Nea Example 009

lOMoARcPSD|24859220
514655-programming-project-set-a-high
Maths AS level edexcel 2020 (The Khalsa Academy Wolverhampton)
Scan to open on Studocu
Studocu is not sponsored or endorsed by any college or university

Downloaded by Artem Ablaiev (17ablaieva@johncolet.co.uk)
lOMoARcPSD|24859220
Qualification
Accredited
A LEVEL
Exemplar Candidate Work
COMPUTER
SCIENCE
H446
For first teaching in 2015
H446/03 Summer 2017

examination series
Set A – High
Version 1
www.ocr.org.uk/computerscience
lOMoARcPSD|24859220
A Level Computer Science Exemplar Candidate Work
Contents
Introduction 3
Exemplar 1 4
Commentary 134
2 © OCR 2017
lOMoARcPSD|24859220
Introduction
These exemplar answers have been chosen from the
summer 2017 examination series.
OCR is open to a wide variety of approaches and all

answers are considered on their merits. These exemplars,
therefore, should not be seen as the only way to answer
questions but do illustrate how the mark scheme has
been applied.
Please always refer to the specification (http://www.ocr.

org.uk/Images/170844-specification-accredited-a-level-
gce-computer-science-h446.pdf ) for full details of the
assessment for this qualification. These exemplar answers
should also be read in conjunction with the sample
assessment materials and the June 2017 Examiners’
Report to Centres available on the OCR website http://
www.ocr.org.uk/qualifications/.
The question paper, mark scheme and any resource

booklet(s) will be available on the OCR website from
summer 2018. Until then, they are available on OCR
Interchange (school exams officers will have a login for
this).
It is important to note that approaches to question

setting and marking will remain consistent. At the same
time OCR reviews all its qualifications annually and may
make small adjustments to improve the performance of
its assessments. We will let you know of any substantive
changes.
3 © OCR 2017
lOMoARcPSD|24859220
Exemplar 1 – Set A (High)

