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IMPORTANT NOTICE Cambridge International Examinations (CIE) in the UK and USA With effect from the June 2003 examination Cambridge International Examinations will only accept entries in the UK and USA from students registered on courses at CIE registered Centres. UK and USA private candidates will not be eligible to enter CIE examinations unless they are repatriating from outside the UK/USA and are part way through a course leading to a CIE examination. In that case a letter of support from the Principal of the school which they had attended is required. Other UK and USA private candidates should not embark on courses leading to a CIE examination after June 2003. This regulation applies only to entry by private candidates in the UK and USA. Entry by private candidates through Centres in other countries is not affected. Further details are available from Customer Services at Cambridge International Examinations. GCE Advanced Subsidiary Level and GCE Advanced Level, for examination in 2005 CONTENTS Page INTRODUCTION 1 AIMS 1 ASSESSMENT OBJECTIVES 2 WEIGHTING OF ASSESSMENT OBJECTIVES 2 SCHEME OF ASSESSMENT 3 COURSEWORK 4 STRUCTURE OF THE SYLLABUS 5 SUBJECT CONTENT 6 GUIDANCE ON SELECTING PROJECTS 23 GUIDANCE ON MARKING PROJECTS 24 COURSEWORK ASSESSMENT SUMMARY FORM 29 NOTE Additional copies of this syllabus and/or the accompanying specimen paper booklet can be ordered from CIE Publications. When ordering please quote the reference number to be found on the back cover of each of these documents. COMPUTING 9691 A/AS LEVEL 2005 1 INTRODUCTION This syllabus is designed to give greater flexibility both to teachers and to candidates. It is envisaged that students will utilise the skills and knowledge of computing in one of three ways. Firstly, to provide a general understanding and perspective of the use of computer technology and systems, which will inform their decisions and support their participation in an increasingly technologically dependent society. Secondly to provide the necessary skills and knowledge to seek employment in areas that utilise computing. Thirdly, students may continue to develop their knowledge and understanding of computing through entry to higher education, where this qualification will provide a useful foundation for further study of computing or more specialist aspects of computing. Centres and candidates may choose: to take all Advanced Level components in the same examination session leading to the full A Level. to follow a staged assessment route to the Advanced Level by taking the Advanced Subsidiary (AS) qualification in an earlier examination session. Subject to satisfactory performance such candidates are then only required to take the final part of the assessment (referred to in this syllabus as A2) leading to the full A Level. to take the Advanced Subsidiary (AS) qualification only. AIMS The aims of a course based on this syllabus, whether leading to an AS or A Level qualification, should be to: 1. develop an understanding of the main principles of solving problems using computers; 2. develop an understanding of the range of applications of computers and the effects of their use; 3. develop an understanding of the organisation of computer systems including software, data, hardware, communications and people; 4. acquire the skills necessary to apply this understanding to developing computer-based solutions to problems. In addition, an aim of a course leading to the full A Level qualification should be to: 5. develop an understanding of the main principles of systems analysis and design, methods of problem formulation and planning of solutions using computers, and systematic methods of implementation, testing and documentation. COMPUTING 9691 A/AS LEVEL 2005 2 ASSESSMENT OBJECTIVES The assessment objectives are common to both the AS and A2 assessments. A Knowledge with Understanding Candidates should be able to: 1. describe and explain the impact of Computing in a range of applications and show an understanding of the characteristics of computer systems (hardware, software and communication) which allow effective solutions to be achieved; 2. describe and explain the need for and the use of various forms of data organisation and processing to support the information requirements of a particular application; 3. describe and explain the systematic development of high quality solutions to problems and the techniques appropriate for implementing such solutions; 4. comment critically on the social, legal, ethical and other consequences of the use of computers. B Skills Candidates should be able to: 1. analyse a problem and identify the parts which are appropriate for a computer-based solution; 2. select, justify and apply appropriate techniques and principles to develop data structures and algorithms for the solution of problems; 3. design, implement and document an effective solution using appropriate hardware and software. WEIGHTING OF ASSESSMENT OBJECTIVES Percentage of Advanced Level Paper Assessment Objective A Assessment Objective B Total weighting 1 24 6 30 2 5 15 20 3 15 15 30 4 2 18 20 COMPUTING 9691 A/AS LEVEL 2005 3 SCHEME OF ASSESSMENT The Advanced Subsidiary GCE forms 50% of the assessment weighting of the full Advanced GCE. Advanced Subsidiary GCE is assessed at a standard between IGCSE and Advanced GCE and can be taken as a stand-alone course or as the first part of the full Advanced GCE course. Assessment is by means of two units for Advanced Subsidiary GCE and four units for Advanced GCE. Advanced Subsidiary GCE Candidates take papers 1 and 2. Advanced GCE Candidates take papers 1, 2, 3 and 4. Weighting Paper Type of