A2 Level Computer Science Topical Paper 4 Final 2018

ADNAN SALEEM
University of Cambridge International Examinations 9608

(Cambridge Assessment International Education)
A2 Level Paper 4
Computer Science
Paper 4: Further Problem-solving and
Programming Skills
Topical Practice Book

Including
 Questions from 2005-2017
 Mark Scheme
 May and November Both Sessions and Variants
 CAIE Latest Syllabus Attached
 Example Candidate Response for P4 (High-Medium-Low)
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Book Title: CAIE A2 Level Computer Science 9608 Classified Paper 4 (Topical Question & MS)
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The Author
Topic 23 Computational Thinking & Problem-Solving ……. 5
Topic 24 Algorithm Design Methods ……………………….. 93
Topic 25 Recursion ……………………………………………161
Topic 26 Further Programming…………………………….. 173
Topic 27 Object-Oriented Programming (OOP) ………… 199
Topic 28 Low level Programming …………………………..293
Topic 29 Declarative Programming.………………………. 343
Topic 30 Software Development ……………………………365
CAIE Latest Syllabus Content……………………………………389
Example Candidate Responses for P4 ……………………….. 401
Topic 23
Computational Thinking &
Problem-Solving
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AS Computer Science Paper 4
A2 1 Topic 23: Computational Thinking & Problem-Solving
QUESTION # 1
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QUESTION # 2
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QUESTION # 3
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QUESTION # 5
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QUESTION # 6
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QUESTION # 7
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QUESTION # 8
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QUESTION # 9
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QUESTION # 10
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QUESTION # 11
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QUESTION # 12
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QUESTION # 13
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QUESTION # 14
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QUESTION # 15
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QUESTION # 16
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QUESTION # 17
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QUESTION # 18
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QUESTION # 19
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SOLUTION
QUESTION # 20
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Topic 24
Algorithm Design Methods
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A2 1 Topic 24: Algorithm Design Methods
QUESTION # 1
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QUESTION # 2
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QUESTION # 3
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QUESTION # 4
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QUESTION # 5
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QUESTION # 6
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QUESTION # 7
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QUESTION # 8
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QUESTION # 9
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QUESTION # 9
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QUESTION # 10
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QUESTION # 11
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SOLUTION
QUESTION # 12
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SOLUTION
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QUESTION # 13
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Topic 25
Recursion
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A2 1 Topic 25: Recursion
QUESTION # 1
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QUESTION # 2
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QUESTION # 3
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SOLUTION
QUESTION # 4
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SOLUTION
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A2 1
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A2 1
Topic 26
Further Programming
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A2 1 Topic 26: Further programming
QUESTION # 1
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QUESTION # 2
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QUESTION # 3
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QUESTION # 4
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QUESTION # 5
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QUESTION # 6
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198
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Topic 27
Object-Oriented Programming
(OOP)
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A2 1 Topic: 27 Object-oriented programming (OOP)
QUESTION # 1
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QUESTION # 2
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QUESTION # 3
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QUESTION # 4
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QUESTION # 5
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QUESTION # 6
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QUESTION # 7
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QUESTION # 8
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QUESTION # 9
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QUESTION # 10
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QUESTION # 11
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QUESTION # 12
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QUESTION # 14
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A2 1
Topic 28
Low level Programming
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A2 1 Topic 28: Low level programming
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QUESTION # 2
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QUESTION # 4
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QUESTION # 5
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QUESTION # 6
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QUESTION # 10
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QUESTION # 11
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A2 1
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Declarative Programming
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A2 1 Topic 29: Declarative programming
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QUESTION # 2
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A2 1
Topic 30
Software Development
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A2 1 Topic 30: Software development
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A2 Computer Science Paper 4 Syllabus and Example Candidate Responses
SYLLABUS
Cambridge International AS and A Level
Computer Science
9608
For examination in June and November 2017, 2018 and 2019
Changes to syllabus for 2017, 2018 and 2019
This syllabus has been updated. The latest version is version 2, published May 2016.
Changes have been made to page 36, 3.5.4 Malware

