Skills for Computing

4 September 2018

Marking Scheme
This marking scheme has been prepared as a guide only to markers. This is not a set of
model answers, or the exclusive answers to the questions, and there will frequently be
alternative responses which will provide a valid answer. Markers are advised that, unless a
question specifies that an answer be provided in a particular form, then an answer that is
correct (factually or in practical terms) must be given the available marks.

If there is doubt as to the correctness of an answer, the relevant NCC Education materials
should be the first authority.

Throughout the marking, please credit any valid alternative point.

Where markers award half marks in any part of a question, they should ensure
that the total mark recorded for the question is rounded up to a whole mark.
 Answer ALL questions

Question 1

The number of hours six people spend shopping and the number of items they buy are
recorded.

The results are recorded in the table below:

Number Hours Spent Number Items

Shopping Bought
2 8
1 2
3 12
3 8
2 5
1 1

a) Calculate the mean number of hours spent shopping. 2

Award 1 mark for correct workings and 1 mark for the correct answer

2+1+3+3+2+1 = 2
6

b) Calculate the median number of items bought. 2

Award 1 mark for correct workings and 1 mark for the correct answer

1 2 5 8 8 12

5 + 8 = 6.5
2

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 Marks
c) Calculate the simple linear regression line. 6

Number Number xy x2
Hours Spent Items
Shopping Bought
(x) (y)
2 8 16 4
1 2 2 1
3 12 36 9
3 8 24 9
2 5 10 4
1 1 1 1
Total 12 36 89 28
Mean 2 6

𝒏𝜮𝒙𝒚 − 𝜮𝒙𝜮𝒚
𝒎=
𝒏𝜮𝒙𝟐 − (𝜮𝒙)𝟐

(𝟔 × 𝟖𝟗) − (𝟏𝟐 × 𝟑𝟔)

𝒎=
𝟔 × 𝟐𝟖 − (𝟏𝟐)𝟐

𝟓𝟑𝟒 − 𝟒𝟑𝟐
𝒎=
𝟏𝟔𝟖 − 𝟏𝟒𝟒
𝟏𝟎𝟐
𝒎= = 4.25
𝟐𝟒

𝒄 = 𝒚 − 𝒎𝒙
𝒄 = 𝟔 − 𝟒. 𝟐𝟓 × 𝟐
𝒄 = −𝟐. 𝟓

Simple linear regression line for the set of data is:

𝒚 = 𝟒. 𝟐𝟓𝒙 − 𝟐. 𝟓

Award up to 5 marks for correct workings.

1 mark for final answer.
Deduct ½ marks for each minor error.
Follow through with answers from previous parts.

Total 10 Marks

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 Marks

Question 2

A student records the number of times their friends check their mobile phone for
one hour.

Person Number of times

A 3
B 8
C 1
D 10
E 25
F 6

a) Is the data collected qualitative or quantitative? Explain your answer. 2

quantitative (1), the data is numeric (1)

b) Draw a bar chart of the results. 6

Bar chart to show the number of times each

person checks their phone in one hour
25
Number of times

20
15
10
5
0
A B C D E F
Person

Award 2 marks for bar chart with gaps between bars and equal width of
bars.
Award 1 mark for Person/Friend etc. on horizontal axis
Award 1 mark for number of checks on vertical axis
Award 2 marks for accurate plotting of bars – deduct ½ mark for each
error

c) Explain what the bar chart shows. 2

Person E checked their phone the most times (1)

Person C checked their phone the least times (1)

Total 10 Marks
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 Marks

Question 3

A student is carrying out a survey asking people how many times they use a car, bus,
taxi or bicycle in the past week.

a) Would the data collected be primary or secondary data? Explain your answer. 2

primary (1), it’s direct from the source (1)

b) The results for the number of times people use a car are below:

12 2 55 14 28 3 26 10 12 33 41 20 8

i) Are the results continuous or discrete? Explain your answer. 2

discrete (1), they are whole numbers (1)

ii) Calculate the range of the data. 1

2-55 = 53 (1)

2
iii) Calculate the median of the data.
Put the data in order
2 3 8 10 12 12 14 20 26 28 33 41 58

(13+1)/2 = 7th value

= 14

1 mark for working

1 mark for answer

c) A new survey is taken and the results for the number of times they use a bicycle
is 10.2 times.

i) Is this possible? Explain your answer. 2

No (1). You cannot use a bicycle half a time (1).

ii) State the name of this type of error. 1

Systemic (1)

Total 10 Marks

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 Marks
Question 4

The Headteacher of a school needs to find a way to increase the number of students
taking part in sports in school. The management team has decided to apply the ‘Six
Hats’ method to the problem ‘in serial’.

a) Describe the serials method of applying the ‘Six Hats’ method. 1

The idea is subjected to the viewpoint of each hat in turn (1).

b) Name and describe an alternative method of applying the ‘Six Hat’s method. 2

Parallel (1).Each member wears one hat and engages using only that
viewpoint (1)

c) State the name of the hat that is cautious, critical and careful. Suggest how the 3
wearer of this hat will respond to the idea of increasing the number of students
taking part in sports and state whether this hat is predominantly right-brained or
left-brained.

