Cambridge International AS & A Level Computer Science 9618 PDF Syllabus 2024-2025

Syllabus Cambridge International AS & A Level Computer Science 9618 Use this syllabus for exams in 2024 and 2025. Exams are available in the June and November series. Version 2 For the purposes of screen readers, any mention in this document of Cambridge IGCSE refers to Cambridge International General Certification of Secondary Education. Why choose Cambridge International? Cambridge International prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of the University of Cambridge. Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for life, so they can achieve at school, university and work. Our programmes and qualifications set the global standard for international education. They are created by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for students to progress from one stage to the next, and are well supported by teaching and learning resources. We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching practice – and take account of the different national contexts in which they are taught. We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with leading universities has helped us make sure our syllabuses encourage students to master the key concepts in the subject and develop the skills necessary for success in higher education. Our mission is to provide educational benefit through provision of international programmes and qualifications for school education and to be the world leader in this field. Together with schools, we develop Cambridge learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world. Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with the Cambridge Pathway. School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’ Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA Quality management Cambridge International is committed to providing exceptional quality. In line with this commitment, our quality management system for the provision of international qualifications and education programmes for students aged 5 to 19 is independently certified as meeting the internationally recognised standard, ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001 © Cambridge University Press & Assessment September 2021 Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press & Assessment is a department of the University of Cambridge. Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within a centre. Contents Why choose Cambridge International?......................................................................... 2 1 Why choose this syllabus?......................................................................................... 4 2 Syllabus overview........................................................................................................ 8 Aims 8 Content overview 9 Assessment overview 11 Assessment objectives 13 3 Subject content..........................................................................................................14 AS content 14 A Level content 32 Teacher guidance 39 4 Details of the assessment........................................................................................ 40 Submission of Paper 4 Practical 40 Command words 41 5 What else you need to know.................................................................................... 42 Before you start 42 Making entries 43 Accessibility and equality 44 After the exam 45 How students, teachers and higher education can use the grades 46 Grade descriptions 46 Changes to this syllabus for 2024 and 2025 47 Important: Changes to this syllabus For information about changes to this syllabus for 2024 and 2025, go to page 47. The latest syllabus is version 2, published March 2023. Any textbooks endorsed to support the syllabus for examination from 2021 are still suitable for use with this syllabus. Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. 1 Why choose this syllabus? Key benefits The best motivation for a student is a real passion for the subject they’re learning. By offering students a variety of Cambridge International AS & A Levels, you can give them the greatest chance of finding the path of education they most want to follow. With over 50 subjects to choose from, students can select the ones they love and that they’re best at, which helps motivate them throughout their studies. Cambridge learner Following a Cambridge International AS & A Level programme helps students develop abilities which universities value highly, including: a deep understanding of their subjects. higher order thinking skills – analysis, critical thinking, problem solving. presenting ordered and coherent arguments. independent learning and research. Cambridge International AS & A Level Computer Science encourages learners to meet the needs of Higher Education courses in computer science as well as twenty-first century digital employers. It encourages learners to think creatively, through applying practical programming solutions, demonstrating that they are effective users of technology. Our approach in Cambridge International AS & A Level Computer Science encourages learners to be: confident, using a range of technology and programming paradigms responsible, using technology ethically reflective, as programmers, improving their own programming solution innovative, creating efficient solutions to problems engaged, in technology, how it is built and how software solutions are developed. School feedback: ‘Cambridge students develop a deep understanding of subjects and independent thinking skills.’ Feedback from: Principal, Rockledge High School, USA Back to contents page www.cambridgeinternational.org/alevel 4 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Why choose this syllabus? Key concepts Key concepts are essential ideas that help students develop a deep understanding of their subject and make links between different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting the important things to be learned. Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain: a greater depth as well as breadth of subject knowledge confidence, especially in applying knowledge and skills in new situations the vocabulary to discuss their subject conceptually and show how different aspects link together a level of mastery of their subject to help them enter higher education. The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning. The key concepts for Cambridge International AS & A Level Computer Science are: Computational thinking Computational thinking is a set of fundamental skills that help produce a solution to a problem. Skills such as abstraction, decomposition and algorithmic thinking are used to study a problem and design a solution that can be implemented. This may involve using a range of technologies and programming languages. Programming paradigms A programming paradigm is a way of thinking about or approaching problems. There are many different programming styles that can be used, which are suited to unique functions, tools and specific situations. An understanding of programming paradigms is essential to ensure they are used appropriately, when designing and building programs. Communication Communication is a core requirement of computer systems. It includes the ability to transfer