The first bullet now reads:
3.5.4 Malware
• show understanding of malware: viruses, spyware, worms, phishing, pharming
Significant changes to the syllabus are indicated by black vertical lines either side of the text.
You are strongly advised to read the whole syllabus before planning your teaching
programme.
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3. Syllabus content at a glance
Section Topics
Section 1 1.1 Information representation

Theory Fundamentals 1.1.1 Number representation
1.1.2 Images
1.1.3 Sound
1.1.4 Video
1.1.5 Compression techniques
1.2 Communication and Internet technologies
1.2.1 Networks
1.2.2 IP addressing
1.2.3 Client- and server-side scripting
1.3 Hardware
1.3.1 Input, output and storage devices
1.3.2 Main memory
1.3.3 Logic gates and logic circuits
1.4 Processor fundamentals
1.4.1 CPU architecture
1.4.2 The fetch-execute cycle
1.4.3 The processor’s instruction set
1.4.4 Assembly language
1.5 System software
1.5.1 Operating system
1.5.2 Utility programs
1.5.3 Library programs
1.5.4 Language translators
1.6 Security, privacy and data integrity
1.6.1 Data security
1.6.2 Data integrity
1.7 Ethics and ownership
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1.7.2 Ownership
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1.8 Database and data modelling

1.8.1 Database Management Systems (DBMS)
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1.8.2 Relational database modelling

1.8.3 Data Definition Language (DDL) and Data Manipulation
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Language (DML)
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Section 2 2.1 Algorithm design and problem-solving

Fundamental 2.1.1 Algorithms
Problem-solving and
2.1.2 Structure chart
Programming
2.1.3 Corrective maintenance
2.1.4 Adaptive maintenance
2.2 Data representation
2.2.1 Data types
2.2.2 Arrays
2.2.3 Files
2.3 Programming
2.3.1 Programming basics
2.3.2 Transferable skills
2.3.3 Selection
2.3.4 Iteration
2.3.5 Built-in functions
2.3.6 Structured programming
2.4 Software development
2.4.1 Programming
2.4.2 Program testing
2.4.3 Testing strategies
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Section 3 3.1 Data representation

Advanced Theory 3.1.1 User-defined data types
3.1.2 File organisation and access
3.1.3 Real numbers and normalised floating-point representation
3.2 Communication and Internet technologies
3.2.1 Protocols
3.2.2 Circuit switching, packet switching and routers
3.2.3 Local Area Networks (LAN)
3.3 Hardware
3.3.1 Logic gates and circuit design
3.3.2 Boolean algebra
3.3.3 Karnaugh Maps
3.3.4 Flip-flops
3.3.5 RISC processors
3.3.6 Parallel processing
3.4 System software
3.4.1 Purposes of an operating system (OS)
3.4.2 Virtual machine
3.4.3 Translation software
3.5 Security
3.5.1 Asymmetric keys and encryption methods
3.5.2 Digital signatures and digital certificates
3.5.3 Encryption protocols
3.5.4 Malware
3.6 Monitoring and control systems
3.6.1 Overview of monitoring and control systems
3.6.2 Bit manipulation to monitor and control devices
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Section 4 4.1 Computational thinking and problem-solving

Further Problem-solving 4.1.1 Abstraction
and Programming Skills
4.1.2 Algorithms
4.1.3 Abstract Data Types (ADT)
4.1.4 Recursion
4.2 Algorithm design methods
4.2.1 Decision tables
4.2.2 Jackson Structured Programming (JSP)
4.2.3 State-transition diagrams
4.3 Further programming
4.3.1 Programming paradigms
Low-level programming
Imperative programming
Object-oriented programming
Declarative programming
4.3.2 File processing
4.3.3 Exception handling
4.3.4 Use of development tools / programming environments
4.4.1 Stages of software development
4.4.2 Testing
4.4.3 Project management
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4. Assessment at a glance
For Cambridge International AS and A Level Computer Science, candidates may choose:
• to take Papers 1, 2, 3 and 4 in the same examination series, leading to the full Cambridge International
A Level
• to follow a staged assessment route by taking Papers 1 and 2 (for the AS Level qualification) in one
series, then Papers 3 and 4 (for the full Cambridge International A Level) in a later series
• to take Papers 1 and 2 only (for the AS Level qualification).
Components Weighting (%)

