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2b. Content of Computer systems (J277/01)

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1.1 – Systems architecture

Sub topic Guidance

1.1.1 Architecture of the CPU
¨ The purpose of the CPU: Required
ü What actions occur at each stage of the fetch-execute cycle
o The fetch-execute cycle
ü The role/purpose of each component and what it manages,
¨ Common CPU components and their function:
stores, or controls during the fetch-execute cycle
o ALU (Arithmetic Logic Unit)
ü The purpose of each register, what it stores (data or address)
o CU (Control Unit)
o Cache ü The difference between storing data and an address
o Registers
Not required
¨ Von Neumann architecture:
û Knowledge of passing of data between registers in each stage
o MAR (Memory Address Register)
o MDR (Memory Data Register)
o Program Counter
o Accumulator
1.1.2 CPU performance
¨ How common characteristics of CPUs affect their performance: Required
ü Understanding of each characteristic as listed
o Clock speed
ü The effects of changing any of the common characteristics on
o Cache size
system performance, either individually or in combination
o Number of cores
GCSE (9–1) in Computer Science

1.1.3 Embedded systems

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¨ The purpose and characteristics of embedded systems Required

ü What embedded systems are
¨ Examples of embedded systems
ü Typical characteristics of embedded systems
ü Familiarity with a range of different embedded systems
GCSE (9–1) in Computer Science
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1.2 – Memory and storage

Sub topic Guidance

1.2.1 Primary storage (Memory)
¨ The need for primary storage Required
ü Why computers have primary storage
¨ The difference between RAM and ROM
§ How this usually consists of RAM and ROM
¨ The purpose of ROM in a computer system ü Key characteristics of RAM and ROM
¨ The purpose of RAM in a computer system ü Why virtual memory may be needed in a system
ü How virtual memory works
¨ Virtual memory § Transfer of data between RAM and HDD when RAM is filled

1.2.2 Secondary storage

¨ The need for secondary storage Required
ü Why computers have secondary storage
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¨ Common types of storage:

ü Recognise a range of secondary storage devices/media
o Optical ü Differences between each type of storage device/medium
o Magnetic ü Compare advantages/disadvantages for each storage device
o Solid state ü Be able to apply their knowledge in context within scenarios
¨ Suitable storage devices and storage media for a given application
Not required
¨ The advantages and disadvantages of different storage devices û Understanding of the component parts of these types of storage
and storage media relating to these characteristics:
o Capacity
o Speed
o Portability
o Durability
o Reliability
o Cost
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Sub topic Guidance

1.2.3 Units
¨ The units of data storage: Required
ü Why data must be stored in binary format
o Bit
ü Familiarity with data units and moving between each
o Nibble (4 bits)
ü Data storage devices have different fixed capacities
o Byte (8 bits)
ü Calculate required storage capacity for a given set of files
o Kilobyte (1,000 bytes or 1 KB)
ü Calculate file sizes of sound, images and text files
o Megabyte (1,000 KB)
§ sound file size = sample rate x duration (s) x bit depth
o Gigabyte (1,000 MB)
§ image file size = colour depth x image height (px) x image
o Terabyte (1,000 GB)
width (px)
o Petabyte (1,000 TB)
§ text file size = bits per character x number of characters
¨ How data needs to be converted into a binary format to be
processed by a computer Alternatives
¨ Data capacity and calculation of data capacity requirements • Use of 1,024 for conversions and calculations would be acceptable
• Allowance for metadata in calculations may be used

1.2.4 Data storage

Numbers Required
ü Denary number range 0 – 255
¨ How to convert positive denary whole numbers to binary numbers
ü Hexadecimal range 00 – FF
(up to and including 8 bits) and vice versa
ü Binary number range 00000000 – 11111111
¨ How to add two binary integers together (up to and including ü Understanding of the terms ‘most significant bit’, and ‘least
8 bits) and explain overflow errors which may occur significant bit’
¨ How to convert positive denary whole numbers into 2-digit ü Conversion of any number in these ranges to another number
hexadecimal numbers and vice versa base
Ability to deal with binary numbers containing between 1 and
GCSE (9–1) in Computer Science