data from one device or component to another and an understanding of the rules and methods that are used in this data transfer. Communication could range from the internal transfer of data within a computer system, to the transfer of a video across the internet. Computer architecture and hardware Computer architecture is the design of the internal operation of a computer system. It includes the rules that dictate how components and data are organised, how data are communicated between components, to allow hardware to function. There is a range of architectures, with different components and rules, that are appropriate for different scenarios. All computers comprise of a combination of hardware components, ranging from internal components, such as the Central Processing Unit (CPU) and main memory, to peripherals. To produce effective and efficient programs to run on hardware, it is important to understand how the components work independently and together to produce a system that can be used. Hardware needs software to be able to perform a task. Software allows hardware to become functional. This enables the user to communicate with the hardware to perform tasks. Data representation and structures Computers use binary and understanding how a binary number can be interpreted in many different ways is important. Programming requires an understanding of how data can be organised for efficient access and/or transfer. Back to contents page www.cambridgeinternational.org/alevel 5 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Why choose this syllabus? International recognition and acceptance Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our programmes and qualifications around the world. Every year thousands of students with Cambridge International AS & A Levels gain places at leading universities worldwide. Our programmes and qualifications are valued by top universities around the world including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand. UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A Levels by leading universities worldwide. Cambridge International AS Level Computer Science makes up the first half of the Cambridge International A Level course in Computer Science and provides a foundation for the study of Computer Science at Cambridge International A Level. Depending on local university entrance requirements, students may be able to use it to progress directly to university courses in Computer Science or some other subjects. It is also suitable as part of a course of general education. Cambridge International A Level Computer Science provides a foundation for the study of Computer Science or related courses in higher education. Equally it is suitable as part of a course of general education. For more information about the relationship between the Cambridge International AS Level and Cambridge International A Level see the ‘Assessment overview’ section of the Syllabus overview. We recommend learners check the Cambridge recognition database and university websites to find the most up-to-date entry requirements for courses they wish to study. Learn more at www.cambridgeinternational.org/recognition School feedback: ‘The depth of knowledge displayed by the best A Level students makes them prime targets for America’s Ivy League universities.’ Feedback from: Yale University, USA Back to contents page www.cambridgeinternational.org/alevel 6 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Why choose this syllabus? Supporting teachers We provide a wide range of resources, detailed guidance and innovative training and professional development so that you can give your students the best possible preparation for Cambridge International AS & A Level. To find out which resources are available for each syllabus go to www.cambridgeinternational.org/support The School Support Hub is our secure online site for Cambridge teachers where you can find the resources you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge community through our online discussion forums. Find out more at www.cambridgeinternational.org/support Support for Cambridge International AS & A Level Planning and Teaching and Learning and revision Results preparation assessment Example candidate Candidate Results Next steps guides. Endorsed resources. responses. Service. Schemes of work. Online forums. Past papers and Principal examiner Specimen papers. Support for mark schemes. reports for teachers. Syllabuses. coursework and Specimen paper Results Analysis. speaking tests. answers. Teacher guides. Sign up for email notifications about changes to syllabuses, including new and revised products and services at www.cambridgeinternational.org/syllabusupdates In addition, a Pseudocode Guide supports Cambridge International AS & A Level Computer Science (9618) to ensure that teachers and learners are familiar with the style used in examinations. This can be found at www.cambridgeinternational.org/support Professional development We support teachers through: Introductory Training – face-to-face or online Extension Training – face-to-face or online Enrichment Professional Development – face-to-face or online Find out more at www.cambridgeinternational.org/events Cambridge Professional Development Qualifications Find out more at www.cambridgeinternational.org/profdev Supporting exams officers We provide comprehensive support and guidance for all Cambridge exams officers. Find out more at: www.cambridgeinternational.org/eoguide Back to contents page www.cambridgeinternational.org/alevel 7 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. 2 Syllabus overview Aims The aims describe the purposes of a course based on this syllabus. The aims of this course are to enable students to develop: computational thinking skills an understanding of the main principles of solving problems using computers an understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communication and people an understanding of the different methods of communication and the functionality of networks and the internet the skills necessary to apply this understanding to develop computer based solutions to problems. Cambridge Assessment International Education is an education organisation and politically neutral. The contents of this syllabus, examination papers and associated materials do not endorse any political view. We endeavour to treat all aspects of the exam process neutrally. Back to contents page www.cambridgeinternational.org/alevel 8 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Syllabus overview Content overview AS Level content 1 Information representation 1.1 Data Representation 1.2 Multimedia – Graphics, Sound 1.3 Compression 2 Communication 2.1 Networks including the internet 3 Hardware 3.1 Computers and their components 3.2 Logic Gates and Logic Circuits 4 Processor Fundamentals 4.1 Central Processing Unit (CPU) Architecture 4.2 Assembly Language 4.3 Bit manipulation 5 System Software 5.1 Operating Systems 5.2 Language Translators 6 Security, privacy and data integrity 6.1 Data Security 6.2 Data Integrity 7 Ethics and Ownership 7.1 Ethics and Ownership 8 Databases 8.1 Database Concepts 8.2 Database Management Systems (DBMS) 8.3 Data Definition Language (DDL) and Data Manipulation Language (DML) 9 Algorithm Design and