WAEC Computer Science 2024
Questions & Answers

A student might mistakenly select storing data permanently, confusing processor execution with non-volatile storage drives. Program instructions are fetched, decoded, and executed by the CPU, which carries out logical, arithmetic, control, and input/output operations vital for system function. Common mistake: confusing the processing brain of the computer with long-term data storage units.

Microsoft Word or Adobe Photoshop might be picked because they are well-known software programs installed on computers. Hardware and software resources are managed by an operating system like Windows 10, whereas the other options are specific application programs. Common mistake: confusing application software with system-level operating software.

Data storage or Data transmission might appear correct if a student associates data handling with saving or moving files. Algorithms manipulate, collect, and analyze raw data to generate usable information, such as calculations, summaries, or sorting for decision-making purposes. Common mistake: confusing the mechanical storage of files with the analytical transformation of raw facts.

Printer or Monitor might be chosen by a student who confuses input pathways with output feedback displays. Physical documents are captured and converted into digital formats by a scanner, making it an input device, unlike output peripherals like printers. Common mistake: confusing data entry hardware with information display or printing hardware.

A student might guess 101 or 110 by miscalculating the remainder steps during division. Dividing 7 by 2 successively yields remainders of 1, 1, and 1, which read bottom-up as 111, representing the sum of 4, 2, and 1. Common mistake: errors in sequence direction when reading binary remainders.

It stores the operating system permanently might be selected if a student confuses main system memory with permanent storage. RAM is volatile memory that loses all stored content when power is cut, providing fast, temporary access for active programs. Common mistake: treating volatile working memory as permanent storage.

Binary integer or Binary instruction might seem plausible due to the computing context of instructions and numbers. The term bit is a portmanteau representing a binary digit, functioning as the smallest unit of digital information with values of 0 or 1. Common mistake: confusing binary digits with broader terms like integers or instructions.

Students might mistakenly choose Cache Memory, Register, or RAM because all of them are forms of computer memory. However, those options represent primary storage, which is temporary and volatile. A Hard Disk Drive functions as a secondary storage device by providing non-volatile, long-term data retention through magnetic disks to store large amounts of data. Common mistake: Confusing volatile primary memory with non-volatile secondary storage.

Options like enhancing internet speed, increasing storage capacity, or improving hardware performance might seem plausible if a student associates general system optimization with software utilities. Antivirus software specifically safeguards system integrity, data, and privacy by detecting, preventing, and removing malicious software (malware) such as viruses, trojans, and ransomware. Common mistake: Assuming security software is designed to boost hardware performance rather than defend against threats.

COBOL, Fortran, and Pascal might attract attention as programming languages, but they are designed for business, scientific, or educational purposes rather than web development. JavaScript stands out as a versatile scripting language primarily used for client-side web development to add interactivity. Common mistake: Failing to distinguish the specific domain of web development from other specialized programming languages.

Compiling, executing, or linking might be selected if a student confuses the overall software development lifecycle stages with error correction. Debugging is the specific process that involves identifying, analyzing, and fixing bugs (errors) in code through testing, tracing, and tools like debuggers to ensure the program runs correctly. Common mistake: Mixing up compilation or execution with the actual correction of code errors.

Command-line inputs and text-based commands might seem plausible for system interaction if one thinks of traditional text interfaces. A graphical user interface (GUI) instead simplifies operations by using visual elements like icons, windows, menus, and pointers for intuitive user interaction compared to command-line interfaces. Common mistake: Confusing the visual nature of a GUI with text-only command-line inputs.

Students might pick Uniform Resource Link or Universal Reading Language because they sound like plausible technical definitions for web addresses. A URL stands for Uniform Resource Locator, serving as a standardized address for locating resources on the internet by specifying the protocol, domain, and path. Common mistake: Misremembering the exact words in the acronym, specifically confusing 'Locator' with 'Link' or 'Universal'.

Bus, ring, or mesh topologies might be incorrectly chosen if a student assumes all network layouts rely on shared lines or direct node interconnections. In a star topology, devices connect to a central hub or switch, allowing efficient data flow and easy fault isolation, though a hub failure affects the entire network. Common mistake: Confusing the central-connection layout of a star topology with ring or bus structures.

Increasing data transfer speed or managing hardware devices might look correct if a student views network security tools as general system optimizers. A firewall monitors and controls incoming/outgoing network traffic based on security rules, preventing unauthorized access and protecting against threats like hackers. Common mistake: Assuming firewalls are performance-boosting network devices rather than security filters.

BIOS, device drivers, or operating systems might tempt students who do not clearly separate low-level system management from end-user tasks. Microsoft Excel represents application software because it performs user-specific tasks like data analysis, whereas the other choices are system-level or core OS components. Common mistake: Grouping device drivers or the BIOS into application software instead of recognizing them as system-level components.

A hardware component, a type of virus, or a programming language might be mistakenly guessed by students unfamiliar with web terminology. A cookie is actually a small text file stored by browsers to track user preferences, sessions, and behavior, enhancing personalized web experiences while raising privacy concerns. Common mistake: Mistaking a browser text file for malware like a virus.

Extensions like .jpg, .exe, or .mp3 might be chosen if a student mistakes media or application formats for document types. The .txt extension is the standard format for plain text files readable by any text editor, while the other options designate image, executable, or audio files respectively. Common mistake: Confusing text document extensions with image or executable formats.

Performing arithmetic operations, storing data temporarily, or displaying output might seem correct if a student confuses the Control Unit with the ALU, memory, or output peripherals. The Control Unit coordinates CPU operations by fetching instructions from memory, decoding them, and signaling other components like the ALU for execution. Common mistake: Attributing arithmetic duties or data storage to the Control Unit instead of the ALU or memory.

Limited storage capacity, high hardware maintenance, or slower data processing could mistakenly be viewed as positive attributes if a student misunderstands the tech. Cloud computing actually enables anytime, anywhere access to data and applications via the internet, promoting scalability, collaboration, and reduced local hardware needs. Common mistake: Associating cloud computing with hardware maintenance and limitations rather than remote accessibility and scalability.