Paper Duration Marks AS A2 A 1 Written paper 2h 90 60 - 30 2 Structured practical tasks - 60 40 - 20 3 Written paper 2h 90 - 60 30 4 Project - 60 - 40 20 Paper 1 This paper will consist of a variable number of compulsory questions of variable mark value. Candidates will answer on lined paper. This paper will be set according to the content of section 1 of the syllabus. Paper 2 This paper will require the use of hardware and software to produce solutions to between three and five structured tasks. The preferred software is MS Office 2000 or XP (Excel, Access and Word), or a spreadsheet with macro facility, a relational database and a word processor. The tasks will be made available to Centres as an e-mail attachment in September (for the June examination) and in January (for the November examination). Centres intending to enter candidates will be contacted by CIE with instructions on how to download the tasks. If you do not receive these instructions, please contact CIE Customer Services. The tasks should be completed before 1 April (for the June examination) or before 1 October (for the November examination). The tasks will be marked by Centres and moderated by CIE. Mark schemes will be released as an e-mail attachment by 1 April for submission to CIE by 30 April (June examination), and by 1 October for submission to CIE by 31 October (November examination). The mark scheme will be sent to the same e-mail account which was used to request the tasks. If you do not receive the mark scheme by the above dates, please contact CIE Customer Services. All work will be required for moderation. It is important that the e-mail account used in this process is one to which students have no access. Paper 3 This paper will consist of a variable number of compulsory questions of variable mark value. Candidates will answer on lined paper. This paper will be set according to the content of section 3 of the syllabus, but will also assume knowledge learned in Section 1. Paper 4 Further details of the project are to be found in Section 4 of the syllabus. COMPUTING 9691 A/AS LEVEL 2005 4 COURSEWORK AS Section 2 – Structured Practical Tasks. (60 marks) This unit examines knowledge and understanding as well as skills. The CIE set tasks (between 3 and 5 tasks) are intended to allow candidates to demonstrate their competence in the skills of design, development, testing and documentation. The tasks are marked by the teacher (mark schemes are sent to Centres) and moderated by CIE. A2 Section 4 – Computing Project. (60 marks) This unit assesses candidates’ ability to develop a computer-based solution to a real life problem requiring the skills of analysis, design, development, testing, implementation and evaluation. Candidates should formulate the task in negotiation with their teacher. If Centres are uncertain about the appropriateness of a problem they should seek advice from CIE. Assessment and Moderation. All coursework is marked by the teacher and internally standardised by the Centre. Coursework is then submitted to CIE by the specified date. The purpose of moderation is to ensure that the standard for the award of marks in coursework is the same for each Centre, and that each teacher has applied the same standards appropriately across the range of candidates within the Centre. Minimum Coursework Requirements. If a candidate submits no work for a coursework unit, then the candidate should be indicated as being absent from that unit on the coursework mark sheets submitted to CIE. If a candidate completes any work for the coursework unit, then the work should be assessed according to the criteria and marking instructions, and the appropriate mark awarded, which may be 0 (zero). Authentication. As with all coursework, the teacher must be able to verify that the work submitted for assessment is the candidate’s own work. Sufficient work must be carried out under direct supervision to allow the teacher to authenticate the coursework marks with confidence. CIE are happy to rely on the professionalism of teachers to ensure fairness with this work. Differentiation. In the question papers, differentiation is achieved by setting questions which are designed to assess candidates at their appropriate levels of ability and which are intended to allow all candidates to demonstrate what they know, understand and can do. In coursework, candidates should choose their project problem so that the work enables them to display positive achievement and that will allow them to demonstrate their full range of abilities. Please copy the Coursework Assessment Summary Form at the back of this syllabus document and submit with both the Practical Tasks and Project Work. COMPUTING 9691 A/AS LEVEL 2005 5 STRUCTURE OF THE SYLLABUS This syllabus is set out in the form of teaching sections. Each teaching section is assessed by its associated paper. The Advanced Subsidiary syllabus consists of teaching sections 1 and 2 only, and the Advanced Level syllabus consists of all four teaching sections. This section of the specifications gives the subject content for each section, as shown below. Section Associated Paper Section Title 1 1 Computer Systems, Communications and Software 2 2 Structured Practical Tasks 3 3 Systems Software Mechanisms, Machine Architecture, Database Theory, Programming Paradigms and Integrated Information Systems 4 4 Computing Project Each section is presented as a set of sub-sections, each with details of content and associated learning outcomes. An indication of recommended prior knowledge is given for each section, together with details of any links to other sections. Section 1: Computer Systems, Communications and Software is the foundation