Problem-solving 9.1 Computational Thinking Skills 9.2 Algorithms 10 Data Types and Structures 10.1 Data Types and Records 10.2 Arrays 10.3 Files 10.4 Introduction to Abstract Data Types (ADT) 11 Programming 11.1 Programming Basics 11.2 Constructs 11.3 Structured Programming 12 Software Development 12.1 Program Development Life cycle 12.2 Program Design 12.3 Program Testing and Maintenance Back to contents page www.cambridgeinternational.org/alevel 9 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Syllabus overview A Level content 13 Data Representation 13.1 User-defined data types 13.2 File organisation and access 13.3 Floating-point numbers, representation and manipulation 14 Communication and internet 14.1 Protocols technologies 14.2 Circuit switching, packet switching 15 Hardware and Virtual Machines 15.1 Processors, Parallel Processing and Virtual Machines 15.2 Boolean Algebra and Logic Circuits 16 System Software 16.1 Purposes of an Operating System (OS) 16.2 Translation Software 17 Security 17.1 Encryption, Encryption Protocols and Digital certificates 18 Artificial Intelligence (AI) 18.1 Artificial Intelligence 19 Computational thinking and 19.1 Algorithms Problem-solving 19.2 Recursion 20 Further Programming 20.1 Programming Paradigms 20.2 File Processing and Exception Handling Support for Cambridge International AS & A Level Computer Science Our School Support Hub www.cambridgeinternational.org/support provides Cambridge schools with a secure site for downloading specimen and past question papers, mark schemes, grade thresholds and other curriculum resources specific to this syllabus. The School Support Hub community offers teachers the opportunity to connect with each other and to ask questions related to the syllabus. School feedback: ‘Cambridge International AS & A Levels prepare students well for university because they’ve learnt to go into a subject in considerable depth. There’s that ability to really understand the depth and richness and the detail of a subject. It’s a wonderful preparation for what they are going to face at university.’ Feedback from: US Higher Education Advisory Council Back to contents page www.cambridgeinternational.org/alevel 10 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Syllabus overview Assessment overview At AS Level candidates take papers 1 and 2. At A Level candidates take all four papers. Calculators must not be used in any paper. Paper 1 Theory Fundamentals Paper 3 Advanced Theory 1 hour 30 minutes 1 hour 30 minutes 75 marks 75 marks Paper 1 will assess sections 1 to 8 of the Paper 3 will assess sections 13 to 20 of the syllabus content. syllabus content. Written paper. Written paper. Externally assessed. Candidates answer all Externally assessed. Candidates answer all questions. questions. 50% of the AS Level 25% of the A Level 25% of the A Level Paper 2 Fundamental Problem-solving and Paper 4 Practical Programming Skills 2 hours 2 hours 30 minutes 75 marks 75 marks Paper 2 will assess sections 9 to 12 of the Paper 4 will assess sections 19 to 20 of the syllabus content. syllabus content, except for low-level and Candidates will need to write answers in declarative programming. pseudocode. Candidates will submit complete program code Written paper. and evidence of testing. Externally assessed. Candidates answer all Candidates will be required to use either Java questions. (console mode), Visual Basic* (console mode) or Python (console mode) programming languages. 50% of the AS Level Externally assessed. Candidates answer all 25% of the A Level questions on a computer without internet or email facility. 25% of the A Level Information on availability is in the Before you start section. * Visual Basic in this syllabus refers to any.Net versions of the Visual Basic programming language. Candidates are asked to use one of these versions of the software and not Visual Basic 6.0 or earlier versions of this programming language. Back to contents page www.cambridgeinternational.org/alevel 11 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Syllabus overview There are three routes for Cambridge International AS & A Level Computer Science: Route Paper 1 Paper 2 Paper 3 Paper 4 1 AS Level only yes yes no no (Candidates take all AS components in the same exam series) 2 A Level (staged over two years) yes yes no no Year 1 AS Level* Year 2 Complete the A Level no no yes yes 3 A Level yes yes yes yes (Candidates take all components in the same exam series) * Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge Handbook. Candidates following an AS Level route will be eligible for grades a–e. Candidates following an A Level route are eligible for grades A*–E. Back to contents page www.cambridgeinternational.org/alevel 12 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Syllabus overview Assessment objectives The assessment objectives (AOs) are: AO1 Demonstrate knowledge and understanding of the principles and concepts of computer science, including abstraction, logic, algorithms and data representation. AO2 Apply knowledge and understanding of the principles and concepts of computer science, including to analyse problems in computational terms. AO3 Design, program and evaluate computer systems to solve problems, making reasoned judgements about these. Weighting for assessment objectives The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below. Assessment objectives as a percentage of each qualification Assessment objective Weighting in AS Level % Weighting in A Level % AO1 30 30 AO2 40 30 AO3 30 40 Total 100 100 Assessment objectives as a percentage of each component Assessment objective Weighting in components % Paper 1 Paper 2 Paper 3 Paper 4 AO1 60 0 60 0 AO2 40 40 40 0 AO3 0 60 0 100 Total 100 100 100 100 Back to contents page www.cambridgeinternational.org/alevel 13 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. 3 Subject content This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners. Where appropriate you are responsible for selecting resources and examples to support your learners’ study. These should be appropriate for the learners’ age, cultural background and learning context as well as complying with your school policies and local legal requirements. AS content Computational thinking is developed using a structured approach that includes the use of programming and problem-solving skills to provide solutions to real life problems. It requires the manipulation and storage of different types of data and the communication of solutions over networks. Computational thinking is supported by developing an understanding of how computer architecture, hardware, systems software, security measures and communication systems, provide the infrastructure required in an efficient and ethical way. The syllabus supports opportunities for students to apply their skills in practical contexts that are required in the digital industry. 