ü
¨ How to convert binary integers to their hexadecimal equivalents 8 bits
and vice versa
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§ e.g. 11010 is the same as 00011010

¨ Binary shifts ü Understand the effect of a binary shift (both left or right) on a
number
ü Carry out a binary shift (both left and right)
GCSE (9–1) in Computer Science
Version 2.2 © OCR 2023

Sub topic Guidance

Characters Required
¨ The use of binary codes to represent characters ü How characters are represented in binary
¨ The term ‘character set’ ü How the number of characters stored is limited by the bits
¨ The relationship between the number of bits per character in a available
character set, and the number of characters which can be ü The differences between and impact of each character set
represented, e.g.: ü Understand how character sets are logically ordered, e.g. the code
o ASCII for ‘B’ will be one more than the code for ‘A’
o Unicode ü Binary representation of ASCII in the exam will use 8 bits
Not required
Images û Memorisation of character set codes
¨ How an image is represented as a series of pixels, represented in
binary Required
¨ Metadata ü Each pixel has a specific colour, represented by a specific code
¨ The effect of colour depth and resolution on: ü The effect on image size and quality when changing colour depth
o The quality of the image and resolution
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o The size of an image file ü Metadata stores additional image information (e.g. height, width,
etc.)
Sound
¨ How sound can be sampled and stored in digital form Required
¨ The effect of sample rate, duration and bit depth on: ü Analogue sounds must be stored in binary
o The playback quality ü Sample rate – measured in Hertz (Hz)
o The size of a sound file ü Duration – how many seconds of audio the sound file contains
ü Bit depth – number of bits available to store each sample
(e.g. 16-bit)
1.2.5 Compression
¨ The need for compression Required
¨ Types of compression: ü Common scenarios where compression may be needed
o Lossy ü Advantages and disadvantages of each type of compression
o Lossless ü Effects on the file for each type of compression

Not required
û Ability to carry out specific compression algorithms
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1.3 – Computer networks, connections and protocols

Sub topic Guidance
1.3.1 Networks and topologies
¨ Types of network: Required
o LAN (Local Area Network) ü The characteristics of LANs and WANs including common
o WAN (Wide Area Network) examples of each
ü Understanding of different factors that can affect the performance
¨ Factors that affect the performance of networks
of a network, e.g.:
¨ The different roles of computers in a client-server and a peer-to-
§ Number of devices connected
peer network
§ Bandwidth
¨ The hardware needed to connect stand-alone computers into a
ü The tasks performed by each piece of hardware
Local Area Network:
ü The concept of the Internet as a network of computer networks
o Wireless access points
ü A Domain Name Service (DNS) is made up of multiple Domain
o Routers
Name Servers
o Switches
ü A DNS’s role in the conversion of a URL to an IP address
o NIC (Network Interface Controller/Card)
ü Concept of servers providing services (e.g. Web server " Web
o Transmission media
pages, File server " file storage/retrieval)
¨ The Internet as a worldwide collection of computer networks: ü Concept of clients requesting/using services from a server
o DNS (Domain Name Server) ü The Cloud: remote service provision (e.g. storage, software,
o Hosting processing)
o The Cloud ü Advantages and disadvantages of the Cloud
o Web servers and clients ü Advantages and disadvantages of the Star and Mesh topologies
¨ Star and Mesh network topologies ü Apply understanding of networks to a given scenario
GCSE (9–1) in Computer Science
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GCSE (9–1) in Computer Science
Version 2.2 © OCR 2023

