This document contains a mark scheme for a computing exam with 12 questions and subquestions. It provides the requirements for awarding marks to exam answers, including alternative correct answers. The minimum marks for letter grades were previously published but are now in the exam report. CIE will not discuss the mark schemes. CIE is publishing mark schemes for most November 2005 exams to aid teaching and learning.
This document provides the mark scheme for the November 2003 GCE Advanced Subsidiary Level and GCE Advanced Level Computing exam. It outlines the maximum marks for each paper: Paper 1 is out of 90 marks, Paper 2 is out of 60 marks, and Paper 3 is out of 90 marks. The mark scheme is published to help teachers and students understand how marks were awarded by examiners for the questions.
This document provides a mark scheme for a computing exam. It outlines the requirements examiners used to award marks and shows sample answers for questions that may have appeared on the exam. The mark scheme is intended to ensure examiners apply marks consistently and take into account alternative answers. It also establishes the minimum marks required to achieve different grades.
This document contains a mark scheme for a computing exam from the University of Cambridge. It provides guidance for teachers on how to award marks to exam answers. The mark scheme shows the requirements for earning marks and serves as an aid, but does not indicate all possible acceptable answers. Mark schemes must be read along with the exam question papers and exam report. The Cambridge International Examinations board will not discuss or comment on the mark schemes.
This document contains a mark scheme for a computing exam from the University of Cambridge International Examinations. It provides guidance to examiners on how to award marks for answers on the exam paper, including:
- Requiring alternative correct answers and unexpected approaches to be given marks.
- Instructions to read the mark scheme along with the exam questions and exam report.
- Information on minimum marks needed for different grades was previously published but is now in the exam report.
- CIE will not enter discussion about the mark schemes.
This document provides a mark scheme for a computing exam. It outlines the requirements for teachers to award marks to exam answers. The mark scheme provides examples of possible student responses for multiple choice and short answer questions on topics related to computing, such as hardware, software, databases, and system development. Teachers are to use the mark scheme in conjunction with the exam questions and exam report to consistently and fairly award marks.
This document provides the mark scheme for the May/June 2006 question paper for the GCE Advanced/Advanced Subsidiary Level Computing examination. It shows the requirements for awarding marks to exam answers and serves as guidance for examiners. The mark scheme indicates the number of marks that can be awarded for different parts of answers. It also provides examples of what examiners are looking for in answers to receive marks. The minimum marks required for different grades were previously published but are now included in the exam report instead of the mark scheme. CIE will not enter into discussion about the mark scheme.
This document is a mark scheme for a computing exam that took place in June 2005. It provides guidance to examiners on how to award marks for answers. The mark scheme indicates the key points examiners should look for in responses to earn marks. It also provides examples of acceptable answers and the number of marks each answer is worth. The document establishes a consistent standard for examiners to use when assessing answers.
This document is the mark scheme for the May/June 2007 Cambridge International Examinations paper for Computing. It provides guidance for examiners on how to award marks for answers on the paper. The mark scheme explains that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge. It also notes that the mark scheme should be read along with the question paper and exam report.
This document provides the mark scheme for the November 2003 GCE Advanced Subsidiary Level and GCE Advanced Level Computing exam. It outlines the maximum marks for each paper: Paper 1 is out of 90 marks, Paper 2 is out of 60 marks, and Paper 3 is out of 90 marks. The mark scheme is published to help teachers and students understand how marks were awarded by examiners for the questions.
This document provides a mark scheme for a computing exam. It outlines the requirements examiners used to award marks and shows sample answers for questions that may have appeared on the exam. The mark scheme is intended to ensure examiners apply marks consistently and take into account alternative answers. It also establishes the minimum marks required to achieve different grades.
This document contains a mark scheme for a computing exam from the University of Cambridge. It provides guidance for teachers on how to award marks to exam answers. The mark scheme shows the requirements for earning marks and serves as an aid, but does not indicate all possible acceptable answers. Mark schemes must be read along with the exam question papers and exam report. The Cambridge International Examinations board will not discuss or comment on the mark schemes.