1 Information representation 1.1 Data Representation Candidates should be able to: Notes and guidance Show understanding of binary magnitudes and the Understand the difference between and use: difference between binary prefixes and decimal kibi and kilo prefixes mebi and mega gibi and giga tebi and tera Show understanding of different number systems Use the binary, denary, hexadecimal number bases and Binary Coded Decimal (BCD) and one’s and two’s complement representation for binary numbers Convert an integer value from one number base/ representation to another Perform binary addition and subtraction Using positive and negative binary integers Show understanding of how overflow can occur Describe practical applications where Binary Coded Decimal (BCD) and Hexadecimal are used Show understanding of and be able to represent Students are expected to be familiar with ASCII character data in its internal binary form, depending (American Standard Code for Information on the character set used Interchange), extended ASCII and Unicode. Students will not be expected to memorise any particular character codes Back to contents page www.cambridgeinternational.org/alevel 14 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 1.2 Multimedia Graphics Candidates should be able to: Notes and guidance Show understanding of how data for a bitmapped Use and understand the terms: pixel, file header, image are encoded image resolution, screen resolution, colour depth/ bit depth Perform calculations to estimate the file size for a bitmap image Show understanding of the effects of changing Use the terms: image resolution, colour depth / elements of a bitmap image on the image quality bit depth and file size Show understanding of how data for a vector Use the terms: drawing object, property, drawing list graphic are encoded Justify the use of a bitmap image or a vector graphic for a given task Sound Candidates should be able to: Notes and guidance Show understanding of how sound is represented Use the terms: sampling, sampling rate, sampling and encoded resolution, analogue and digital data Show understanding of the impact of changing the Including the impact on file size and accuracy sampling rate and resolution 1.3 Compression Candidates should be able to: Notes and guidance Show understanding of the need for and examples of the use of compression Show understanding of lossy and lossless compression and justify the use of a method in a given situation Show understanding of how a text file, bitmap Including the use of run-length encoding (RLE) image, vector graphic and sound file can be compressed Back to contents page www.cambridgeinternational.org/alevel 15 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 2 Communication 2.1 Networks including the internet Candidates should be able to: Notes and guidance Show understanding of the purpose and benefits of networking devices Show understanding of the characteristics of a LAN (local area network) and a WAN (wide area network) Explain the client-server and peer-to-peer models of Roles of the different computers within the network networked computers and subnetwork models Benefits and drawbacks of each model Justify the use of a model for a given situation Show understanding of thin-client and thick-client and the differences between them Show understanding of the bus, star, mesh and Understand how packets are transmitted between hybrid topologies two hosts for a given topology Justify the use of a topology for a given situation Show understanding of cloud computing Including the use of public and private clouds Benefits and drawbacks of cloud computing Show understanding of the differences between Describe the characteristics of copper cable, and implications of the use of wireless and wired fibre-optic cable, radio waves (including WiFi), networks microwaves, satellites Describe the hardware that is used to support a Including switch, server, Network Interface Card LAN (NIC), Wireless Network Interface Card (WNIC), Wireless Access Points (WAP), cables, bridge, repeater Describe the role and function of a router in a network Show understanding of Ethernet and how collisions Including Carrier Sense Multiple Access / Collision are detected and avoided Detection (CSMA / CD) Show understanding of bit streaming Methods of bit streaming, i.e. real-time and on-demand Importance of bit rates broadband speed on bit streaming Show understanding of the differences between the World Wide Web (WWW) and the internet Describe the hardware that is used to support the Including modems, PSTN (Public Switched internet Telephone Network), dedicated lines, cell phone network Back to contents page www.cambridgeinternational.org/alevel 16 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 2.1 Networks including the internet continued Explain the use of IP addresses in the transmission Including: of data over the internet format of an IP address including IPv4 and IPv6 use of subnetting in a network how an IP address is associated with a device on a network difference between a public IP address and a private IP address and the implications for security difference between a static IP address and a dynamic IP address Explain how a Uniform Resource Locator (URL) is used to locate a resource on the World Wide Web (WWW) and the role of the Domain Name Service (DNS) 3 Hardware 3.1 Computers and their components Candidates should be able to: Notes and guidance Show understanding of the need for input, output, primary memory and secondary (including removable) storage Show understanding of embedded systems Including: benefits and drawbacks of embedded systems Describe the principal operations of hardware Including: Laser printer, 3D printer, microphone, devices speakers, magnetic hard disk, solid state (flash) memory, optical disc reader/writer, touchscreen, virtual reality headset Show understanding of the use of buffers Explain the differences between Random Access Including their use in a range of devices and Memory (RAM) and Read Only Memory (ROM) systems Explain the differences between Static RAM (SRAM) Including the use of SRAM and DRAM in a range of and Dynamic RAM (DRAM) devices and systems and the reasons for using one instead of the other depending on the device and its use Explain the difference between Programmable ROM (PROM), Erasable Programmable ROM (EPROM) and Electrically Erasable Programmable ROM (EEPROM) Show an understanding of monitoring and control Including: systems difference between monitoring and control use of sensors (including temperature, pressure, infra-red, sound) and actuators importance of feedback Back to contents page www.cambridgeinternational.org/alevel 17 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 3.2 Logic Gates and Logic Circuits Candidates should be able to: Notes and guidance Use the following logic gate symbols: NOT AND OR NAND NOR XOR Understand and define the functions of : All gates except the NOT gate will have two inputs NOT, AND, OR, NAND, NOR and XOR (EOR) gates only. Construct the truth table for each of the logic gates above Construct a logic circuit From: a problem statement a logic expression a truth table Construct a truth table From: a problem statement a logic circuit a logic expression Construct a logic expression From: a problem statement a logic circuit a truth table Back to contents page www.cambridgeinternational.org/alevel 18 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 4 Processor Fundamentals 4.1 Central Processing Unit (CPU) Architecture Candidates should be able to: Notes and guidance Show understanding of the basic Von Neumann model for a computer system and the stored program concept Show understanding