AS A
Paper 1 Theory Fundamentals 50 25

This written paper contains short-answer and structured questions.
There is no choice of questions.
75 marks
Externally assessed 1 hour 30 minutes
Paper 2 Fundamental Problem-solving and Programming Skills 50 25
Topics will include those given in the pre-release material.1
75 marks
Externally assessed 2 hours
Paper 3 Advanced Theory – 25
75 marks
Externally assessed 1 hour 30 minutes
Paper 4 Further Problem-solving and Programming Skills – 25
Topics will include those given in the pre-release material.1
75 marks
Externally assessed 2 hours
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Advanced Subsidiary (AS) forms 50% of the assessment weighting of the full Advanced (A) Level.
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On receipt of estimated entry forms by the required date stated in the Administrative Guide, the
pre-release material for Paper 2 and Paper 4 will be made available to Centres the January before
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the June examination, and the July before the November examination. The material will be sent in hard
copy form. When the material has been received, it should be shared with the relevant teachers in the
Centre and issued to candidates immediately, as teachers and candidates need the material to prepare for
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the examinations. Candidates are not permitted to bring any prepared material into the examination.
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5.3 Relationship between assessment objectives and components

The approximate weightings allocated to each of the assessment objectives are summarised below.
Assessment objective Paper 1 Paper 2 Paper 3 Paper 4 AS Level A Level

(%) (%) (%) (%) (%) (%)
AO1 Knowledge with understanding 20 5 20 5 50 50
AO2 Skills 5 20 5 20 50 50
6. Syllabus content
Annual technical updates

Technical updates will be published each year to take account of emerging technologies relevant to
the Syllabus content. Please refer to the updates page for this syllabus on the Cambridge website
http://www.cie.org.uk/9608 for the relevant year of examination.
This syllabus is set out in the form of teaching sections. Each teaching section is assessed by its associated
paper. The AS Level syllabus consists of teaching Sections 1 and 2 only, and the A Level syllabus consists of
all four teaching sections.
The subject content for each section is shown below.
Syllabus Paper Section title

content
section
1 1 Theory Fundamentals
2 2 Fundamental Problem-solving and Programming Skills
3 3 Advanced Theory
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4 4 Further Problem-solving and Programming Skills

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Section 4 Further problem-solving and programming skills

4.1 Computational thinking and problem-solving
Candidates should be able to:
4.1.1 Abstraction
• show understanding of how to model a complex system by only including essential details, using:
– functions and procedures with suitable parameters (as in procedural programming, see
Section 2.3)
– ADTs (see Section 4.1.3)
– classes (as used in object-oriented programming, see Section 4.3.1)
– facts, rules (as in declarative programming, see Section 4.3.1)
4.1.2 Algorithms
• write a binary search algorithm to solve a particular problem
• show understanding of the conditions necessary for the use of a binary search
• show understanding of how the performance of a binary search varies according to the number of
data items
• write an algorithm to implement an insertion sort
• write an algorithm to implement a bubble sort
• show understanding that performance of a sort routine may depend on the initial order of the data
and the number of data items
• write algorithms to find an item in each of the following: linked list, binary tree, hash table
• write algorithms to insert an item into each of the following: stack, queue, linked list, binary tree,
hash table
• write algorithms to delete an item from each of the following: stack, queue, linked list
• show understanding that different algorithms which perform the same task can be compared by
using criteria such as time taken to complete the task and memory used
4.1.3 Abstract Data Types (ADT)

• show understanding that an ADT is a collection of data and a set of operations on those data
• show understanding that data structures not available as built-in types in a particular programming
language need to be constructed from those data structures which are built-in within the language
TYPE <identifier1>
DECLARE <identifier2> : <data type>
DECLARE <identifier3> : <data type>
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ENDTYPE
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• show how it is possible for ADTs to be implemented from another ADT