This document contains a mark scheme for a computing exam from the University of Cambridge International Examinations. It provides guidance to examiners on how to award marks for answers on the exam paper, including:
- Requiring alternative correct answers and unexpected approaches to be given marks.
- Instructions to read the mark scheme along with the exam questions and exam report.
- Information on minimum marks needed for different grades was previously published but is now in the exam report.
- CIE will not enter discussion about the mark schemes.
This document provides a mark scheme for a computing exam. It outlines the requirements for teachers to award marks to exam answers. The mark scheme provides examples of possible student responses for multiple choice and short answer questions on topics related to computing, such as hardware, software, databases, and system development. Teachers are to use the mark scheme in conjunction with the exam questions and exam report to consistently and fairly award marks.
This document provides the mark scheme for the May/June 2006 question paper for the GCE Advanced/Advanced Subsidiary Level Computing examination. It shows the requirements for awarding marks to exam answers and serves as guidance for examiners. The mark scheme indicates the number of marks that can be awarded for different parts of answers. It also provides examples of what examiners are looking for in answers to receive marks. The minimum marks required for different grades were previously published but are now included in the exam report instead of the mark scheme. CIE will not enter into discussion about the mark scheme.
This document is a mark scheme for a computing exam that took place in June 2005. It provides guidance to examiners on how to award marks for answers. The mark scheme indicates the key points examiners should look for in responses to earn marks. It also provides examples of acceptable answers and the number of marks each answer is worth. The document establishes a consistent standard for examiners to use when assessing answers.
This document is the mark scheme for the May/June 2007 Cambridge International Examinations paper for Computing. It provides guidance for examiners on how to award marks for answers on the paper. The mark scheme explains that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge. It also notes that the mark scheme should be read along with the question paper and exam report.
This document is a mark scheme that provides guidance for teachers marking a computing exam. It explains that the mark scheme indicates how examiners were instructed to award marks, but does not discuss the examiners' meeting. CIE will not enter discussions about the mark scheme. The mark scheme then provides detailed answers and explanations of marks for multiple questions on topics like compilers, sorting algorithms, computer architecture, and data definition.
This mark scheme provides guidance for teachers examining a GCE Advanced Level Computing paper. It shows how examiners were instructed to award marks for different questions and parts of the exam. The mark scheme also indicates the key requirements and concepts examiners were looking for in students' answers. However, it does not provide details of all acceptable responses or discussions examiners may have had when determining marks. CIE will not enter into further discussions about the mark scheme.
This document is a mark scheme for a computing exam from the University of Cambridge International Examinations. It provides guidance to examiners on how to award marks for answers on the exam. It shows the requirements and expectations for scoring responses. Examiners are instructed to award marks that fairly reflect the knowledge and skills demonstrated in candidates' answers, even if their approaches are unexpected. The mark scheme is intended to be read along with the exam question paper and exam report.
The document is a mark scheme for a computing exam that provides guidance for teachers on how to award marks to exam answers. It explains the requirements and structure of the exam, and shows how examiners were instructed to award marks for different parts of student responses. For each question, it provides details on what students needed to include in their answers to receive marks.
This document provides a mark scheme to guide teachers in marking a computing exam. It outlines the requirements and expectations for awarding marks to exam answers. The mark scheme is intended to indicate the basis on which examiners will award marks and to help ensure marking is consistent. However, it does not provide details of examiner discussions and alternative answers may be acceptable. CIE will not enter discussions about the mark scheme.
This document is a mark scheme that provides guidance for teachers marking a computing exam. It outlines the requirements and expectations for awarding marks to exam answers. The mark scheme is intended to ensure marking is consistent and helps teachers understand what constitutes acceptable answers. It also indicates the level of detail or number of points expected in responses. However, the mark scheme does not provide the only acceptable answers or limit discussion among examiners during marking.
The document contains mark schemes for computing exams from the University of Cambridge International Examinations in June 2004. It provides the requirements for examiners to award marks for questions across four papers. It establishes minimum marks required for different grades and notes that examiners should award marks based on alternative correct answers or unexpected approaches from candidates.