of the purpose and role of Special purpose registers including: registers, including the difference between general Program Counter (PC) purpose and special purpose registers Memory Data Register (MDR) Memory Address Register (MAR) The Accumulator (ACC) Index Register (IX) Current Instruction Register (CIR) Status Register Show understanding of the purpose and roles of the Arithmetic and Logic Unit (ALU), Control Unit (CU) and system clock, Immediate Access Store (IAS) Show understanding of how data are transferred between various components of the computer system using the address bus, data bus and control bus Show understanding of how factors contribute to Including: the performance of the computer system processor type and number of cores the bus width clock speed cache memory Understand how different ports provide connection Including connection to: to peripheral devices Universal Serial Bus (USB) High Definition Multimedia Interface (HDMI) Video Graphics Array (VGA) Describe the stages of the Fetch-Execute (F-E) cycle Describe and use ‘register transfer’ notation to describe the F-E cycle Show understanding of the purpose of interrupts Including: possible causes of interrupts applications of interrupts use of an Interrupt Service handling Routine (ISR) when interrupts are detected during the fetch- execute cycle how interrupts are handled Back to contents page www.cambridgeinternational.org/alevel 19 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 4.2 Assembly Language Candidates should be able to: Notes and guidance Show understanding of the relationship between assembly language and machine code Describe the different stages of the assembly Apply the two-pass assembler process to a given process for a two-pass assembler simple assembly language program Trace a given simple assembly language program Show understanding that a set of instructions are Including the following groups: grouped Data movement Input and output of data Arithmetic operations Unconditional and conditional instructions Compare instructions Show understanding of and be able to use different Including immediate, direct, indirect, indexed, modes of addressing relative Back to contents page www.cambridgeinternational.org/alevel 20 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content The following table is an example of an instruction set: Instruction Explanation Opcode Operand LDM #n Immediate addressing. Load the number n to ACC LDD Direct addressing. Load the contents of the location at the given address to ACC LDI Indirect addressing. The address to be used is at the given address. Load the contents of this second address to ACC LDX Indexed addressing. Form the address from + the contents of the index register. Copy the contents of this calculated address to ACC LDR #n Immediate addressing. Load the number n to IX MOV Move the contents of the accumulator to the given register (IX) STO Store the contents of ACC at the given address ADD Add the contents of the given address to the ACC ADD #n/Bn/&n Add the number n to the ACC SUB Subtract the contents of the given address from the ACC SUB #n/Bn/&n Subtract the number n from the ACC INC Add 1 to the contents of the register (ACC or IX) DEC Subtract 1 from the contents of the register (ACC or IX) JMP Jump to the given address CMP Compare the contents of ACC with the contents of CMP #n Compare the contents of ACC with number n CMI Indirect addressing. The address to be used is at the given address. Compare the contents of ACC with the contents of this second address JPE Following a compare instruction, jump to if the compare was True JPN Following a compare instruction, jump to if the compare was False IN Key in a character and store its ASCII value in ACC OUT Output to the screen the character whose ASCII value is stored in ACC END Return control to the operating system All questions will assume there is only one general purpose register available (Accumulator) ACC denotes Accumulator IX denotes Index Register can be an absolute or symbolic address # denotes a denary number, e.g. #123 B denotes a binary number, e.g. B01001010 & denotes a hexadecimal number, e.g. &4A Back to contents page www.cambridgeinternational.org/alevel 21 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 4.3 Bit manipulation Candidates should be able to: Notes and guidance Show understanding of and perform binary shifts Logical, arithmetic and cyclic Left shift, right shift Show understanding of how bit manipulation can be Carry out bit manipulation operations used to monitor/control a device Test and set a bit (using bit masking) Instruction Label Opcode Operand Explanation AND #n / Bn / &n Bitwise AND operation of the contents of ACC with the operand AND Bitwise AND operation of the contents of ACC with the contents of XOR #n / Bn / &n Bitwise XOR operation of the contents of ACC with the operand XOR Bitwise XOR operation of the contents of ACC with the contents of OR #n / Bn / &n Bitwise OR operation of the contents of ACC with the operand OR Bitwise OR operation of the contents of ACC with the contents of LSL #n Bits in ACC are shifted logically n places to the left. Zeros are introduced on the right hand end LSR #n Bits in ACC are shifted logically n places to the right. Zeros are introduced on the left hand end : Labels an instruction : Gives a symbolic address to the memory location with contents All questions will assume there is only one general purpose register available (Accumulator) ACC denotes Accumulator IX denotes Index Register can be an absolute or symbolic address # denotes a denary number, e.g. #123 B denotes a binary number, e.g. B01001010 & denotes a hexadecimal number, e.g. &4A Back to contents page www.cambridgeinternational.org/alevel 22 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 5 System Software 5.1 Operating Systems Candidates should be able to: Notes and guidance Explain why a computer system requires an Operating System (OS) Explain the key management tasks carried out by Including memory management, file management, the Operating System security management, hardware management (input / output / peripherals), process management Show understanding of the need for typical utility Including disk formatter, virus checker, software provided with an Operating System defragmentation software, disk contents analysis/ disk repair software, file compression, back-up software Show understanding of program libraries Including: software under development is often constructed using existing code from program libraries the benefits to the developer of software constructed using library files, including Dynamic Link Library (DLL) files 5.2 Language Translators Candidates should be able to: Notes and guidance Show understanding of the need for: assembler software for the translation of an assembly language program a compiler for the translation of a high-level language program an interpreter for translation and execution of a high-level language program Explain the benefits and drawbacks of using either a compiler or interpreter and justify the use of each Show awareness that high-level language programs may be partially compiled and partially interpreted, such as Java (console mode) Describe features found in a typical Integrated Including: Development Environment (IDE) for coding, including context-sensitive prompts for initial error detection, including dynamic syntax checks for presentation, including prettyprint, expand and collapse code blocks for debugging, including single stepping, breakpoints, i.e. variables, expressions, report window Back to contents page www.cambridgeinternational.org/alevel 23 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 6 Security, privacy and data integrity 6.1 Data Security Candidates should be able to: Notes and guidance Explain the difference between the terms security, privacy and integrity of data Show appreciation of the need for both the security of data and the security of the computer system Describe security measures designed to protect Including user accounts, passwords, authentication computer systems, ranging from the stand-alone techniques such as digital signatures and PC to a network of computers biometrics, firewall, anti-virus software, anti- spyware, encryption Show understanding of the threats to computer and Including malware (virus, spyware), hackers, data security posed by networks and the internet phishing, pharming Describe methods that can be used to restrict the risks posed by threats Describe security methods designed to protect the Including encryption, access rights security of data 6.2 Data Integrity Candidates should be able to: Notes and guidance Describe how data validation and data verification help protect the integrity of data Describe and use methods of data validation Including range check, format check, length check, presence check, existence check, limit check, check digit Describe and use methods of data verification During data entry including visual check, double during data entry and data transfer entry During data transfer including parity check (byte and block), checksum Back to contents page www.cambridgeinternational.org/alevel 24 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 7 Ethics and Ownership 7.1 Ethics and Ownership Candidates should be able to: Notes and guidance Show understanding of the need for and purpose of Understand the importance of joining a professional ethics as a computing professional ethical body including BCS (British Computer Society), IEEE (Institute of Electrical and Electronic Engineers) Show understanding of the need to act ethically and the impact of acting ethically or unethically for a given situation Show understanding of the need for copyright legislation Show understanding of the different types of Licences to include free Software Foundation, the software licencing and justify the use of a licence for Open Source Initiative, shareware and commercial a given situation software Show understanding of Artificial Intelligence (AI) Understand the impact of AI including social, economic and environmental issues Understand the applications of AI 8 Databases 8.1 Database Concepts Candidates should be able to: Notes and guidance Show understanding of the limitations of using a file- based approach for the storage and retrieval of data Describe the features of a relational database that address the limitations of a file-based approach Show understanding of and use the terminology Including entity, table, record, field, tuple, attribute, associated with a relational database model primary key, candidate key, secondary key, foreign key, relationship (one-to-many, one-to-one, many- to-many), referential integrity, indexing Use an entity-relationship (E-R) diagram to document a database design Show understanding of the normalisation process First Normal Form (1NF), Second Normal Form (2NF) and Third Normal Form (3NF) Explain why a given set of database tables are, or are not, in 3NF Produce a normalised database design for a description of a database, a given set of data, or a given set of tables Back to contents page www.cambridgeinternational.org/alevel 25 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 8.2 Database Management Systems (DBMS) Candidates should be able to: Notes and guidance Show understanding of the features provided by Including: a Database Management System (DBMS) that data management, including maintaining a data address the issues of a file based approach dictionary data modelling logical schema data integrity data security, including backup procedures and the use of access rights to individuals / groups of users Show understanding of how software tools found Including the use and purpose of: within a DBMS are used in practice developer interface query processor 8.3 Data Definition Language (DDL) and Data Manipulation Language (DML) Candidates should be able to: Notes and guidance Show understanding that the DBMS carries out all creation / modification of the database structure using its Data Definition Language (DDL) Show understanding that the DBMS carries out all queries and maintenance of data using its DML Show understanding that the industry standard for Understand a given SQL statement both DDL and DML is Structured Query Language (SQL) Understand given SQL (DDL) statements and be Create a database (CREATE DATABASE) able to write simple SQL (DDL) statements using a Create a table definition (CREATE TABLE), including sub-set of statements the creation of attributes with appropriate data types: CHARACTER VARCHAR(n) BOOLEAN INTEGER REAL DATE TIME change a table definition (ALTER TABLE) add a primary key to a table (PRIMARY KEY (field)) add a foreign key to a table (FOREIGN KEY (field) REFERENCES Table (Field)) Back to contents page www.cambridgeinternational.org/alevel 26 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 8.3 Data Definition Language (DDL) and Data Manipulation Language (DML) continued Write an SQL script to query or modify data (DML) Queries including SELECT... FROM, WHERE, which are stored in (at most two) database tables ORDER BY, GROUP BY, INNER JOIN, SUM, COUNT, AVG Data maintenance including. INSERT INTO, DELETE FROM, UPDATE 9 Algorithm Design and Problem-solving Refer to Pseudocode Guide www.cambridgeinternational.org/support 9.1 Computational Thinking Skills Candidates should be able to: Notes and guidance Show an understanding of abstraction Need for and benefits of using abstraction Describe the purpose of abstraction Produce an abstract model of a system by only including essential details Describe and use decomposition Break down problems into sub-problems leading to the concept of a program module (procedure / function) 9.2 Algorithms Candidates should be able to: Notes and guidance Show understanding that an algorithm is a solution to a problem expressed as a sequence of defined steps Use suitable identifier names for the representation of data used by a problem and represent these using an identifier table Write pseudocode that contains input, process and output Write pseudocode using the three basic constructs of sequence, selection and iteration (repetition) Document a simple algorithm using a structured English description, a flowchart or pseudocode Write pseudocode from: a structured English description a flowchart Draw a flowchart from: a structured English description pseudocode Back to contents page www.cambridgeinternational.org/alevel 27 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 9.2 Algorithms continued Describe and use the process of stepwise