Cambridge A Level Information Technology (ICT): Animation (9626) – Practice Questions

These are original questions written for Marlbridge, for revision and practice on this content. They are not reproduced past-paper questions, and they do not replicate the exam’s exact structure, question count or mark tariffs – examination boards hold copyright in their own papers. Use these alongside the official past papers from your board or school.

These questions cover topic 20, Animation (section 20.1) of the Cambridge International AS & A Level Information Technology 9626 syllabus for examination in 2025, 2026 and 2027 (version 3). This is A Level only content. The syllabus bases Paper 3 (Advanced Theory) questions on sections 12–21 and Paper 4 (Advanced Practical) tasks on sections 17–21. Every question here can be answered on paper, and the numbers work without a calculator, as calculators are not allowed in Paper 3.

Learn the content first in the Animation study guide and the Animation revision notes. Course hub: Cambridge A Level ICT. Checklist: 9626 checklist. Find your weak spots with a free 10-minute diagnostic.

Answers show one acceptable set of points, with a [1] per creditworthy point. This is indicative marking, not an official mark scheme; other valid points also earn credit.

Questions

1. Explain the difference between a key frame and a tweened frame. [2]

2. An animator sets up a stage 1920 pixels wide and 1080 pixels high.

(a) State the aspect ratio of the stage in its simplest form. [1] (b) A grid with 120-pixel squares is shown. Calculate the number of columns and rows. [2] (c) Explain why the animator turns on snapping to the grid. [1]

3. A logo is drawn as a vector object.

(a) Describe the difference between the stroke and the fill of the logo. [2] (b) Explain how changing the transparency of the logo over time could be used at the start of an animation. [2]

4. A paper plane is at x = 50 on frame 10 and at x = 350 on frame 40. Over the same frames it rotates from 0° to 270°. The tween is even.

(a) Calculate the change in x per frame. [2] (b) Calculate the x coordinate and the angle of rotation on frame 25. [2]

5. An animation runs for 10 seconds at 25 frames per second.

(a) Calculate the number of frames. [1] (b) The frame rate is changed to 50 fps with no frames added. State the new running time. [1] (c) Give one advantage and one disadvantage of creating the animation at a higher frame rate. [2]

6. A school wants its logo to be revealed by a circle of light moving across a dark stage. Describe how layers and a mask would be used to create this effect. [4]

7. A photographer records a sunset for 90 minutes, taking one photograph every 15 seconds. The photographs are played back at 24 fps.

(a) Calculate the number of photographs taken. [2] (b) Calculate the running time of the time lapse. [1] (c) State how many times faster than real time the sunset appears. [1]

8.

(a) Explain what a property key frame allows an animator to do that a single key frame for all properties does not. [2] (b) Describe morphing and the effect it creates. [2]

9. A robot’s arm in a 2D animation swings back and forth. Its angle is held in an animation variable armAngle, which starts at −45° and changes by 15° each frame up to 45°.

(a) Explain what is meant by an animation variable. [2] (b) Calculate the number of frames for one sweep from −45° to 45°. [1] (c) Write pseudocode that makes the arm swing back and forth between −45° and 45°. [3]

10. A children’s cartoon teaches recycling. It shows a talking bottle, a park background and background music.

(a) Identify the primary component and two secondary components. [2] (b) Explain why the secondary components must be chosen with the audience in mind. [2]

11. A student makes a 20-second stop motion animation at 12 fps using clay models.

(a) Calculate the number of photographs needed. [1] (b) The student can set up and photograph 30 poses per hour. Calculate the time needed. [1] (c) Describe how a stop motion animation is created. [2]

12. A wildlife charity wants a 30-second animation for its website, aimed at young children, showing a caterpillar turning into a butterfly. Evaluate the use of stop motion, time lapse, cel animation and 3D CGI for this animation, and recommend one. [10]

Answers

1. A key frame is set by the animator and defines a value such as position, colour or size at that point [1]. A tweened frame is calculated by the software between two key frames [1]. [2] Examiner insight: Two separate points are needed: one about who sets the key frame, one about how tweened frames are produced.

2. (a) 16:9 [1]. (b) 1920 ÷ 120 = 16 columns [1]; 1080 ÷ 120 = 9 rows [1]. (c) Objects jump to grid lines, so they line up exactly and start and end positions are consistent [1]. Examiner insight: In (a), 1920:1080 is not simplest form and would not be credited.

3. (a) The stroke is the outline of the logo, with its own colour and width [1]. The fill is the colour, gradient or pattern inside the shape [1]. (b) Opacity could start at 0% and rise to 100% over several frames [1], so the logo fades in smoothly instead of appearing suddenly [1]. Examiner insight: For (b), say how the property changes and what effect the viewer sees; “make it transparent” alone is one point at most.