• describe the following ADTs and demonstrate how they can be implemented from appropriate
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4.1.4 Recursion
• show understanding of the essential features of recursion
• show understanding of how recursion is expressed in a programming language
• trace recursive algorithms
• write recursive algorithms
• show understanding of when the use of recursion is beneficial
• show awareness of what a compiler has to do to implement recursion in a programming language
4.2 Algorithm design methods

4.2.1 Decision tables

• describe the purpose of a decision table
• construct a decision table for a given problem with a maximum of three conditions
• simplify a decision table by removing redundancies
4.2.2 Jackson Structured Programming (JSP)

• construct a JSP structure diagram showing repetition
• construct a JSP structure diagram showing selection
• write equivalent pseudocode from such structure charts
• construct a JSP structure diagram to describe a data structure
• construct a JSP data structure diagram:
– using sequence
– using selection
– using iteration
• construct a JSP diagram for a program design
4.2.3 State-transition diagrams

• use state-transition diagrams to document an algorithm
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4.3 Further programming

Candidates should already have practical experience of the content in Section 2.3 Programming. Candidates
should be able to:
4.3.1 Programming paradigms

• show understanding of what is meant by a programming paradigm
• show understanding of the characteristics of a number of programming paradigms (low-level,
imperative (procedural), object-oriented, declarative)
– low-level programming
○ demonstrate an ability to write low-level code that uses various address modes:
immediate, direct, indirect, indexed and relative (see Section 1.4.3 and Section 3.6.2)
– imperative programming
○ see details in Section 2.3 (procedural programming)
– object-oriented programming (OOP)
○ demonstrate an ability to solve a problem by designing appropriate classes
○ demonstrate an ability to write code that demonstrates the use of classes, inheritance,
polymorphism and containment (aggregation)
– declarative programming
○ demonstrate an ability to solve a problem by writing appropriate facts and rules based on
supplied information
○ demonstrate an ability to write code that can satisfy a goal using facts and rules
4.3.2 File processing (see also Section 2.2.3)

• write code to define a record structure
• write code to perform file-processing operations: open or close a file; read or write a record to a
file
• use pseudocode for random file handling:
OPENFILE <filename> FOR RANDOM
SEEK <filename>, <address> // move a pointer to the disk address for the record
GETRECORD <filename>, <identifier>
PUTRECORD <filename>, <identifier>
• write code to perform file-processing operations on serial, sequential and random files
4.3.3 Exception handling

• show understanding of an exception and the importance of exception handling
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• write code to use exception handling in practical programming
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• know when to use compilers and interpreters
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4.4.1 Software development resources

• show understanding of the possible role of program generators and program libraries in the
development process
4.4.2 Testing
• show awareness of why errors occur
• show understanding of how testing can expose possible errors
• appreciate the significance of testing throughout software development
• show understanding of the methods of testing available: dry run, walkthrough, white-box,
black-box, integration, alpha, beta, acceptance
• show understanding of the need for a test strategy and test plan and their likely contents
• choose appropriate test data (normal, abnormal and extreme/boundary) for a test plan
4.4.3 Project management

• show understanding that large developments will involve teams
• show understanding of the need for project management
• show understanding of project planning techniques including the use of GANTT and Program
Evaluation Review Technique (PERT) charts
• describe the information that GANTT and PERT charts provide
• construct and edit GANTT and PERT charts
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7. Description of components
7.1 Scheme of assessment

Each examination paper will consist of a variable number of short-answer and structured questions of
variable mark value. Candidates must answer all questions. Candidates will answer on the question paper.
Calculators are not allowed in these papers.
Paper 1 Theory Fundamentals

This is a compulsory paper consisting of questions set on Section 1 of the syllabus.
Paper 2 Fundamental Problem-solving and Programming Skills