Programming project (non exam assessment)
Learners will be expected to analyse, design, develop, test, evaluate and document a program written in a suitable
programming language.
4 © OCR 2017
lOMoARcPSD|24859220
5 © OCR 2017
lOMoARcPSD|24859220
6 © OCR 2017
lOMoARcPSD|24859220
7 © OCR 2017
lOMoARcPSD|24859220
8 © OCR 2017
lOMoARcPSD|24859220
9 © OCR 2017
lOMoARcPSD|24859220
10 © OCR 2017
lOMoARcPSD|24859220
11 © OCR 2017
lOMoARcPSD|24859220
12 © OCR 2017
lOMoARcPSD|24859220
13 © OCR 2017
lOMoARcPSD|24859220
14 © OCR 2017
lOMoARcPSD|24859220
15 © OCR 2017
lOMoARcPSD|24859220
16 © OCR 2017
lOMoARcPSD|24859220
17 © OCR 2017
lOMoARcPSD|24859220
18 © OCR 2017
lOMoARcPSD|24859220
19 © OCR 2017
lOMoARcPSD|24859220
20 © OCR 2017
lOMoARcPSD|24859220
21 © OCR 2017
lOMoARcPSD|24859220
22 © OCR 2017
lOMoARcPSD|24859220
23 © OCR 2017
lOMoARcPSD|24859220
24 © OCR 2017
lOMoARcPSD|24859220
25 © OCR 2017
lOMoARcPSD|24859220
26 © OCR 2017
lOMoARcPSD|24859220
27 © OCR 2017
lOMoARcPSD|24859220
28 © OCR 2017
lOMoARcPSD|24859220
29 © OCR 2017
lOMoARcPSD|24859220
30 © OCR 2017
lOMoARcPSD|24859220
31 © OCR 2017
lOMoARcPSD|24859220
32 © OCR 2017
lOMoARcPSD|24859220
33 © OCR 2017
lOMoARcPSD|24859220
34 © OCR 2017
lOMoARcPSD|24859220
35 © OCR 2017
lOMoARcPSD|24859220
36 © OCR 2017
lOMoARcPSD|24859220
37 © OCR 2017
lOMoARcPSD|24859220
38 © OCR 2017
lOMoARcPSD|24859220
39 © OCR 2017
lOMoARcPSD|24859220
40 © OCR 2017
lOMoARcPSD|24859220
41 © OCR 2017
lOMoARcPSD|24859220
42 © OCR 2017
lOMoARcPSD|24859220
43 © OCR 2017
lOMoARcPSD|24859220
44 © OCR 2017
lOMoARcPSD|24859220
45 © OCR 2017
lOMoARcPSD|24859220
46 © OCR 2017
lOMoARcPSD|24859220
47 © OCR 2017
lOMoARcPSD|24859220
48 © OCR 2017
lOMoARcPSD|24859220
49 © OCR 2017
lOMoARcPSD|24859220
50 © OCR 2017
lOMoARcPSD|24859220
51 © OCR 2017
lOMoARcPSD|24859220
52 © OCR 2017
lOMoARcPSD|24859220
53 © OCR 2017
lOMoARcPSD|24859220
54 © OCR 2017
lOMoARcPSD|24859220
55 © OCR 2017
lOMoARcPSD|24859220
56 © OCR 2017
lOMoARcPSD|24859220
57 © OCR 2017
lOMoARcPSD|24859220
58 © OCR 2017
lOMoARcPSD|24859220
59 © OCR 2017
lOMoARcPSD|24859220
60 © OCR 2017
lOMoARcPSD|24859220
61 © OCR 2017
lOMoARcPSD|24859220
62 © OCR 2017
lOMoARcPSD|24859220
63 © OCR 2017
lOMoARcPSD|24859220
64 © OCR 2017
lOMoARcPSD|24859220
65 © OCR 2017
lOMoARcPSD|24859220
66 © OCR 2017
lOMoARcPSD|24859220
67 © OCR 2017
lOMoARcPSD|24859220
68 © OCR 2017
lOMoARcPSD|24859220
69 © OCR 2017
lOMoARcPSD|24859220
70 © OCR 2017
lOMoARcPSD|24859220
71 © OCR 2017
lOMoARcPSD|24859220
72 © OCR 2017
lOMoARcPSD|24859220
73 © OCR 2017
lOMoARcPSD|24859220
74 © OCR 2017
lOMoARcPSD|24859220
75 © OCR 2017
lOMoARcPSD|24859220
76 © OCR 2017
lOMoARcPSD|24859220
77 © OCR 2017
lOMoARcPSD|24859220
78 © OCR 2017
lOMoARcPSD|24859220
79 © OCR 2017
lOMoARcPSD|24859220
80 © OCR 2017
lOMoARcPSD|24859220
81 © OCR 2017
lOMoARcPSD|24859220
82 © OCR 2017
lOMoARcPSD|24859220
83 © OCR 2017
lOMoARcPSD|24859220
84 © OCR 2017
lOMoARcPSD|24859220
85 © OCR 2017
lOMoARcPSD|24859220
86 © OCR 2017
lOMoARcPSD|24859220
87 © OCR 2017
lOMoARcPSD|24859220
88 © OCR 2017
lOMoARcPSD|24859220
89 © OCR 2017
lOMoARcPSD|24859220
90 © OCR 2017
lOMoARcPSD|24859220
91 © OCR 2017
lOMoARcPSD|24859220
92 © OCR 2017
lOMoARcPSD|24859220
93 © OCR 2017
lOMoARcPSD|24859220
94 © OCR 2017
lOMoARcPSD|24859220
95 © OCR 2017
lOMoARcPSD|24859220
96 © OCR 2017
lOMoARcPSD|24859220
97 © OCR 2017
lOMoARcPSD|24859220
98 © OCR 2017
lOMoARcPSD|24859220
99 © OCR 2017
lOMoARcPSD|24859220
100 © OCR 2017