Black (1)
Will outline the disadvantages and negative aspects (1)
Left-brained(1)

d) Describe the role of the white hat. Describe how the white hat will contribute to 3
the discussion.

Neutral and objective (1)

Concerned with facts, figures and proof (1)
They will look at the number of students in sports, the number in other
schools etc. (1)

e) State the hat colour that the chair of the meeting would wear. 1

Blue (1)

Total 10 Marks

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 Marks
Question 5

a) Give THREE (3) reasons why referencing correctly is important. 3

Award 1 mark for each of the below bullet points up to a max of 3.

Indicative answers:
• Helps you to find the original source should you need to check
something again (1)
• Helps readers find the original source that is being referred to (1)
• Gives readers confidence in your work (1)
• Makes it clear you have not plagiarised the work (1)
• Acknowledging the source which is a courtesy to the author (1)

b) The following book is referenced:

Title: Introduction to Computing

Author: S. Smith
Page number: 101
Year of publication: 2010
Publisher: Sun Press
Location of publisher: Edinburgh
2
i) Identify TWO (2) errors in the reference list below.

Smith, 2010. Introduction to Computing. Sun Press, Edinburgh.

Maximum 2 marks can be awarded

Missing initial in name (1)
Publisher and location of publisher in wrong order (1)

c) Give the in-text reference for the book Introduction to Computing. 3

1 mark for each item

If reference correct but in wrong order deduct 1 mark
(Smith, 2010:101)

d) Give TWO (2) examples of activities that could contribute to the CPD of an IT 2
professional.

Award 1 mark for each of the below examples up to a max of 2

Indicative answers:
Professional course (1), Seminar (1), Reading IT publications (1),
Conferences (1), Reading journal articles (1), Listening to Podcasts(1)

Total 10 Marks
End of paper
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 Formula sheet

1. Percentage points of the normal distribution

1 1

-z z

1 15.87% 15% 5.00% 2.50% 2.28% 1.00% 0.50%

 68.27% 70.00% 90.00% 95.00% 95.45% 98.00% 99.00%
z 1.0000 1.0364 1.6449 1.9600 2.0000 2.3263 2.5758

2. Formulae

Spearman’s Rank Correlation (with no ties)

6 ∑ 𝑑2
𝑟𝑠 = 1 −
𝑛(𝑛2 − 1)

The Pearson Correlation Function

𝑛 ∑ 𝑥𝑖 𝑦𝑖 − ∑ 𝑥𝑖 ∑ 𝑦𝑖
𝑅=𝑟=
√(𝑛 ∑ 𝑥𝑖2 − (∑ 𝑥𝑖 )2 )(𝑛 ∑ 𝑦𝑖2 − (∑ 𝑦𝑖 )2 )

Simple Linear Regression

𝑦̂ = 𝑚𝑥𝑖 + 𝑐 is the least SSE straight line where:

∑(𝑥𝑖 − 𝑥̅ )(𝑦𝑖 − 𝑦̅) 𝑛 ∑ 𝑥𝑖 𝑦𝑖 − ∑ 𝑥𝑖 ∑ 𝑦𝑖

𝑚= 𝑚=
∑(𝑥𝑖 − 𝑥̅ )2 𝑛 ∑ 𝑥𝑖2 − (∑ 𝑥𝑖 )2

𝑐 = 𝑦̅ − 𝑚𝑥̅

The Coefficient of Determination

∑(𝑦̂ − 𝑦̅)2
𝑅2 = 𝑟 2 =
∑(𝑦 − 𝑦̅)2

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Marking note

Multiply original mark out of 50 by two to produce final mark out of 100 to be recorded.

Learning Outcomes matrix

Question Learning Outcomes Marker can differentiate

assessed between varying levels of
achievement
1 2, 4 Yes
2 2, 4 Yes
3 2, 4 Yes
4 3 Yes
5 1, 5 Yes

Grade descriptors

Learning Outcome Pass Merit Distinction

Be able to use Draw upon and Draw upon a variety Draw upon a wide
various skills to make use of an of skills and make range of skills and
support the study of adequate range of an appropriate make a highly
Computing skills selection appropriate
selection
Be able to Demonstrate Demonstrate strong Demonstrate highly
communicate in a adequate standard and consistent skilful, exemplary
technical of communication standard of standard of
environment communication communication
Be able to deploy Demonstrate Demonstrate sound Demonstrate highly
thinking skills and adequate and appropriate effective deployment
problem-solving deployment of deployment of skills of skills and
paradigms in both a skills and and paradigms paradigms
business and paradigms
learning context.
Be able to handle Demonstrate Demonstrate ability Demonstrate ability
and present data ability to perform to perform the task to perform the task
the task consistently well to the highest
standard
Understand the need Demonstrate Demonstrate robust Demonstrate highly
for lifelong learning adequate level of level of comprehensive level
understanding understanding of understanding

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