The document contains information about a mark scheme for the June 2005 GCE Advanced Level Computing exam, including:
- The mark scheme provides guidance for examiners on how to award marks consistently based on the exam questions.
- Grade thresholds are provided, showing the minimum marks required to achieve each grade (A, B, C, D, E).
- CIE will not enter into discussions about the mark schemes.
- The mark scheme must be read along with the exam question papers and report.
This document consists of a 3 question summary of a document describing a Program Evaluation and Review Technique (PERT) chart. [1] The PERT chart shows the relationships and time required to complete various tasks in a complex problem solving project. [2] The critical path is A-B-C-D-E-F-H with a total time of 23 days. [3]
The document discusses computer architecture and describes the seven dimensions of an Instruction Set Architecture (ISA). It also defines dependability and its two measures - reliability and availability. Some example performance measurements are provided along with the processor performance equation. Finally, it discusses measuring, reporting, and summarizing computer performance using benchmarks and benchmark suites.
The document discusses processes and process management. It covers key concepts like process state, process scheduling queues, and context switching. It also describes how processes are created and terminated, and the two main models of interprocess communication: shared memory and message passing. Process communication can be direct or indirect and use different buffering and synchronization approaches.
VTU 5TH SEM CSE OPERATING SYSTEMS SOLVED PAPERSvtunotesbysree
This document contains an operating systems solved paper from June 2013. It discusses various topics related to operating system services, process scheduling, concurrency, and deadlocks.
The key points covered include:
1) The main services provided by an operating system like user interface, program execution, I/O operations, file manipulation, communications, and error handling.
2) Process scheduling algorithms like FCFS, SJF, priority scheduling, and round robin and their evaluation criteria.
3) Concurrency issues like the critical section problem and how it can be solved using semaphores and monitors.
4) Deadlock conditions and handling using Banker's algorithm.
So in summary
The document discusses memory hierarchy in computers. It explains that memory is classified based on its distance from the processor, with the closest memory being the fastest. The different levels of memory hierarchy from fastest to slowest are CPU registers, L1 cache, L2 cache, main memory, virtual memory, and disk. Each level provides faster access but lower capacity than the levels below it.
This document discusses storage management techniques used in operating systems, including contiguous memory allocation, segmentation, paging, and virtual memory. It provides details on how these techniques work, such as how segmentation divides memory into variable-sized segments and uses segment tables, and how paging divides memory into fixed-sized pages and page tables to translate logical to physical addresses. It also covers concepts like internal and external fragmentation, demand paging, and page replacement algorithms.
1. Parallel computation is needed to achieve high performance as modern processors have limitations despite features like caches, buses, and pipelines. Parallel computers use multiple CPUs working together to solve problems faster.
2. Flynn's classification categorizes computer architectures based on their instruction and data flows as single instruction stream single data stream (SISD), single instruction stream multiple data stream (SIMD), or multiple instruction stream multiple data stream (MIMD).
3. Important metrics for measuring parallel performance include speedup, which measures improvement over sequential execution, and efficiency, which relates speedup to number of processors used. According to Amdahl's law, even small amounts of sequential code limit maximum speedup attainable.
This document contains lecture notes for an Advanced Data Structures course taught by Sanjay Goel at JIIT. The notes cover several topics discussed in class including concept mapping, data structures for applications like Photoshop, binary trees and tree traversals, decision trees, search algorithms, problem solving techniques, indexed binary search trees, and threaded binary search trees. Assignments involve implementing algorithms and data structures covered in class like Huffman encoding, tree traversals, and indexed and threaded binary search trees.
This document discusses parallel processing concepts including:
1. Parallel computing involves simultaneously using multiple processing elements to solve problems faster than a single processor. Common parallel platforms include shared-memory and message-passing architectures.
2. Key considerations for parallel platforms include the control structure for specifying parallel tasks, communication models, and physical organization including interconnection networks.
3. Scalable design principles for parallel systems include avoiding single points of failure, pushing work away from the core, and designing for maintenance and automation. Common parallel architectures include N-wide superscalar, which can dispatch N instructions per cycle, and multi-core which places multiple cores on a single processor socket.