Paper 3 Advanced Theory

Paper 4 Further Problem-solving and Programming Skills

The assessment is by written papers, but the learning should be done in a mainly practical way: problem-
solving and programming. Questions will require the candidate to think, use knowledge with understanding
and demonstrate understanding gained through practising practical skills.
7.2 Paper 2 and Paper 4 Problem-solving and Programming Skills

pre-release material
The pre-release material for Paper 2 and Paper 4 will be made available to Centres the January before the
June examination and the July before the November examination. Centres are advised to encourage their
candidates to develop solutions to tasks using a high-level programming language. Centres must choose a
high-level programming language from this list: Visual Basic (console mode), Pascal/Delphi (console mode)
or Python. The purpose of the pre-release material tasks is to direct candidates to some of the topics which
will be examined in Paper 2 and Paper 4. Teachers are expected to incorporate these tasks into their lessons
and give support in finding methods and reaching solutions. Questions will be included that test candidates’
understanding gained from developing programmed solutions to these tasks. The tasks will be appropriate
for all ability levels.
The examination questions will require candidates to have practical programming experience, including
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encouraged to extend their practical programming beyond the scope of these tasks.It is appreciated that in
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an examination, candidates will not have access to a compiler, interpreter or any other aid to writing correct
syntax. Therefore, minor syntax errors in candidates’ programs will be ignored.
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Example Candidate Responses
In order to help us develop the highest quality Curriculum Support resources, we are
undertaking a continuous programme of review; not only to measure the success of our
resources but also to highlight areas for improvement and to identify new development needs.
Cambridge International AS & A Level

Computer Science
9608
Paper 4
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Paper 4
Paper 4 – Further Problem-solving and Programming Skills

Question 1
Mark scheme
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Paper 4
Example candidate response – high
Examiner comment – high

Here the candidate correctly labelled the states. The possible events when the turnstile is in the locked state
are correctly identified. The candidate did not appreciate that from the unlocked state there can’t be the
same event resulting in two different states. The event ‘attempt to insert coin’ was not identified.
Total marks awarded = 4 out of 5

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Paper 4
Example candidate response – middle
Examiner comment – middle

The candidate correctly labelled the states and the events that result in a different state. The events that do
not change the current state were applied to the wrong states.

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Paper 4
Example candidate response – low
Examiner comment – low

The candidate correctly labelled the states, noting that the turnstile starts in the locked state, as given in the
introduction of the question. However, the candidate did not appreciate that the arrows in the diagram
represent events.

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Paper 4
Question 2
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Paper 4
Question 2, continued
Mark scheme
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Paper 4
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Paper 4

In part (a) the candidate converted the given facts correctly into clauses, taking care to show that atoms and
predicates are written with a lower case first letter.
In part (b) the candidate knew that the variable ‘ThisCity’ would instantiate first to London and then to
Manchester.
In part (c) the candidate realised that the clauses ‘city_visited’ and ‘city_in_country’ are needed to find out
which countries the travel writer has visited. The candidate also realised that variables were required.
However, the variables for ‘city_in_country’ were not in the correct order as the second variable represents
the country and therefore needs to match the variable used in the head of the rule. The response then
continues as an imperative IF statement rather than the required declarative statement making a rule.
Marks awarded for part (a) = 4/4

Marks awarded for part (b) = 2/2
Marks awarded for part (c) = 2/4
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In part (a) the candidate converted the given facts correctly into clauses. However, the response does not
clearly show that atoms and predicates are written with a lower case first letter.
In part (b) the candidate knew that the variable ‘ThisCity’ would instantiate first to London and then to
Manchester.
In part (c) the candidate realised that the clauses ‘city_visited’ and ‘city_in_country’ are needed to find out
which countries the travel writer has visited. The candidate also realised that variables were required.
However, the response is written as an imperative IF statement rather than the required declarative
statement representing a rule.

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Candidate script = 654551214