for all subsequent sections. It provides candidates with an understanding of the core aspects of computer systems, which is developed and enhanced in subsequent sections. Section 2: Structured Practical Computing Tasks provides candidates with opportunities to apply skills, knowledge and understanding from Section 1 in a practical way. It is envisaged that work on the structured tasks will start almost in parallel to work on Section 1, thus as soon as the relevant material in Section 1 has been covered, it is advisable for candidates to begin the appropriate exercise for Section 2. The structured practical computing tasks examine separately the different phases in the development of a computer-based system; thus, they prepare candidates for the Computing Project, in the second half of the Advanced GCE, which requires the integration of these elements in response to an identified need. One or more tasks require the use of a computer system in their solution: in such cases, candidates choose a solution based on the use of an appropriate applications package. Section 3: Systems Software Mechanisms, Machine Architecture, Database Theory, Programming Paradigms and Integrated Information Systems provides candidates with further ability to extend skills, knowledge and understanding of computing concepts, gained in Section 1, to a range of applications in which computer systems are used. Section 4: Computing Project requires candidates to identify a well-defined user-driven problem, involving a third-party user, and to generate a solution. As for Section 2, this is done using software tools chosen by the candidate and may include a programming language, an appropriate applications package or other software. It is envisaged that work on the Project will begin in parallel with work on Section 3. COMPUTING 9691 A/AS LEVEL 2005 6 SUBJECT CONTENT SECTION 1: COMPUTER SYSTEMS, COMMUNICATIONS AND SOFTWARE This section provides candidates with an understanding of the following core aspects of computer systems: components of a computer system and modes of use; system software; programming tools and techniques; data: their representation, structure and management; hardware; data transmission and networking. The systems development life cycle is studied with reference to particular applications. Therefore, candidates are expected to look at a range of different types of application areas. Although candidates are not expected to have specific knowledge of every one, candidates should be able to make use of relevant examples for the purpose of illustration. This section also provides candidates with understanding of the following aspects of computer systems: systems development life cycle; choosing applications software for application areas; handling of data in information systems; characteristics of information systems; implications of computer use. 1.1 Components of a Computer System and Modes of Use Content 1.1.1 Types of hardware 1.1.2 Types of software 1.1.3 Modes of use: batch, real-time, on-line, off-line Learning outcomes Candidates should be able to: (a) define the terms hardware, software, input device, storage device and output device. (b) describe the purpose of input devices, storage devices and output devices. (c) define the different types of software: operating system, user interface, translator, utilities, programming languages and generic/common applications software. (d) define the different modes of computer system use: batch, real-time, on-line and off-line. 1.2 System Software Content 1.2.1 Operating systems 1.2.2 User interfaces 1.2.3 Utility software Learning outcomes Candidates should be able to: (a) describe the purpose of operating systems. (b) describe the characteristics of different types of operating systems and their uses : batch, real-time, single-user, multi-user and network systems. (c) describe different types of user interface: forms, menus, GUI, natural language and command line, suggesting the characteristics of user interfaces which make them appropriate for use by different types of user. (d) describe the purpose of the following types of utility software: disk formatting, file handling (deleting, copying, moving, sorting), hardware drivers, file compression and virus checkers. COMPUTING 9691 A/AS LEVEL 2005 7 1.3 Programming Tools and Techniques Content 1.3.1 Problem-solving techniques 1.3.2 Features of procedural programming languages 1.3.3 Basic translation process 1.3.4 Program testing 1.3.5 Program maintenance Learning outcomes Candidates should be able to: (a) solve problems in a structured way, using logic and reason. (b) describe techniques for writing software, including the splitting up of a problem into small sections and the use of appropriate techniques showing step-wise refinement/top-down and bottom-up design. (c) identify and use the programming constructs sequence, selection, repetition. (d) define and use procedures and functions. (e) explain that translators are needed to convert source code to object code (detailed knowledge of the types of translator and the translation process is not required). (f) describe and give examples of types of programming error (syntax, logic and arithmetic). (g) design a test plan using different testing strategies such as white box testing, black box testing, alpha- and beta-testing. (h) describe and use appropriately the tools, techniques and methods available for identifying programming errors (translator diagnostics, debugging tools, desk checking, bottom up programming, test strategies).
Approximate Word count = 10451
Approximate Pages = 41.8
(250 words per page double spaced)
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