refinement to express an algorithm to a level of detail from which the task may be programmed Use logic statements to define parts of an algorithm solution 10 Data Types and Structures 10.1 Data Types and Records Candidates should be able to: Notes and guidance Select and use appropriate data types for a problem including integer, real, char, string, Boolean, date solution (pseudocode will use the following data types: INTEGER, REAL, CHAR, STRING, BOOLEAN, DATE, ARRAY, FILE) Show understanding of the purpose of a record Write pseudocode to define a record structure structure to hold a set of data of different data types Write pseudocode to read data from a record under one identifier structure and save data to a record structure 10.2 Arrays Candidates should be able to: Notes and guidance Use the technical terms associated with arrays Including index, upper and lower bound Select a suitable data structure (1D or 2D array) to use for a given task Write pseudocode for 1D and 2D arrays Write pseudocode to process array data Sort using a bubble sort Search using a linear search 10.3 Files Candidates should be able to: Notes and guidance Show understanding of why files are needed Write pseudocode to handle text files that consist of one or more lines Back to contents page www.cambridgeinternational.org/alevel 28 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 10.4 Introduction to Abstract Data Types (ADT) Candidates should be able to: Notes and guidance Show understanding that an ADT is a collection of data and a set of operations on those data Show understanding that a stack, queue and linked Describe the key features of a stack, queue and list are examples of ADTs linked list and justify their use for a given situation Use a stack, queue and linked list to store data Candidates will not be required to write pseudocode for these structures, but they should be able to add, edit and delete data from these structures Describe how a queue, stack and linked list can be implemented using arrays 11 Programming 11.1 Programming Basics Candidates should be able to: Notes and guidance Implement and write pseudocode from a given design presented as either a program flowchart or structured English Write pseudocode statements for: the declaration and initialisation of constants the declaration of variables the assignment of values to variables expressions involving any of the arithmetic or logical operators input from the keyboard and output to the console Use built-in functions and library routines Any functions not given in the pseudocode guide will be provided String manipulation functions will always be given 11.2 Constructs Candidates should be able to: Notes and guidance Use pseudocode to write: an ‘IF’ statement including the ‘ELSE’ clause and nested IF statements a ‘CASE’ structure a ‘count-controlled’ loop: a ‘post-condition’ loop a ‘pre-condition’ loop Justify why one loop structure may be better suited to solve a problem than the others Back to contents page www.cambridgeinternational.org/alevel 29 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 11.3 Structured Programming Candidates should be able to: Notes and guidance Define and use a procedure Explain where in the construction of an algorithm it would be appropriate to use a procedure Use parameters A procedure may have none, one or more parameters A parameter can be passed by reference or by value Define and use a function Explain where in the construction of an algorithm it A function is used in an expression, e.g. the return is appropriate to use a function value replaces the call Use the terminology associated with procedures including procedure / function header, procedure / and functions function interface, parameter, argument, return value Write efficient pseudocode 12 Software Development 12.1 Program Development Life cycle Candidates should be able to: Notes and guidance Show understanding of the purpose of a development life cycle Show understanding of the need for different Including: waterfall, iterative, rapid application development life cycles depending on the program development (RAD) being developed Describe the principles, benefits and drawbacks of each type of life cycle Show understanding of the analysis, design, coding, testing and maintenance stages in the program development life cycle 12.2 Program Design Candidates should be able to: Notes and guidance Use a structure chart to decompose a Describe the purpose of a structure chart problem into sub-tasks and express the Construct a structure chart for a given problem parameters passed between the various Derive equivalent pseudocode from a structure modules / procedures / functions which are part of chart the algorithm design Show understanding of the purpose of state-transition diagrams to document an algorithm Back to contents page www.cambridgeinternational.org/alevel 30 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 12.3 Program Testing and Maintenance Candidates should be able to: Notes and guidance Show understanding of ways of exposing and avoiding faults in programs Locate and identify the different types of errors syntax errors logic errors run-time errors Correct identified errors Show understanding of the methods of testing Including dry run, walkthrough, white-box, black- available and select appropriate data for a given box, integration, alpha, beta, acceptance, stub method Show understanding of the need for a test strategy and test plan and their likely contents Choose appropriate test data for a test plan Including normal, abnormal and extreme/boundary Show understanding of the need for continuing Including perfective, adaptive, corrective maintenance of a system and the differences between each type of maintenance Analyse an existing program and make amendments to enhance functionality Back to contents page www.cambridgeinternational.org/alevel 31 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content A Level content Computational thinking is further developed at A Level to extend methods for searching, sorting, structuring and storage of data. This includes understanding of Artificial Intelligence (AI). Programming paradigms are considered together with an extension of programming skills to include recursion and exception handling. Computational thinking is supported by developing an in-depth understanding of how computer architecture, hardware, systems software, security measures and communication systems can have different structures and protocols. These can be combined to provide an appropriate infrastructure for solutions of problems. The syllabus encourages opportunities for students to apply their skills in a practical context that are required in the digital industry. 