECT:
PROFICIENCY:
0
2
2
1
5
0
3
2
INFORMATION TECHNOLOGY – SPEC
ADVANCED
REGISTRATION NUMBER:
FULL NAME: ________________________________________________________________
(BLOCK LETTERS)
Signature: ____________________________________________________________________
Date: ________________________________________________________________________
2.
Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.
3.
Keep it in a safe place until you have received your results.
INSTRUCTION TO SUPERVISOR/INVIGILATOR:
Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.
I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.
Signature: _____________________________
Supervisor/Invigilator
Date: _________________________________
02215032/KMS/CAPE SPEC/2021
CARIBBEAN
EXAMINATIONS
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMPUTER SCIENCE
UNIT 2 - PAPER 032
KEYS AND MARK SCHEME
SPECIMEN PAPER 2021
2
02215032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 032
KEY AND MARK SCHEME
CASE STUDY
A local community college wishes to automate the course management
system to allow students to register and pay for courses as part of
their degree programme. A pre-registration process allows students
to register without any payment but still provides them with
information concerning the payment needed.
Actual registration
requires that payment be made at the time of registration.
At early registration, students must enter a course identification
number for the course they wish to enter, from a menu. The menu shows
ALL the courses in the program along with the course identification
number, the registration limit and availability.
Students will
register and be given payment information and the deadline for
payment. They must make payments before the end of the actual
registration period. A student registering during the registration
period is expected to pay the tuition at the point of registration.
The system is to inform students of the estimated tuition cost for
all registered courses and the mandatory ancillary fee of $5 500.
The tuition cost per course is $10 500.
The system should allow students to view the list of available courses
in a particular programme, register for a maximum of three courses,
given that the course limit has not been reached, and drop courses.
A message is to be sent to students regarding their approval status
for the course. Information on the tuition fees is updated by the
billing department so that invoices can be generated. A lecturer for
a particular course is also able to view the list of registered
students. If a student adds or drops a course before the registration
deadline has passed, the estimated tuition cost for the student should
be updated.
3
02215032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 032
KEY AND MARK SCHEME
Specification of Requirements [25 marks]
1. State THREE likely problems in the manual course registration
processes that led to the proposal of new system requirements.
●
●
●
●
●
●
●
The availability of spaces may not have been updated in real-time
leading to more persons registering for a course than the maximum
number of spaces
A student may have been allowed to register beyond the
registration deadline leading to confusion
There may have been instances where a student was allowed to drop
a course after the registration deadline
Tuition costs may have been miscalculated if courses were dropped
after the registration deadline
Incorrect billing information could have been sent to the Billing
department based on incorrect tuition calculation
Students may not have been informed of their approval status in a
timely manner
Lecturers may not have been able to view approved list of
students
(Any other appropriate response 3 X 1)
[3 marks]
2. (a)
List THREE functional requirements of the Case Study.
●
●
●
●
●
●
●
●
●
●
Allow students to register for up to three courses
Allow the Registrar to add courses to the course
catalogue
Allow the Registrar to drop courses from the course
catalogue
Allow students to view a list of available courses
Allow students to drop a course
System should check availability of spaces for
registration of a course
System should inform students of estimated tuition costs
after registration
Allow the Registrar to approve students for courses
System should send a message to students regarding
approval for undertaking courses
System should send information to the Billing department
for the generation of invoices
4
02215032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 032
KEY AND MARK SCHEME
●
Allow lecturers to view list of students approved to
undertake courses
●
Backup/recovery system/availability of system
(Any 3 X 1)
[3 marks]
(b)
State ONE non-functional requirement of the Case Study
●
●
system will be user-friendly, will not allow students to
change information for another student
provide real-time updates
[1 mark]
3. State THREE techniques that the system analyst’s team would have
used to determine the requirements for the course management system.
●
●
●
●
●
Review of existing documentation - reports, forms or descriptions
of procedures - to gather information about the current state of
the system
Interviews with relevant users of the manual system - to gather
information about the current state of the system and to gather
opinions about the new system
Observation and documentation of business processes - to gather
information about the current state of the system
Questionnaires - to gather information about the current state of
the system and to gather opinions about the new system
Reviewing other course management systems.