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In part (a) the candidate converted the given facts correctly into clauses. However, the response clearly
shows the atoms written with an upper case first letter.
In part (b) the candidate correctly stated that the variable ‘ThisCity’ would instantiate to London. The
candidate did not appear to be aware that the variable could instantiate to other atoms when testing the
remainder of the knowledge base.
In part (c) the candidate responded with an imperative IF statement using some of the facts in the knowledge
base, but this is not a rule for a declarative program.
Question 3
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Mark scheme
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Mark scheme, continued
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Example candidate response – high, continued
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In part (a) the candidate correctly ticked just one action for each combination of conditions.
In part (b) the candidate was able to distinguish which conditions could not be simplified. When the condition
that goods totalled more than $20 was not satisfied then all other conditions were irrelevant and so could be
replaced by a dash. So the candidate correctly replaced the four final columns in part (a) by just one column,
removing redundancies.
In part (c) the candidate used Visual Basic to answer this part. The function header included the parameters
but did not show the data type for the return value of the function. The candidate did not appreciate that a
local variable of the same name as the function is not possible. The candidate tried to deal with the last
column of the answer in part (b) first but did not realise that the opposite to testing for GoodsTotal > 20 is in
fact testing for GoodsTotal <= 20. The candidate used nested IF statements to some extent, but could have
improved on this rather than writing complex conditions involving AND.
Marks awarded for part (a)= 4/4 Marks awarded for part (b)= 5/5 Marks awarded for part (c) = 3/6
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Example candidate response – middle, continued
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In part (a) the candidate identified the correct actions when the goods totalled more than $20, but did not
appreciate that as soon as the goods do not total more than $20 no discount is given.
In part (b) the candidate recognised some of the conditions which could not be simplified, but did not notice
that when goods do not total more than $20 then all other conditions are irrelevant as no discount is given.
In part (c) the candidate used Python to answer this part. The code is correctly indented and the nested IF
statements correctly formed. This suggests practical programming experience. The function header correctly
showed the parameters but the function body does not return a result. The question stated that the
parameter HasDiscountCard is Boolean. However, the candidate handles the parameter values as though
they were character values Y or N. The candidate does not check whether the goods total is over $20 but
less than or equal to $100.
Marks awarded for part (a)= 3/4 Marks awarded for part (b)= 3/5 Marks awarded for part (c) = 2/6
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Example candidate response – low, continued
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In part (a) the candidate identified the correct actions when the goods totalled more than $20, but did not
appreciate that as soon as the goods do not total more than $20 no discount is given.
In part (b) the response is a deduction from part (a). However, the candidate needed to check whether this
answer makes sense. The question stated that discount is only given when goods total more than $20. So
completing the first row with the ‘don’t care’ symbol is clearly incorrect.
In part (c) the candidate used Python to answer this part. The function header correctly showed the
parameters and the function body returns the calculated result. The question stated that the parameter
HasDiscountCard is Boolean. However, the candidate handles the parameter values as though they were
character values Y or N. The candidate does not check whether the goods total is over $20 but less than or
equal to $100.

Question 4
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Mark scheme
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Paper 4
In part (a) the candidate correctly drew the superclass and the two subclasses, and connected each
subclass to the superclass. The candidate did not complete the inheritance diagram showing the relationship
with an arrow pointing from the subclass to the superclass.
In part (b) the candidate should have stated the programming language as VB.Net in the first line of the
answer space. The candidate shows excellent knowledge of how to declare a superclass.
In parts (c)(i) and (ii) the candidate correctly states the extra properties required for the subclasses
HourlyPaidEmployee and SalariedEmployee but does not state the additional methods required.
In part (d) the candidate recognised that the feature used here is polymorphism.
Marks awarded for part (a) = 2/3 Marks awarded for part (c) = (i) 2/4, (ii) 1/2
Marks awarded for part (b) = 5/5 Marks awarded for part (d) = 1/1
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with an arrow pointing from the subclass to the superclass. The inclusion of the properties is not required for
an inheritance diagram.
In part (b) the candidate displayed some knowledge of how to declare a class in VB.Net. The class heading
and ending is correct and one method is provided, although three methods were required as part of the
question. The properties of a class should be declared using the keyword Private rather than Dim.
In parts (c)(i) and (ii) the candidate correctly states the extra properties required for the subclasses
HourlyPaidEmployee and SalariedEmployee. The candidate also realised that the method CalculatePay
needs to be redeclared for each of the subclasses.
In part (d) by stating ‘overriding’ the candidate demonstrates some understanding of what the question is
asking but this is not the correct term required here.