lOMoARcPSD|24859220
101 © OCR 2017

lOMoARcPSD|24859220
102 © OCR 2017

lOMoARcPSD|24859220
103 © OCR 2017

lOMoARcPSD|24859220
104 © OCR 2017

lOMoARcPSD|24859220
105 © OCR 2017

lOMoARcPSD|24859220
106 © OCR 2017

lOMoARcPSD|24859220
107 © OCR 2017

lOMoARcPSD|24859220
108 © OCR 2017

lOMoARcPSD|24859220
109 © OCR 2017

lOMoARcPSD|24859220
110 © OCR 2017

lOMoARcPSD|24859220
111 © OCR 2017

lOMoARcPSD|24859220
112 © OCR 2017

lOMoARcPSD|24859220
113 © OCR 2017

lOMoARcPSD|24859220
114 © OCR 2017

lOMoARcPSD|24859220
115 © OCR 2017

lOMoARcPSD|24859220
116 © OCR 2017

lOMoARcPSD|24859220
117 © OCR 2017

lOMoARcPSD|24859220
118 © OCR 2017

lOMoARcPSD|24859220
119 © OCR 2017

lOMoARcPSD|24859220
120 © OCR 2017

lOMoARcPSD|24859220
121 © OCR 2017

lOMoARcPSD|24859220
122 © OCR 2017

lOMoARcPSD|24859220
123 © OCR 2017

lOMoARcPSD|24859220
124 © OCR 2017

lOMoARcPSD|24859220
125 © OCR 2017

lOMoARcPSD|24859220
126 © OCR 2017

lOMoARcPSD|24859220
127 © OCR 2017

lOMoARcPSD|24859220
128 © OCR 2017

lOMoARcPSD|24859220
129 © OCR 2017

lOMoARcPSD|24859220
130 © OCR 2017

lOMoARcPSD|24859220
131 © OCR 2017

lOMoARcPSD|24859220
132 © OCR 2017

lOMoARcPSD|24859220
133 © OCR 2017

lOMoARcPSD|24859220
Examiner commentary
Question/Part: AO 2.2 Analysis The teacher’s mark of 14 is reasonable for the work in this section,
which could be followed by others with a working knowledge of
Marks: 10/10 the program and techniques planned for use.
The student’s identification of the problem is clear and introduces
the project well. Suitable stakeholders are described and relevant
examples of how each may use the solution are given. Question/Part: AO 3.2 Developing the coded solution
The computational methods section is excellent and Marks: 14/15

demonstrates understanding of a range of appropriate
concepts from section 2.2.2 of the H446 specification. The This is a very good section and the teacher’s comments are
student justifies and relates the use of the methods to the accurate.
features their solution will incorporate.
The student has provided evidence for each of the stages of
A thorough investigation is identified and carried out. There development and thoroughly explained the processes, testing
are concise summary sections of key points discovered after and errors encountered during this work. For each prototype
each interview and existing solutions are analysed well; the both code and the GUI itself are shown and it is easy to link the
ideas to be carried through to the user requirements are clearly two aspects together and to see how the work is changing.
explained and justified.
The summaries at the end of each stage review the prototypes
The requirements section paints a picture of the solution – each and link back to the success criteria; they relate each section of
requirement is explained and justifications given for its inclusion, work to the problem breakdown.
including relevant hardware & software requirements. In the
The code itself is well structured, modular and makes good use
following Success Criteria section greater clarity of some of some
of naming conventions. Comments become a little sparser as
of the less measurable requirements is added, defining what the
development continues, however there are enough to explain
student will be looking for as evidence they have met each point.
each of the key components.
Several suitable limitations of the solution are explained. This
section could be a little more thorough; however, each is
justified and it is detailed enough that it does not affect the Question/Part: AO 3.2 Testing to inform development
overall quality of the section. The teacher’s mark of 10 is agreed
for this section. Marks: 9/10
There is evidence of some testing at each of the stage of