The document discusses computation flow for reconfigurable systems. It covers several key points:
1) Computation flow involves both run-time and compile-time iterations for some applications.
2) Synchronization and blocking access are usually used between the processor and reconfigurable device for memory access.
3) Full and partial reconfiguration approaches involve either fully or partially reconfiguring the FPGA device while it continues running other tasks. Managing computation flow and reconfiguration presents challenges around fragmentation and communication between new and old tasks.
This document provides a mark scheme for a computing exam with 7 questions. It outlines the requirements and expectations for answering each question and awards marks based on key points addressed. Examiners are instructed to give marks that fairly reflect the knowledge demonstrated in candidates' responses, even for unexpected answers. The mark scheme is intended to ensure examiners apply the rubric consistently and to be read along with the exam questions and examiner report.
This document provides a mark scheme for an exam on computing. It outlines the requirements and expectations for how examiners should award marks to exam answers. It provides detailed answers and explanations for the expected responses for each question on the exam. The mark scheme is intended to ensure examiners apply the standards consistently and fairly when evaluating responses. It also indicates the examiners should consider unexpected but valid answers.
This document is a mark scheme that provides guidance for teachers marking a computing exam. It explains that the mark scheme indicates how examiners were instructed to award marks, but does not discuss the examiners' meeting. CIE will not enter discussions about the mark scheme. The mark scheme then provides detailed answers and explanations of marks for multiple questions on topics like compilers, sorting algorithms, computer architecture, and data definition.
This mark scheme provides guidance for teachers examining a GCE Advanced Level Computing paper. It shows how examiners were instructed to award marks for different questions and parts of the exam. The mark scheme also indicates the key requirements and concepts examiners were looking for in students' answers. However, it does not provide details of all acceptable responses or discussions examiners may have had when determining marks. CIE will not enter into further discussions about the mark scheme.
This document is a mark scheme for a computing exam from the University of Cambridge International Examinations. It provides guidance to examiners on how to award marks for answers on the exam. It shows the requirements and expectations for scoring responses. Examiners are instructed to award marks that fairly reflect the knowledge and skills demonstrated in candidates' answers, even if their approaches are unexpected. The mark scheme is intended to be read along with the exam question paper and exam report.
The document is a mark scheme for a computing exam that provides guidance for teachers on how to award marks to exam answers. It explains the requirements and structure of the exam, and shows how examiners were instructed to award marks for different parts of student responses. For each question, it provides details on what students needed to include in their answers to receive marks.
This document provides a mark scheme to guide teachers in marking a computing exam. It outlines the requirements and expectations for awarding marks to exam answers. The mark scheme is intended to indicate the basis on which examiners will award marks and to help ensure marking is consistent. However, it does not provide details of examiner discussions and alternative answers may be acceptable. CIE will not enter discussions about the mark scheme.
This document is a mark scheme that provides guidance for teachers marking a computing exam. It outlines the requirements and expectations for awarding marks to exam answers. The mark scheme is intended to ensure marking is consistent and helps teachers understand what constitutes acceptable answers. It also indicates the level of detail or number of points expected in responses. However, the mark scheme does not provide the only acceptable answers or limit discussion among examiners during marking.
The document contains mark schemes for computing exams from the University of Cambridge International Examinations in June 2004. It provides the requirements for examiners to award marks for questions across four papers. It establishes minimum marks required for different grades and notes that examiners should award marks based on alternative correct answers or unexpected approaches from candidates.
The document contains information about a mark scheme for the June 2005 GCE Advanced Level Computing exam, including:
- The mark scheme provides guidance for examiners on how to award marks consistently based on the exam questions.
- Grade thresholds are provided, showing the minimum marks required to achieve each grade (A, B, C, D, E).
- CIE will not enter into discussions about the mark schemes.
- The mark scheme must be read along with the exam question papers and report.
This document consists of a 3 question summary of a document describing a Program Evaluation and Review Technique (PERT) chart. [1] The PERT chart shows the relationships and time required to complete various tasks in a complex problem solving project. [2] The critical path is A-B-C-D-E-F-H with a total time of 23 days. [3]
The document discusses computer architecture and describes the seven dimensions of an Instruction Set Architecture (ISA). It also defines dependability and its two measures - reliability and availability. Some example performance measurements are provided along with the processor performance equation. Finally, it discusses measuring, reporting, and summarizing computer performance using benchmarks and benchmark suites.