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Marks awarded for part (c) = (i) 3/4, (ii) 2/2

Marks awarded for part (d) = 0/1
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with an arrow pointing from the subclass to the superclass. The inclusion of properties and methods is not
required for an inheritance diagram.
In part (b) the candidate does not appear to have any knowledge of how to declare a class in VB.Net. The
answer given here is an attempt at the declaration of a record. The keyword Dim is not appropriate here.
In parts (c)(i) and (ii) the candidate included the properties required for the subclasses HourlyPaidEmployee
and SalariedEmployee as well as the inherited properties which did not need listing here. The candidate
misinterpreted the term ‘method’ and described how the calculation of pay should be performed rather than
giving the identifier of the subclass methods required.
In part (d) the candidate provides an object-oriented programming term that applies to all classes, not the
required term for methods that behave differently for different subclasses.

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Marks awarded for part (c) = (i) 2/4, (ii) 1/2
Marks awarded for part (d) = 0/1
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Question 5
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In parts (a)(i) and (ii) the candidate demonstrates excellent understanding of the insertion sort algorithm. The
only inaccuracy is that the second condition for the WHILE loop would terminate the loop too early. The
candidate correctly recognises that the WHILE loop will not execute at all when the NameList is already in
order. However, the fact that the FOR loop will execute 9 times regardless of the state of NameList is not
mentioned.
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In part (b)(i) the response here is not very clear. The candidate needs to state that each FOR loop will
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execute 9 times as they are not dependent on any condition. In part (b)(ii) the candidate demonstrates
excellent understanding of how a bubble sort operates and where changes are possible to improve
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efficiency. The candidate realises that the outer loop can be changed to a conditional loop, so it terminates
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when there are no more changes, and the inner loop does not need to examine every element every time.
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With each iteration of the outer loop, another element will be in its correct position and therefore the upper
value of the FOR loop can be decreased.
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Marks awarded for part (a) = (i) 6/7, (ii) 2/3

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Marks awarded for part (b) = (i) 1/2, (ii) 5/5

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In part (a)(i) the candidate demonstrates very good understanding of the insertion sort algorithm. There is
some confusion over which pointer to use when moving a list item to the correct location. In part (a)(ii) the
candidate correctly recognises that the WHILE loop will not execute at all when the NameList is already in
order and that the FOR loop will execute nine times regardless of the state of NameList.
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In parts (b)(i) and (ii) the candidate appears to have some understanding that for each iteration of the outer
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loop the inner loop is executed a set number of times. The misunderstanding that each loop iterates 8 times
rather than 9 times results in the answer of 64 rather than a total of 81 iterations. The candidate realised that
one way of making efficiency gains is to restrict the number of times the inner loop iterates for each iteration
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of the outer loop.

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In part (a)(i) the candidate clearly understands that the FOR loop needs to iterate once for every list item
except the first one. The complex condition of the WHILE loop is correct although the candidate is not clear
how to move a list item to the next location. The candidate seems unaware that although Pointer is set to
one less than ThisPointer before the WHILE loop, the value of Pointer changes within the WHILE loop.
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Therefore, when moving the contents of Temp to the correct location, (Pointer +1) must be used as index,
not ThisPointer. In part (a)(ii) the candidate understands that the WHILE loop is not entered when NameList
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is in order, although the explanation is a little too vague. The candidate recognises that the FOR loop will
always iterate 9 times.
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In parts (b)(i) and (ii) the candidate states that the inner FOR loop iterates 9 times. This is true, but it will do
so for each of the 9 times that the outer FOR loop iterates. The candidate seems to be unaware of this.
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Consequently the revised pseudocode is not an improved solution for the bubblesort algorithm. The only
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difference to the original pseudocode is that the inner loop does not address the 9 element. This means that
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the last element will not necessarily be in the correct position.