4. (a) Intervals = 40 − 10 = 30 [1]; (350 − 50) ÷ 30 = 10 px per frame [1]. (b) Frame 25 is 15 intervals on: x = 50 + 15 × 10 = 200 [1]; angle = 270 ÷ 30 × 15 = 135° [1]. Examiner insight: Using 31 frames instead of 30 intervals is a common slip; showing the subtraction 40 − 10 gives evidence of method.

5. (a) 10 × 25 = 250 frames [1]. (b) 250 ÷ 50 = 5 s [1]. (c) Advantage: smoother motion [1]. Disadvantage: more frames to create, so more work and a larger file [1]. Examiner insight: “Better quality” is too vague for the advantage; name the smoother motion.

6. Put the logo on one layer and the dark background on a layer below it [1]. Draw a circle on a mask layer above the logo layer [1]. Link the mask to the logo layer so only the part of the logo under the circle is visible [1]. Tween the circle’s position across the stage so the visible area moves like a spotlight [1]. [4] Examiner insight: The key point is that the mask shape is what shows; saying the mask “hides the logo” gets the logic backwards.

7. (a) 90 × 60 = 5400 s [1]; 5400 ÷ 15 = 360 photographs [1]. (b) 360 ÷ 24 = 15 s [1]. (c) 5400 ÷ 15 = 360 times faster [1]. Examiner insight: Convert minutes to seconds before dividing by the interval; mixing units loses the method mark.

8. (a) A property key frame records the value of just one property, such as rotation [1], so that property can change on a different timing from the others, such as the movement [1]. (b) Morphing changes one image or shape into another through a seamless transition [1]. The first image is warped towards the second while they cross-fade, so it appears to transform smoothly [1]. Examiner insight: For (b), describing only a fade between two images misses the shape change, which is what makes it morphing.

9. (a) A variable whose value controls the position of an animated object or part of an object [1]; changing it each frame moves that part without redrawing the whole object [1]. (b) (45 − (−45)) ÷ 15 = 6 frames [1]. (c) Example:

armAngle ← -45
step ← 15
EACH FRAME
    armAngle ← armAngle + step
    IF armAngle >= 45 OR armAngle <= -45 THEN
        step ← -step
    ENDIF

Add the step to the angle each frame [1]; test both limits [1]; reverse the sign of the step at a limit [1]. Examiner insight: Pseudocode is credited for logic, not syntax; a loop that tests only one limit cannot swing back and forth.

10. (a) Primary: the talking bottle [1]. Secondary: the park background and the music [1]. (b) Young children are easily distracted, so the background should be simple and the music quiet behind speech [1], so attention stays on the bottle and the recycling message [1]. Examiner insight: Both secondary components are needed for the second mark in (a).

11. (a) 20 × 12 = 240 photographs [1]. (b) 240 ÷ 30 = 8 hours [1]. (c) The models are moved by a small amount and one photograph is taken [1]; this is repeated, and the photographs are played back in order as frames so the models appear to move [1]. Examiner insight: “Taking lots of photos” is not enough; the small movement between each photo must be stated.

12. Indicative points:

• Stop motion: real models of a caterpillar and butterfly look tactile and appeal to young children [1], but 30 s needs hundreds of photos and the delicate wings would be hard to pose [1].
• Time lapse: real footage of an actual transformation would be accurate and educational [1], but the process takes days with a fixed camera, and real footage has no friendly character to hold young children’s attention [1].
• Cel: a hand-drawn cartoon style suits young children and the background is drawn once [1], but every moving drawing is made by hand, so it is slow and costly [1].
• 3D CGI: a realistic butterfly can be shown from any angle and edited easily [1], but needs specialist software, skills and long render times, and large files may load slowly on a website [1].
• Recommendation linked to the audience, e.g. cel animation for a simple, friendly cartoon look [1], with a justification that balances cost against appeal, e.g. a short loop keeps file size small for the website [1]. [10] Examiner insight: “Evaluate” needs both sides of each type and a justified recommendation; listing advantages only caps the marks.

Where marks are usually lost

• Counting frames instead of intervals when working out tween values.
• Mixing minutes and seconds in time lapse calculations.
• Giving 1920:1080 instead of the simplest ratio.
• Saying a mask hides what is under it; the mask shape is what stays visible.
• Describing morphing as a plain cross-fade.
• Pseudocode for animation variables that never reverses direction.
• Calling the background or music a primary component.
• In evaluations, giving advantages only, or no recommendation linked to the audience.

Next steps

• Revise with the Animation revision notes.
• Go back to the Animation study guide for full explanations.
• Frame rates and aspect ratios also appear in Video and audio editing.
• Cambridge A Level ICT hub and 9626 checklist.
• Try all free 10-minute diagnostics.
• Book a free trial class.

Official syllabus

Cambridge International AS & A Level Information Technology 9626, syllabus for examination in 2025, 2026 and 2027, version 3, Cambridge University Press & Assessment. Topic 20: Animation (20.1 Animation).