The document discusses processes and process management. It covers key concepts like process state, process scheduling queues, and context switching. It also describes how processes are created and terminated, and the two main models of interprocess communication: shared memory and message passing. Process communication can be direct or indirect and use different buffering and synchronization approaches.
VTU 5TH SEM CSE OPERATING SYSTEMS SOLVED PAPERSvtunotesbysree
This document contains an operating systems solved paper from June 2013. It discusses various topics related to operating system services, process scheduling, concurrency, and deadlocks.
The key points covered include:
1) The main services provided by an operating system like user interface, program execution, I/O operations, file manipulation, communications, and error handling.
2) Process scheduling algorithms like FCFS, SJF, priority scheduling, and round robin and their evaluation criteria.
3) Concurrency issues like the critical section problem and how it can be solved using semaphores and monitors.
4) Deadlock conditions and handling using Banker's algorithm.
So in summary
The document discusses memory hierarchy in computers. It explains that memory is classified based on its distance from the processor, with the closest memory being the fastest. The different levels of memory hierarchy from fastest to slowest are CPU registers, L1 cache, L2 cache, main memory, virtual memory, and disk. Each level provides faster access but lower capacity than the levels below it.
This document discusses storage management techniques used in operating systems, including contiguous memory allocation, segmentation, paging, and virtual memory. It provides details on how these techniques work, such as how segmentation divides memory into variable-sized segments and uses segment tables, and how paging divides memory into fixed-sized pages and page tables to translate logical to physical addresses. It also covers concepts like internal and external fragmentation, demand paging, and page replacement algorithms.
1. Parallel computation is needed to achieve high performance as modern processors have limitations despite features like caches, buses, and pipelines. Parallel computers use multiple CPUs working together to solve problems faster.
2. Flynn's classification categorizes computer architectures based on their instruction and data flows as single instruction stream single data stream (SISD), single instruction stream multiple data stream (SIMD), or multiple instruction stream multiple data stream (MIMD).
3. Important metrics for measuring parallel performance include speedup, which measures improvement over sequential execution, and efficiency, which relates speedup to number of processors used. According to Amdahl's law, even small amounts of sequential code limit maximum speedup attainable.
This document contains lecture notes for an Advanced Data Structures course taught by Sanjay Goel at JIIT. The notes cover several topics discussed in class including concept mapping, data structures for applications like Photoshop, binary trees and tree traversals, decision trees, search algorithms, problem solving techniques, indexed binary search trees, and threaded binary search trees. Assignments involve implementing algorithms and data structures covered in class like Huffman encoding, tree traversals, and indexed and threaded binary search trees.
This document discusses parallel processing concepts including:
1. Parallel computing involves simultaneously using multiple processing elements to solve problems faster than a single processor. Common parallel platforms include shared-memory and message-passing architectures.
2. Key considerations for parallel platforms include the control structure for specifying parallel tasks, communication models, and physical organization including interconnection networks.
3. Scalable design principles for parallel systems include avoiding single points of failure, pushing work away from the core, and designing for maintenance and automation. Common parallel architectures include N-wide superscalar, which can dispatch N instructions per cycle, and multi-core which places multiple cores on a single processor socket.
The document discusses computation flow for reconfigurable systems. It covers several key points:
1) Computation flow involves both run-time and compile-time iterations for some applications.
2) Synchronization and blocking access are usually used between the processor and reconfigurable device for memory access.
3) Full and partial reconfiguration approaches involve either fully or partially reconfiguring the FPGA device while it continues running other tasks. Managing computation flow and reconfiguration presents challenges around fragmentation and communication between new and old tasks.
This document provides a mark scheme for a computing exam with 7 questions. It outlines the requirements and expectations for answering each question and awards marks based on key points addressed. Examiners are instructed to give marks that fairly reflect the knowledge demonstrated in candidates' responses, even for unexpected answers. The mark scheme is intended to ensure examiners apply the rubric consistently and to be read along with the exam questions and examiner report.