1.3.2 Wired and wireless networks, protocols and layers

¨ Modes of connection: Required
o Wired ü Compare benefits and drawbacks of wired versus wireless
• Ethernet connection
o Wireless ü Recommend one or more connections for a given scenario
• Wi-Fi ü The principle of encryption to secure data across network
• Bluetooth connections
ü IP addressing and the format of an IP address (IPv4 and IPv6)
¨ Encryption
ü A MAC address is assigned to devices; its use within a network
¨ IP addressing and MAC addressing
ü The principle of a standard to provide rules for areas of computing
¨ Standards
ü Standards allows hardware/software to interact across different
¨ Common protocols including:
manufacturers/producers
o TCP/IP (Transmission Control Protocol/Internet Protocol)
ü The principle of a (communication) protocol as a set of rules for
o HTTP (Hyper Text Transfer Protocol)
transferring data
o HTTPS (Hyper Text Transfer Protocol Secure)
ü That different types of protocols are used for different purposes
o FTP (File Transfer Protocol)
ü The basic principles of each protocol i.e. its purpose and key
o POP (Post Office Protocol)
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features
o IMAP (Internet Message Access Protocol)
ü How layers are used in protocols, and the benefits of using layers;
o SMTP (Simple Mail Transfer Protocol)
for a teaching example, please refer to the 4-layer TCP/IP model
¨ The concept of layers
Not required
û Understand how Ethernet, Wi-Fi and Bluetooth protocols work
û Understand differences between static and dynamic, or public and
private IP addresses
û Knowledge of individual standards
û Knowledge of the names and function of each TCP/IP layer
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1.4 – Network security

Sub topic Guidance

1.4.1 Threats to computer systems and networks
¨ Forms of attack: Required
o Malware ü Threats posed to devices/systems
o Social engineering, e.g. phishing, people as the ‘weak point’ ü Knowledge/principles of each form of attack including:
o Brute-force attacks § How the attack is used
o Denial of service attacks § The purpose of the attack
o Data interception and theft
o The concept of SQL injection

1.4.2 Identifying and preventing vulnerabilities

¨ Common prevention methods: Required
o Penetration testing ü Understanding of how to limit the threats posed in 1.4.1
o Anti-malware software ü Understanding of methods to remove vulnerabilities
o Firewalls ü Knowledge/principles of each prevention method:
o User access levels § What each prevention method may limit/prevent
o Passwords § How it limits the attack
o Encryption
o Physical security
GCSE (9–1) in Computer Science
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GCSE (9–1) in Computer Science
Version 2.2 © OCR 2023

1.5 – Systems software

Sub topic Guidance

1.5.1 Operating systems
¨ The purpose and functionality of operating systems: Required
o User interface ü What each function of an operating system does
o Memory management and multitasking ü Features of a user interface
o Peripheral management and drivers ü Memory management, e.g. the transfer of data between memory,
o User management and how this allows for multitasking
o File management ü Understand that:
§ Data is transferred between devices and the processor
§ This process needs to be managed

ü User management functions, e.g.:
§ Allocation of an account
§ Access rights
§ Security, etc.
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ü File management, and the key features, e.g.:

§ Naming
§ Allocating to folders
§ Moving files
§ Saving, etc.

Not required
û Understanding of paging or segmentation
1.5.2 Utility software
¨ The purpose and functionality of utility software Required
¨ Utility system software: ü Understand that computers often come with utility software, and
o Encryption software how this performs housekeeping tasks
o Defragmentation ü Purpose of the identified utility software and why it is required
o Data compression
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1.6 – Ethical, legal, cultural and environmental impacts of digital technology