(Any 3 X 1)
[3 marks]
5
02215032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 032
KEY AND MARK SCHEME
4. Students can register for several courses at the community college.
Lecturers are assigned to one or more courses and any student can
enroll in a course.
Draw an entity-relationship (ER) diagram. On your diagram, show all
relationships, primary keys and cardinalities based on the statement
above.
3 entities (Student, Course, Lecturer)
- 3 marks
2 Relationships (Registers, Lecturers)
- 2 marks
4 Cardinalities
- 4 marks
3 Primary keys
- 3 marks
Correct use of symbols (entities, relationships, attributes)- 3 marks
[15 marks]
6
02215032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 032
KEY AND MARK SCHEME
Design Specifications (17 marks)
5. Identify the MOST appropriate interface design for the system in the
Case study. Justify your response.
Graphic User Interface.
o
o
o
User-friendly
Short learning curve to use the system
Uses menu/W.I.M.P.
[2 marks]
6. Assuming that the registration data concerning a student is placed in
a queue called EarlyRP, write a pseudocode that will identify ALL
students who have registered early for their courses and have paid in
full and place these individuals in a queue called EarlyPaid. The
students who have not paid or not paid in full should be placed in
the queue called EarlyToBeProcessed. The data which is to be placed
in the queue EarlyRP is as follows:




Student Identification Number
Total Fee
Amount Paid
Balance Owing
BEGIN
WHILE EarlyRP is not empty DO
TempStruct = dequeue ( EarlyRP )
IF TempStruct. Balance Owing = 0 or Amount Paid = Total Fee THEN
IF EarlyPaid is not full THEN
Enqueue (EarlyPaid, TempStruct)
ELSE
PRINT “This queue is full”
7
02215032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 032
KEY AND MARK SCHEME
ENDIF
ELSE
IF EarlyToBeProcessed is not full THEN
Enqueue ( EarlyToBeProcessed, TempStruct)
ELSE
PRINT “This queue is full”
ENDIF
ENDIF
ENDWHILE
END
The BEGIN and END
WHILE loop
1st ENQUEUE
2nd ENQUEUE
DEQUEUE
- 1 mark
- 2 marks (WHILE -1 and ENDWHILE -1)
- 2 marks (name and two arguments)
- 2 marks (name and two arguments)
- 2 marks (name and one argument)
IF STATEMENT (checking for the early payment)- 2 marks (IF -2 and ELSE
- 1)
IF STATEMENT (checking for the queue is full - 2 marks (IF -2 and ELSE
- 1)
PRINT STATEMENTS
2 marks (two print statements - 1 mark each)
[15 marks]
8
02215032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 032
KEY AND MARK SCHEME
Coding and Testing (18 marks)
7.
(a)
Write a queue named oQueue which is a structure that
contains an array that stores the information of the
structure given below as well as an index to the head and the
tail.
typedef struct studentpayment{
int StudentID;
float TotalFee;
float AmountPaid;
float BalanceOwing;
char RegistrationType
} oStructure;
Example
// STRUCTURE OF QUEUE
typedef struct QUEUE{
// 1 mark
int head;
// 1 mark
int tail;
//
1 mark
oStructure queue [200]; // 1 mark correct data
type, 1 mark array
} oQueue;
// 1 mark
[6 marks]
9
02215032 KMS/SPEC/2021
COMPUTER SCIENCE
UNIT 2 – Paper 032
KEY AND MARK SCHEME
(b)
Write an ENQUEUE function for oQueue
parameters stated in Part (a) above.
int ENQUEUE ( oQueue EP, oStructure TS){
if ( isFull ( EP ) ){
and
oStructure
as
// 3 marks
// 2 marks
printf (“The Queue is Full and there will be no more
additions”); // 1 mark
return 0;
}
EP.tail = EP.tail + 1;
// 1 mark
EP.queue [ EP.tail].
return 1;
// 1 mark
}
[8 marks]
8. Using information stored for the payment (EarlyRP) in Question 6,
complete the table below for each data type by giving an example of
a variable and appropriate test data.
Data Type
Variable Names
Appropriate
Text
Student ID
12456
Real
Balance owing, amount
paid, total fee
2500
Test Data
[4 marks]
Total 60 marks
Caribbean Examinations Council
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St Michael BB11091
Tel: (246) 227 1700
Email: cxcezo@cxc.org