O/A/IGCSE Computer Science Blog

Seven topics when they appear hold approximately 30% of total P3 marks. This simply implies (looking at the latest threshold) that passing P3 exam becomes easier with proper understanding of these important topics. Most of the times 3 of these 7 topics co-appear and every one of them hold 10% approx marks of the total P3 marks. Check out the topical past papers and yearly past papers here . Names of the topics appear below in order they appear in syllabus: Interrupts Lexical analysis Fetch-Decode-Execute-Reset cycle 3.4(a-e); Mostly combined in a question as parts and mainly worked around floating point notations Bacus Naur form (can be combined with syntax diagram) Reverse polish and Infix notations Entity relationship diagram (ERD) View  9691/03 Statometer  to know the frequency of further P3 chapters and topics in past papers.

Each question may have a stem, but will then have a keyword at the start of the question sentence. These keywords have specific meanings: State A simple statement of fact, this may be a one word answer. Questions like this will be the only occasion that a one word response is acceptable. Example: An operating system contains a number of different types of utility programs. State three utility programs that would be available in all personal computer operating systems.          [3] The expected answers are: File handlers; virus checkers; hardware drivers… A single word or phrase is all that is required. Other correct answers are possible and the candidate will get credited for these but be careful of grey areas… Give Generally requires a sentence for a mark. Example: The software needed to solve a problem can most easily be produced by splitting the main problem into modules. Give two reasons why the problem s...

About %ages: Your subjects are divided into two wide categories, namely quantitative and qualitative. Mostly science subjects, computing and accounts (I am not sure about a/c; ask your center if teacher doesn't know) belong to quantitative category, rest of the subjects are qualitative. All quantitative subjects have 5% higher required %age for earning same grades as qualitative, i.e. Quantitative %ages are: A* >= 90, A >= 80, B >= 70 .... U < 40 Qualitative %ages are: A* >= 85, A >= 75, B >= 65 .... U < 35 How are Cambridge IGCSE grade thresholds determined? **By Professional judgement of the principal examiners. If a question paper proves to have been easier or harder than the equivalent paper in the previous year, we raise or lower the thresholds to compensate the students. That way it remains just as hard or easy to obtain a certain grade in the subject from one year to another. How many marks are required to achieve each grade? This vari...

Solve past papers in latest to oldest order. Write in bullets. See http://9691.blogspot.com/2008/10/correct-way-of-writing-answers-in.html for details. AS pupils: Solve algorithm slides given over site's resource page under Algorithms section. Expect the unexpected. Don't miss any topic. There is a big chance that unusual topics appear and ways adapted by CIE. A2: At the end revise AS too. A2 paper has AS part in it. In P1 chapter 6 and 10 and in P3 all theory chapters must be engulfed like children. AS: binary and algos; if appears covers more than 20% marks. A2: floating point, BNF, structures' algos, FDER cycle; if appear covers minimum 22% and maximum 50%. Remember its threshold system that never exceeds more than 67% and mostly your projects scored on better side, so leaving a 2 marks question is like giving up current grade and sliding into grade below. Grading has been improved lately by 10% below last June so earning Good grades is easier than ever. And now for last...

It’s been said that the definition of insanity is doing the same thing over and over yet expecting a different result. When it comes to improving a subject result in A-Level, I think that statement is supremely relevant. Most of us at one time or another will have a weak subject result that’s not responding as well as we’d like it to. So we ask ourselves what we need to do to make it good. While there is no simple, one-size-fits-all prescription for the dilemma, you can be sure of one thing: If what you’re doing isn't working, you need to do something different. I’m often asked how often one should change method of studies, routines, time splits and so on. Rather than fire off some random span of time like six or eight times a week, I always say, “Change when whatever you’re doing fails to produce results.” In other words, if it ain't broke, don't fix it. Many students went from top in juniors to top in A-Level and hardly altered their studies regimen in more than 15 years....