13 Data Representation 13.1 User-defined data types Candidates should be able to: Notes and guidance Show understanding of why user-defined types are necessary Define and use non-composite types Including enumerated, pointer Define and use composite data types Including set, record and class/object Choose and design an appropriate user-defined data type for a given problem 13.2 File organisation and access Candidates should be able to: Notes and guidance Show understanding of the methods of file Including serial, sequential (using a key field), organisation and select an appropriate method of random (using a record key) file organisation and file access for a given problem Show understanding of methods of file access Including Sequential access for serial and sequential files Direct access for sequential and random files Show understanding of hashing algorithms Describe and use different hashing algorithms to read from and write data to a random / sequential file Back to contents page www.cambridgeinternational.org/alevel 32 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 13.3 Floating-point numbers, representation and manipulation Candidates should be able to: Notes and guidance Describe the format of binary floating-point real Use two’s complement form numbers Understand of the effects of changing the allocation of bits to mantissa and exponent in a floating-point representation Convert binary floating-point real numbers into denary and vice versa Normalise floating-point numbers Understand the reasons for normalisation Show understanding of the consequences of a Understand how underflow and overflow can occur binary representation only being an approximation to the real number it represents (in certain cases) Show understanding that binary representations can give rise to rounding errors 14 Communication and internet technologies 14.1 Protocols Candidates should be able to: Notes and guidance Show understanding of why a protocol is essential for communication between computers Show understanding of how protocol implementation can be viewed as a stack, where each layer has its own functionality Show understanding of the TCP / IP protocol suite Four Layers (Application, Transport, Internet, Link) Purpose and function of each layer Application when a message is sent from one host to another on the internet Show understanding of protocols (HTTP, FTP, BitTorrent protocol provides peer-to-peer file sharing POP3, IMAP, SMTP, BitTorrent) and their purposes 14.2 Circuit switching, packet switching Candidates should be able to: Notes and guidance Show understanding of circuit switching Benefits, drawbacks and where it is applicable Show understanding of packet switching Benefits, drawbacks and where it is applicable Show understanding of the function of a router in packet switching Explain how packet switching is used to pass messages across a network, including the internet Back to contents page www.cambridgeinternational.org/alevel 33 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 15 Hardware and Virtual Machines 15.1 Processors, Parallel Processing and Virtual Machines Candidates should be able to: Notes and guidance Show understanding of Reduced Instruction Set Differences between RISC and CISC Computers (RISC) and Complex Instruction Set Understand interrupt handling on CISC and RISC Computers (CISC) processors processors Show understanding of the importance / use of pipelining and registers in RISC processors Show understanding of the four basic computer SISD, SIMD, MISD, MIMD architectures Show understanding of the characteristics of massively parallel computers Show understanding of the concept of a virtual Give examples of the role of virtual machines machine Understand the benefits and limitations of virtual machines 15.2 Boolean Algebra and Logic Circuits Candidates should be able to: Notes and guidance Produce truth tables for logic circuits including half May include logic gates with more than two inputs adders and full adders Show understanding of a flip-flop (SR, JK) Draw a logic circuit and derive a truth table for a flip-flop Understand of the role of flip-flops as data storage elements Show understanding of Boolean algebra Understand De Morgan’s laws Perform Boolean algebra using De Morgan’s laws Simplify a logic circuit/expression using Boolean algebra Show understanding of Karnaugh maps (K-map) Understand of the benefits of using Karnaugh maps Solve logic problems using Karnaugh maps Back to contents page www.cambridgeinternational.org/alevel 34 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 16 System Software 16.1 Purposes of an Operating System (OS) Candidates should be able to: Notes and guidance Show understanding of how an OS can maximise the use of resources Describe the ways in which the user interface hides the complexities of the hardware from the user Show understanding of process management The concept of multi-tasking and a process The process states: running, ready and blocked The need for scheduling and the function and benefits of different scheduling routines (including round robin, shortest job first, first come first served, shortest remaining time) How the kernel of the OS acts as an interrupt handler and how interrupt handling is used to manage low-level scheduling Show understanding of virtual memory, paging and The concepts of paging, virtual memory and segmentation for memory management segmentation The difference between paging and segmentation How pages can be replaced How disk thrashing can occur 16.2 Translation Software Candidates should be able to: Notes and guidance Show understanding of how an interpreter can execute programs without producing a translated version Show understanding of the various stages in the Including lexical analysis, syntax analysis, code compilation of a program generation and optimisation Show understanding of how the grammar of a language can be expressed using syntax diagrams or Backus-Naur Form (BNF) notation Show understanding of how Reverse Polish Notation (RPN) can be used to carry out the evaluation of expressions Back to contents page www.cambridgeinternational.org/alevel 35 Cambridge International AS & A Level Computer Science 9618 syllabus for 2024 and 2025. Subject content 17 Security 17.1 Encryption, Encryption Protocols and Digital certificates Candidates should be able to: Notes and guidance Show understanding of how encryption works Including the use of public key, private key, plain text, cipher text, encryption, symmetric key cryptography and asymmetric key cryptography How the keys can be used to send a private message from the public to an individual/ organisation How the keys can be used to send a verified message to the public How data is encrypted and decrypted, using symmetric and asymmetric cryptography Purpose, benefits and drawbacks of quantum cryptography Show awareness of the Secure Socket Layer (SSL)/ Purpose of SSL / TLS Transport Layer Security (TLS) Use of SSL/TLS in client-server communication Situations where the use of SSL/TLS would be appropriate Show understanding of digital certification How a digital certificate is acquired How a digital certificate is used to produce digital signatures 18 Artificial Intelligence (AI) 18.1 Artificial Intelligence (AI) Candidates should be able to: Notes and guidance Show understanding of how graphs can be used to Purpose and structure of a graph aid Artificial Intelligence (AI) Use A* and Dijkstra’s algorithms to perform searches on a graph Candidates will not be required to write algorithms to set up, access, or perform searches on graphs Show understanding of how artificial neural networks have helped with machine learning Show understanding of Deep Learning

Cambridge International AS & A Level Computer Science 9618 PDF Syllabus 2024-2025

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