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Question 6
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Mark scheme
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In part (a) the candidate used the work space to write the items in the queue at different points. The answer
in the node shapes shows the correct names. However, the nodes have not been given labels, so it is open
to interpretation that the pointer values point to the correct nodes. The candidate correctly shows the final
node containing the name Jatinder with a null pointer. There are no pointers to show where the head and tail
of the queue are.
In part (b)(i) when the CreateQueue operation has been carried out, the queue is empty and all nodes are
part of the free list. The candidate correctly links all nodes with a null pointer in the final node. FreePointer
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correctly points to the first node in the free list and HeadPointer is the null pointer. However, as there is no
queue content, the tail pointer should also be a null pointer.In part (b)(ii) the candidate understands that
testing for an empty queue means testing for HeadPointer to be the null pointer. The candidate correctly
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initialises CurrentPointer and updates HeadPointer by following the pointer of the current node. The
candidate does not appreciate that if the last name in the queue has just been removed the head pointer
would now be null and therefore the tail pointer would also need to be set to null. Linking the released node
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to the free list means linking it to the front of the list that FreePointer is pointing to. The candidate correctly
updates FreePointer, but the released node is not linked to the front of the free list.
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(a) Enter your examiner comment here
In part (a) the candidate used the work space to draw the nodes in the queue at different points. The answer
in the node shapes shows the correct names and the pointers point to the correct nodes. The final node
containing the name Jatinder should have a null pointer. There are no pointers to show where the head and
tail of the queue are.
part of the free list. The candidate correctly links all nodes. However, the final node does not contain a null
pointer but points back to the beginning of the free list. FreePointer correctly points to the first node in the
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free list. However, HeadPointer and TailPointer should be null pointers as there is no queue content. In part
(b)(ii) the candidate understands that testing for an empty queue means testing for HeadPointer to be the
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null pointer. The candidate correctly initialises CurrentPointer and updates HeadPointer by following the
pointer of the current node. The candidate does not appreciate that if the last name in the queue has just
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been removed the head pointer would now be null and therefore the tail pointer would also need to be set to
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null. The candidate does not demonstrate that linking the released node to the free list means linking it to the
front of the list that FreePointer is pointing to, so the pointer of the released node and FreePointer need to be
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updated.
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In part (a) the candidate used the work space to draw the nodes in the queue at different points. The answer
in the node shapes shows the correct names and the pointers point to the correct nodes. The final node
containing the name Jatinder should have a null pointer. There are no pointers to show where the head and
tail of the queue are.
part of the free list. The candidate correctly links all nodes with a null pointer in the final node. FreePointer
correctly points to the first node in the free list and HeadPointer is a null pointer. However, as there is no
queue content, the tail pointer should also be a null pointer. The candidate seems to assume that if
FreePointer points to the first node in the array, the queue must be empty. This is true when the queue is
first initialised, but may not be true after names have been added and removed. In part (b)(ii), in a queue
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ADT, the node accessed for removal is always at the head of the queue, the candidate here wrongly uses
CurrentPointer, which does not yet have a value. The candidate correctly updates HeadPointer by following
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the pointer of the current node, but does not appreciate that if the last name in the queue has just been
removed the head pointer would now be null and therefore the tail pointer would also need to be set to null.
The candidate does not demonstrate that linking the released node to the free list means linking it to the front
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of the list that FreePointer is pointing to, so the pointer of the released node and FreePointer need to be
updated.
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Price List
CIE O Level Rs:
Accounts Paper 1 Topical Unsolved 595
Add Math Notes by Rafique Akhtar Baloch 750
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ADNAN SALEEM

University of Cambridge International Examinations 9608

Topical Practice Book

STUDENTS RESOURCE® BOOKTOWN

Published by: STUDENTS RESOURCE® Airport Road Lahore

A CATALOGUE RECORD FOR THIS PUBLICATION IS SUBMITTED AND AVAILABLE

aqsaleem@gmail.com 6 Sir Adnan Saleem (0322-4125423)

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aqsaleem@gmail.com 9 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 10 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 11 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 12 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 13 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 14 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 15 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 16 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 17 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 18 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 19 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 20 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 21 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 22 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 23 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 24 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 25 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 26 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 27 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 28 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 29 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 30 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 31 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 32 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 33 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 34 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 35 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 36 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 37 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 38 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 39 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 40 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 41 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 42 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 43 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 44 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 45 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 46 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 47 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 48 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 49 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 50 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 51 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 52 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 53 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 54 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 55 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 56 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 57 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 58 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 59 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 60 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 61 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 62 Sir Adnan Saleem (0322-4125423)

aqsaleem@gmail.com 63 Sir Adnan Saleem (0322-4125423)