This document provides a mark scheme for an exam on computing. It outlines the requirements and expectations for how examiners should award marks to exam answers. It provides detailed answers and explanations for the expected responses for each question on the exam. The mark scheme is intended to ensure examiners apply the standards consistently and fairly when evaluating responses. It also indicates the examiners should consider unexpected but valid answers.
This document provides a mark scheme for the May/June 2008 GCE Advanced Level computing exam. It outlines the requirements for examiners in awarding marks to exam answers. Examiners are instructed to award marks that fairly reflect the knowledge and skills demonstrated in candidates' responses, even if their answers or approaches are unexpected. The mark scheme is intended as guidance for examiners and candidates, and indicates the basis on which examiners were instructed to award marks for the exam.
This document is a mark scheme for a computing exam that provides guidance to examiners on how to award marks for answers. It addresses 10 questions related to computing topics and provides examples of responses that would earn marks. For each question, it lists the key points or ideas that should be included in an answer to receive marks. The document emphasizes that examiners should award marks that fairly reflect the knowledge and skills demonstrated in candidates' responses, even if their answers include unexpected approaches.
This mark scheme summarizes the marking criteria for the October/November 2007 GCE Advanced Level computing exam. It provides guidance to examiners on how to fairly award marks to exam answers. The mark scheme explains that examiners should consider alternative correct answers and award marks based on the knowledge and skills demonstrated. It also notes that examiners must refer to the question papers and exam report when marking.
The document is a mark scheme for a computing exam that provides guidance to examiners on how to award marks for answers. It indicates that examiners should award marks for alternative correct answers and unexpected approaches. It also notes that examiners should read the mark scheme along with the question paper and exam report. The mark scheme then provides detailed guidelines on how many marks to award for different parts of potential answers.
This document provides a mark scheme to guide teachers in marking a computing exam. It outlines the requirements and expectations for answering each question. For each question, it lists the key points that students should include in their answers to receive marks. It also provides examples of possible student responses. The mark scheme is intended to ensure examiners apply the marking criteria consistently and consider answers fairly. It does not list all possible correct responses but rather shows the level of detail or type of answer expected to merit marks.
This document is a mark scheme for a computing exam that provides guidance for teachers on how examiners will award marks to answers. It shows the requirements for each question, but does not discuss the examiners' meeting. The mark scheme should be read along with the question paper and exam report. CIE will not discuss or comment on the mark schemes.
This document provides a mark scheme to guide teachers in evaluating exam answers for a computing exam. It outlines the requirements and expectations for answering different exam questions. The mark scheme is intended to indicate the basis for how examiners will award marks to answers and show how alternative answers will be considered. Teachers are instructed to read the mark scheme along with the exam question papers and exam report to properly assess student responses.
Computing 9691 Mark Scheme for May / June 2007 CambridgeAlpro
This document contains a mark scheme for a computing exam with multiple questions and subsections. It provides the requirements for awarding marks to exam answers, including acceptable responses and explanations. Alternative correct answers must be awarded marks proportionate to the knowledge and skills demonstrated. The mark scheme is intended as an aid for teachers and students to understand exam requirements.
Computing 9691 Mark Scheme for May / June 2007 Cambridge Paper 1Alpro
This document contains a mark scheme for a computing exam with multiple questions and subsections. It provides the requirements for awarding marks to exam answers, including acceptable responses and explanations. Alternative correct answers must be awarded marks proportionate to the knowledge and skills demonstrated. The mark scheme is intended as an aid for teachers and students to understand exam requirements and scoring.
This document provides a mark scheme for a computing exam with questions on systems analysis, algorithms, data storage, data transmission, and advantages/disadvantages of teleworking. It outlines the requirements for awarding marks to exam answers and serves as an aid for teachers and students.
This document provides a marking scheme for a computing exam with a maximum mark of 90. It summarizes the key points assessors should look for in student responses to various questions about computing topics like operating systems, real-time vs online systems, networks, programming errors, data structures, computer hardware, data transmission, security, database design, and information systems. The marking scheme breaks down the essential information needed for each question and awards marks for students including these details in their answers.