Sub topic Guidance
1.6.1 Ethical, legal, cultural and environmental impact
¨ Impacts of digital technology on wider society including: Required
o Ethical issues ü Technology introduces ethical, legal, cultural, environmental and
o Legal issues privacy issues
o Cultural issues ü Knowledge of a variety of examples of digital technology and how
o Environmental issues this impacts on society
o Privacy issues ü An ability to discuss the impact of technology based around the
issues listed
¨ Legislation relevant to Computer Science:
ü The purpose of each piece of legislation and the specific actions it
o The Data Protection Act 2018
allows or prohibits
o Computer Misuse Act 1990
ü The need to license software and the purpose of a software
o Copyright Designs and Patents Act 1988
licence
o Software licences (i.e. open source and proprietary)
ü Features of open source (providing access to the source code and
the ability to change the software)
ü Features of proprietary (no access to the source code, purchased
commonly as off-the-shelf)
ü Recommend a type of licence for a given scenario including
benefits and drawbacks
GCSE (9–1) in Computer Science
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 2c. Content of Computational thinking, algorithms and programming (J277/02)
GCSE (9–1) in Computer Science
Version 2.2 © OCR 2023

2.1 – Algorithms

Sub topic Guidance

2.1.1 Computational thinking
¨ Principles of computational thinking: Required
o Abstraction ü Understanding of these principles and how they are used to
o Decomposition define and refine problems
o Algorithmic thinking
2.1.2 Designing, creating and refining algorithms
¨ Identify the inputs, processes, and outputs for a problem Required
¨ Structure diagrams ü Produce simple diagrams to show:
¨ Create, interpret, correct, complete, and refine algorithms using: § The structure of a problem
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o Pseudocode § Subsections and their links to other subsections

o Flowcharts ü Complete, write or refine an algorithm using the techniques listed
o Reference language/high-level programming language ü Identify syntax/logic errors in code and suggest fixes
ü Create and use trace tables to follow an algorithm
¨ Identify common errors
¨ Trace tables
Flowchart symbols
Line Input/
Output

Process Decision

Sub Terminal
program
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2.1.3 Searching and sorting algorithms

¨ Standard searching algorithms: Required
o Binary search ü Understand the main steps of each algorithm
o Linear search ü Understand any pre-requisites of an algorithm
ü Apply the algorithm to a data set
¨ Standard sorting algorithms:
ü Identify an algorithm if given the code or pseudocode for it
o Bubble sort
o Merge sort
Not required
o Insertion sort
û To remember the code for these algorithms
û To remember Exam Reference Language for Merge Sort
GCSE (9–1) in Computer Science
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GCSE (9–1) in Computer Science
Version 2.2 © OCR 2023

2.2 – Programming fundamentals

Sub topic Guidance

2.2.1 Programming fundamentals
¨ The use of variables, constants, operators, inputs, outputs and Required
assignments ü Practical use of the techniques in a high-level language within the
¨ The use of the three basic programming constructs used to classroom
control the flow of a program: ü Understanding of each technique
o Sequence ü Recognise and use the following operators:
o Selection
o Iteration (count- and condition-controlled loops) Comparison operators Arithmetic operators
¨ The common arithmetic operators == Equal to + Addition
¨ The common Boolean operators AND, OR and NOT
!= Not equal to – Subtraction
< Less than * Multiplication
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<= Less than or equal to / Division

> Greater than MOD Modulus
>= Greater than or equal to DIV Quotient
^ Exponentiation (to the power)
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2.2.2 Data types

¨ The use of data types: Required
o Integer ü Practical use of the data types in a high-level language within the
o Real classroom
o Boolean ü Ability to choose suitable data types for data in a given scenario
o Character and string ü Understand that data types may be temporarily changed through
o Casting casting, and where this may be useful
2.2.3 Additional programming techniques
¨ The use of basic string manipulation Required
¨ The use of basic file handling operations: ü Practical use of the additional programming techniques in a
o Open high-level language within the classroom
o Read ü Ability to manipulate strings, including:
o Write § Concatenation
o Close § Slicing
ü Arrays as fixed length or static structures
¨ The use of records to store data
ü Use of 2D arrays to emulate database tables of a collection of
¨ The use of SQL to search for data
fields, and records
¨ The use of arrays (or equivalent) when solving problems, including
ü The use of functions
both one-dimensional (1D) and two-dimensional arrays (2D)
ü The use of procedures
¨ How to use sub programs (functions and procedures) to produce
ü Where to use functions and procedures effectively
structured code
ü The use of the following within functions and procedures:
¨ Random number generation
§ local variables/constants
§ global variables/constants
§ arrays (passing and returning)
ü SQL commands:
§ SELECT
§ FROM
GCSE (9–1) in Computer Science