development, and a number of errors are identified and
Question/Part: AO 3.1 Design corrected. The errors themselves are shown and updates to code
in the form of before and after screenshots are included. Each of
Marks: 14/15 these is well explained and the corrections justified clearly.
A structure diagram has been attempted, showing an The mark awarded to this section does best-fit its quality.
understanding of how the solution can be decomposed. This is The testing of some aspects of the code could have been
further clarified on pages 25-27 & 35 as each bullet point outlined documented more thoroughly, for example testing of the sliders.
is then explained and justified. Although this is covered in the post-development section it
would have added to the completeness of this section.
Each interface is defined and its features linked clearly to the
relevant user requirement. Usability features are well explained It could be noted that as the testing is not being shown in
and justified. more traditional test tables each test/error could be identified
more clearly using subheadings or emboldened text, as the
The approach to sampling images clarifies how the student
development section is a very detailed piece of work.
is planning to input the image data and then a series of key
algorithms are explained in detail through pages 31- 33.
There are several diagrams used to explain some of the Question/Part: AO 3.3 Testing to inform evaluation
subroutines which help to make the processes understandable.
These pages form a clear picture of the system as a whole. Marks: 4/5
Pages 37 and 38 list key variables and explain their use and any Usability of the system is tested and documented nicely, with
validation that may be required for input data. robustness of data entry covered in several parts (push to stop
keys, sliders). Some errors are identified and corrected. There are a
Testing of the system is explained at the end of this section using number of other tests explained within this part of the work but
descriptions alongside test tables where appropriate. Most of the evidence of those is not provided.
testing described is developmental testing and the weakness of
the Design section is in this area – only a few vague comments End users are involved in the testing at this stage and a review of
are given about stakeholder testing being carried out post- their comments given on pg. 110, although this is a little brief.
development. The teacher’s mark is agreed.
134 © OCR 2017

lOMoARcPSD|24859220
Question/Part: AO 3.3 Evaluation of solution
Marks: 14/15
This section is marked a little generously.

The student has provided some evidence of meeting each of the
groups of success criteria, however better cross-referencing to the
evidence in the project itself would have improved this section.
Although each of the criteria are discussed, it is a little lacking
in detail and real evaluative comment as to the extent that the
criteria are met or not and in some cases is simply stating what
the images show.
Usability is evaluated more effectively, although it would have
been nice to see some discussion of the end user comments
linked in or referenced to reinforce the statements made.
The limitations and maintenance sections are well-written and
address future developments and improvements suitably and in
detail.
135 © OCR 2017

lOMoARcPSD|24859220
The small print

We’d like to know your view on the resources we produce. By
clicking on the ‘Like’ or ‘Dislike’ button you can help us to ensure
that our resources work for you. When the email template pops
up please add additional comments if you wish and then just click
‘Send’. Thank you.
Whether you already offer OCR qualifications, are new to OCR, or
are considering switching from your current provider/awarding
organisation, you can request more information by completing the
Expression of Interest form which can be found here:
www.ocr.org.uk/expression-of-interest
OCR Resources: the small print

OCR’s resources are provided to support the delivery of OCR
qualifications, but in no way constitute an endorsed teaching
method that is required by OCR. Whilst every effort is made
to ensure the accuracy of the content, OCR cannot be held
responsible for any errors or omissions within these resources.
We update our resources on a regular basis, so please check the
OCR website to ensure you have the most up to date version.
This resource may be freely copied and distributed, as long as

the OCR logo and this small print remain intact and OCR is
acknowledged as the originator of this work.
OCR acknowledges the use of the following content:

Square down and Square up: alexwhite/Shutterstock.com
Please get in touch if you want to discuss the accessibility of

resources we offer to support delivery of our qualifications:
resources.feedback@ocr.org.uk
Looking for a resource?

There is now a quick and easy search tool to help find free resources
for your qualification:
www.ocr.org.uk/i-want-to/find-resources/
www.ocr.org.uk/alevelreform
OCR Customer Contact Centre
General qualifications
Telephone 01223 553998
Facsimile 01223 552627
Email general.qualifications@ocr.org.uk
OCR is part of Cambridge Assessment, a department of the University of
Cambridge. For staff training purposes and as part of our quality assurance
programme your call may be recorded or monitored.
© OCR 2017 Oxford Cambridge and RSA Examinations is a Company

Limited by Guarantee. Registered in England. Registered office 1 Hills
Road, Cambridge CB1 2EU. Registered company number 3484466.
OCR is an exempt charity.

Nea Example 009

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Nea Example 009

Uploaded by

Copyright:

Available Formats

lOMoARcPSD|24859220

Maths AS level edexcel 2020 (The Khalsa Academy Wolverhampton)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Exemplar Candidate Work

H446/03 Summer 2017

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

OCR is open to a wide variety of approaches and all

Please always refer to the specification (http://www.ocr.

The question paper, mark scheme and any resource

It is important to note that approaches to question

A Level Computer Science Exemplar Candidate Work

Exemplar 1 – Set A (High)

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work

A Level Computer Science Exemplar Candidate Work