This document is a mark scheme for a computing exam that provides guidance to teachers on how to award marks for students' answers. It indicates the key points examiners were looking for in responses to each question on the exam paper and shows the number of marks available for different aspects of possible answers. The mark scheme is intended to ensure examiners apply the standards consistently and to inform teachers and students about the exam requirements.
Mark Scheme for May June 2008 Question Paper Computing 9691 Computers ZimbabweAlpro
This document contains a mark scheme for a computing exam with questions on topics like hardware, software, algorithms, data structures, networks, and systems development. It provides the key points examiners would look for in awarding marks to answers. Alternative correct answers must be given marks reflecting the knowledge demonstrated. CIE will not enter discussions about the mark schemes.
This document contains a mark scheme for a computing exam with the following key points:
1. It provides the requirements for examiners to award marks consistently based on the discussions prior to marking.
2. Examiners are instructed to award marks that fairly reflect the knowledge and skills demonstrated, even for unexpected answers.
3. The mark scheme must be read along with the exam questions and exam report to fully understand how marks were awarded.
4. Examples of grade thresholds are given, such as the minimum mark required for an A being 60 out of 90.
This document provides a mark scheme for the May/June 2008 GCE Advanced Level Computing paper. It outlines the requirements for awarding marks to exam answers and serves as guidance for examiners. The mark scheme provides detailed explanations for how marks should be awarded for each question on the exam. It also notes that examiners should give credit for alternative correct solutions and unexpected approaches from candidates.
Communication protocols define the rules for transmitting data over a network. They provide an orderly method for exchanging data between sender and receiver. The document then describes the key roles of communication protocols such as data sequencing, routing, formatting, flow control, error control, transmission order, and connection establishment/termination. It also summarizes the OSI model which outlines 7 layers that interact to send data between computers, and describes what each layer is responsible for.
This document contains a password and instructions stating that the password provided is the one typed during installation. It repeats the password and instructions twice with additional numbers that do not provide further context.
This document appears to be a lab sheet containing measurements of an unknown quantity (QU) taken multiple times. The document lists measurements of the unknown quantity taken at intervals, with the numbers increasing from 2 to 11 for each successive measurement.
This very short document contains a series of numbers and letters with no other context. It lists the characters "QU" followed by the numbers 1 through 9. No other meaning or purpose is evident from the limited information provided.
No document was provided to summarize. A summary requires source text to extract the key points and essential information from. Without a document, it is not possible to generate an accurate 3 sentence summary.
Emotional intelligence was first defined scientifically in 1990 by Mayer and Salovey, building on prior concepts. Goleman later proposed it involves five traits that determine one's EQ. Emotional intelligence involves self and social awareness and management. It is debated whether EQ can be accurately measured, though tests do exist to assess specific skills or provide an overall assessment. While EQ may help predict some life outcomes, it does not determine success on its own, and high IQ individuals like Einstein had low EQ without hindrance. EQ is significant for social and workplace interactions but is not a sole predictor of life outcomes and has limitations as a concept.
This document discusses databases and the evolution from flat files to relational databases. It covers:
1) The limitations of flat files including data duplication, separation of data across files, fixed queries, and proliferation of application programs.
2) The introduction of hierarchical and network databases to try to overcome limitations but these still led to inconsistent and redundant data.
3) An introduction to relational databases which overcome limitations by allowing each record to be of fixed length and each field to contain a single data item. This addresses issues with variable length records in previous approaches.
The document discusses the functions and purposes of translators in computing. It describes:
1) Interpreters and compilers translate programs from high-level languages to machine code. Compilers translate the entire program at once, while interpreters translate instructions one at a time as the program runs.
2) Translation from high-level languages to machine code involves multiple stages including lexical analysis, syntax analysis, code generation, and optimization.
3) Linkers and loaders are used to combine separately compiled modules into a complete executable program by resolving addresses and linking the modules together.