§ WHERE
ü Be able to create and use random numbers in a program
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GCSE (9–1) in Computer Science
Version 2.2 © OCR 2023

2.3 – Producing robust programs

Sub topic Guidance

2.3.1 Defensive design
¨ Defensive design considerations: Required
o Anticipating misuse ü Understanding of the issues a programmer should consider to
o Authentication ensure that a program caters for all likely input values
ü Understanding of how to deal with invalid data in a program
¨ Input validation
ü Authentication to confirm the identity of a user
¨ Maintainability:
ü Practical experience of designing input validation and simple
o Use of sub programs
authentication (e.g. username and password)
o Naming conventions
ü Understand why commenting is useful and apply this
o Indentation
appropriately
o Commenting

2.3.2 Testing
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¨ The purpose of testing Required

¨ Types of testing: ü The difference between testing modules of a program during
o Iterative development and testing the program at the end of production
o Final/terminal ü Syntax errors as errors which break the grammatical rules of the
programming language and stop it from being run/translated
¨ Identify syntax and logic errors
ü Logic errors as errors which produce unexpected output
¨ Selecting and using suitable test data:
ü Normal test data as data which should be accepted by a program
o Normal
without causing errors
o Boundary
ü Boundary test data as data of the correct type which is on the
o Invalid/Erroneous
very edge of being valid
¨ Refining algorithms ü Invalid test data as data of the correct data type which should be
rejected by a computer system
ü Erroneous test data as data of the incorrect data type which
should be rejected by a computer system
ü Ability to identify suitable test data for a given scenario
ü Ability to create/complete a test plan
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2.4 – Boolean logic

Sub topic Guidance
2.4.1 Boolean logic
¨ Simple logic diagrams using the operators AND, OR Required
and NOT ü Knowledge of the truth tables for each logic gate
¨ Truth tables ü Recognition of each gate symbol
¨ Combining Boolean operators using AND, OR and ü Understanding of how to create, complete or edit logic diagrams and truth
NOT tables for given scenarios
¨ Applying logical operators in truth tables to solve ü Ability to work with more than one gate in a logic diagram
problems
Boolean Operators Logic Gate Symbol

AND
(Conjunction)

OR
(Disjunction)

NOT
(Negation)

Truth Tables
AND OR NOT
A B A AND B A B A OR B A NOT A
0 0 0 0 0 0 0 1
GCSE (9–1) in Computer Science

0 1 0 0 1 1 1 0
1 0 0 1 0 1
Version 2.2 © OCR 2023

1 1 1 1 1 1

Alternatives
• Use of other valid notation will be accepted within the examination, e.g. Using
T/F for 1/0, or V for OR, etc.
GCSE (9–1) in Computer Science
Version 2.2 © OCR 2023

2.5 – Programming languages and Integrated Development Environments

Sub topic Guidance

2.5.1 Languages
¨ Characteristics and purpose of different levels of programming Required
language: ü The differences between high- and low-level programming
o High-level languages languages
o Low-level languages ü The need for translators
ü The differences, benefits and drawbacks of using a compiler or an
¨ The purpose of translators
interpreter
¨ The characteristics of a compiler and an interpreter
Not required
û Understanding of assemblers
2.5.2 The Integrated Development Environment (IDE)
¨ Common tools and facilities available in an Integrated Required
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Development Environment (IDE): ü Knowledge of the tools that an IDE provides

o Editors ü How each of the tools and facilities listed can be used to help a
o Error diagnostics programmer develop a program
o Run-time environment ü Practical experience of using a range of these tools within at least
o Translators one IDE
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