This document discusses common network environments, connectivity, and security issues. It describes how LANs and WANs are organized using different topologies and transmission mediums. It then explains key network components like switches, routers, bridges, and modems - how they connect different types of networks and segments. Finally, it discusses common network environments like the Internet, intranets, and extranets as well as technologies that enable them such as hypertext links, URLs, domain names, and HTML.
The operating system must manage hardware resources, provide an interface between users/software and hardware, and provide services like data security. It schedules programs to make best use of the processor when programs are performing input/output tasks. It uses interrupts to change the normal order of program execution in response to events like I/O device signals. Scheduling aims to maximize system usage, be fair to all programs, and prioritize more important programs when needed.
The document discusses computer architecture and the fetch-execute cycle. It describes the Von Neumann architecture, which uses a single processor that follows a linear sequence of fetching, decoding, and executing instructions. It then explains the fetch-execute cycle in more detail with the steps involved. Finally, it discusses parallel processor systems that can split up the fetching, decoding, and executing stages to improve efficiency.
The document discusses techniques for developing computer systems, including structured systems analysis and design method (SSADM) and data flow diagrams (DFDs). It provides details on the stages of SSADM and the symbols and steps used to develop DFDs. An example of a hotel reservation and payment system is presented as a DFD to illustrate the technique. Project management is also discussed, with an example of building a bungalow broken down into tasks, durations, and dependencies shown in a graph.
The document discusses different ways of representing numerical data in computing systems, including:
1) Binary representation, which converts decimal numbers to binary by repeatedly dividing by column headings and tracking the remainders as 1s and 0s.
2) Negative numbers can be represented using sign-and-magnitude or two's complement methods.
3) Other number systems like octal and hexadecimal are also discussed which use different column headings but the same representation principles.
4) Floating point representation separates a real number into a mantissa and exponent to store fractional numbers more efficiently in binary.
The document discusses how data and databases are valuable to organizations. It provides examples of how stock control systems and sales data can be used to automatically reorder stock. Banks also find customer data valuable for assessing loan risks. Modern communication allows sharing of data worldwide through value added network services and databases. Standards are needed for sharing data accurately between different systems. Computers now aid various forms of communication like voice mail, e-commerce, and video conferencing. The internet allows global communication and advertising. IT training must be continually updated as technology changes, which is altering many work patterns and jobs.
This document discusses different programming paradigms including procedural, object-oriented, and declarative paradigms. It provides examples of code using these paradigms. Specifically, it shows an assembly language program that adds two numbers, a C++ program that calculates the area of a rectangle, and Prolog queries to retrieve information from a database about people's genders and family relationships. It also discusses how parameters are used to pass values to functions in Visual Basic.
This document discusses real-time systems and simulation. It defines a real-time system as one that can react quickly enough to input data to affect the real world. Real-time applications include airline booking systems and nuclear reactor controls. Sensors measure physical quantities and transmit data to processors, while actuators accept signals from processors and initiate physical movements. Simulations allow computers to model real-world systems and scenarios through calculations, enabling testing without real-world risks or costs. Simulations have limitations in predicting truly random or complex human events. Parallel processing is needed for simulations involving vast data, complex relationships, and immense calculations.
This document is an exam for an Advanced Subsidiary Level computing exam. It contains 9 questions testing knowledge of topics like memory addressing, data structures, networks, and software development processes. The exam is 2 hours and contains multiple choice, short answer, and longer explanatory questions.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
1. UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the November 2005 question paper
9691 COMPUTING
9691/01 Paper 1 (Written Paper 1)
Maximum raw mark 90
This mark scheme is published as an aid to teachers and students, to indicate the
requirements of the examination. It shows the basis on which Examiners were initially
instructed to award marks. It does not indicate the details of the discussions that took place
at an Examiners’ meeting before marking began. Any substantial changes to the mark
scheme that arose from these discussions will be recorded in the published Report on the
Examination.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the Report on the
Examination.
The minimum marks in these components needed for various grades were previously
published with these mark schemes, but are now instead included in the Report on the
Examination for this session.
• CIE will not enter into discussion or correspondence in connection with these mark
schemes.
CIE is publishing the mark schemes for the November 2005 question papers for most IGCSE
and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary
Level syllabuses’.
www.xtremepapers.net