Cambridge A Level Design and Technology 9705 — 2010 Oct/Nov Paper 1 · Variant 3

This document consists of 12 printed pages. DC (CW/DJ) 25183/1 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your answers and working on the separate Answer Booklet/Paper provided. Write your name, Centre number and candidate number on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil, or coloured pencils/pens as appropriate, for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE ON ANY BARCODES. Section A Answer one question on the Answer Booklet/A4 Paper provided. Section B Answer one question on the Answer Booklet/A4 Paper provided. Section C Answer one question on plain A3 paper. Use both sides of the paper. You may request additional sheets of A3 paper, but only if you have used both sides of each of the 3 sheets provided. You are advised to spend 30 minutes on each of Sections A and B and 2 hours on Section C. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. All dimensions are in millimetres. * 2 8 4 3 6 0 7 9 6 5 * DESIGN AND TECHNOLOGY 9705/13 Paper 1 October/November 2010 3 hours Additional Materials: Answer Booklet/A4 Paper A3 Drawing paper (3 sheets) Extra sheets of A3 drawing paper for candidates who have used both sides of their 3 sheets A range of design drawing equipment

2 9705/13/O/N/10 © UCLES 2010 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1 shows a balancing toy which is to be made in a school workshop. balancing bar weight figure Fig. 1 (a) Name a suitable sheet material for making the figure and give one reason for your choice. [2] (b) Use notes and sketches to describe: (i) how the figure could be cut out to the required shape and the edges of the sheet material smoothed; [6] (ii) how the balancing bar could be attached to the figure so that it could be easily removed; [6] (iii) how a thread could be made in the weight so that it could be screwed onto the balancing bar. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be undertaken at each stage.

3 9705/13/O/N/10 © UCLES 2010 [Turn over 2 Fig. 2 shows a table which is to be made in a school workshop. top made from veneered MDF wooden frame part B part C A Fig. 2 (a) The top of the table is made from veneered MDF (medium density fibreboard). Use notes and a sketch to explain what veneered MDF looks like. [2] (b) Use sketches and notes to describe: (i) how the joint shown at A could be made; [6] (ii) how parts B and C could be joined together. [6] (c) Fig. 3 shows a metal plate. countersunk holes 30 50 4 Fig. 3 Use notes and sketches to describe how the metal plate could be made and used to join the frame of the table to the top. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be undertaken at each stage.

4 9705/13/O/N/10 © UCLES 2010 3 Fig. 4 shows a card box which is to be made in a school workshop. 140 200 80 Fig. 4 (a) The box is made from one piece of card with the corners glued together. Sketch, to an appropriate scale, the development (net) required to make the box. [6]

5 9705/13/O/N/10 © UCLES 2010 [Turn over (b) Fig. 5 shows a plastic insert to hold chocolates. The insert will be made by vacuum forming. Fig. 5 Three of these inserts will be packaged in the box shown in Fig. 4. Name a suitable sheet plastic for making the inserts and give one reason for your choice. [2] (c) Use notes and sketches to describe: (i) how the former required to vacuum form one of the inserts could be made; [6] (ii) the vacuum forming process. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be undertaken at each stage.

6 9705/13/O/N/10 © UCLES 2010 Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 A band called ‘The Ties’ is to undertake a tour. Souvenir T-shirts are to be printed and sold at each concert. A prototype T-shirt is to be printed using a hand-cut stencil. Fig. 6 shows a design for the stencil which will be made from paper. Fig. 6 (a) Explain the difference between a stencil and a template. [2] (b) Describe two problems with the design. [4] (c) Using notes and sketches, explain how the design would need to be changed to overcome the two problems that you have identified in (b). [6] (d) Discuss the merits of using stencils and templates when batch producing products. Your answer should: (i) analyse the given situation and identify three relevant issues raised by the question; [3] (ii) explain why you consider these three issues to be relevant; [3] (iii) contain specific examples/evidence as support for your conclusions. [2]

7 9705/13/O/N/10 © UCLES 2010 [Turn over 5 Fig. 7 shows a design for a toy rocking horse and a range of symbols that manufacturers put on toys. 0-3 A B D C Fig. 7 (a) Select one of the symbols and explain what it means. [2] (b) Describe two problems with the design of the rocking horse. [4] (c) Using notes and sketches, explain how the design would need to be changed to overcome the two problems that you have identified in (b). [6] (d) Discuss how a designer would need to consider health and safety when designing a child’s toy. Your answer should: (i) analyse the given situation and identify three relevant issues raised by the question; [3] (ii) explain why you consider these three issues to be relevant; [3] (iii) contain specific examples/evidence as support for your conclusions. [2]

8 9705/13/O/N/10 © UCLES 2010 6 Fig. 8 shows a design for a combined table and seat to be used outdoors. slats Fig. 8 (a) Explain why slats are frequently used in the design of outdoor furniture. [2] (b) Describe two problems with the design. [4] (c) Using notes and sketches, explain how the design would need to be changed to overcome the two problems that you have identified in (b). [6] (d) Discuss why most outdoor furniture is manufactured and sold in flat pack form rather than ready assembled. Your answer should: (i) analyse the given situation and identify three relevant issues raised by the question; [3] (ii) explain why you consider these three issues to be relevant; [3] (iii) contain specific examples/evidence as support for your conclusions. [2]

9 9705/13/O/N/10 © UCLES 2010 [Turn over Section C Answer one question from this section on the plain A3 paper provided. You are provided with three sheets of plain A3 paper. You should use both sides of the paper. Each of the five parts (a) – (e) of the question you choose to answer should take up one side of paper. When you are asked to develop a design you must show, using sketches and notes, the development and evaluation of a range of ideas into a single design proposal. The design proposal should be annotated to give details about materials, joining methods and important sizes. 7 Fig. 9 shows an incomplete idea for a piece of outdoor play equipment. 1500 1500 platform Fig. 9 (a) Using notes and sketches, develop a design for steps with a safety rail which would allow children to climb up to the platform. [16] (b) Using notes and sketches, develop a design for a roof for the platform. [16] (c) Using notes and sketches, develop a design for a slide which allows children to slide from the platform to the ground. [16] (d) Using notes and sketches, develop a design which would prevent children falling from the platform. [16] (e) Produce a pictorial rendered drawing of the complete piece of outdoor play equipment which shows all of the features that you have designed in (a) – (d). [16]

10 9705/13/O/N/10 © UCLES 2010 8 Fig. 10 shows an incomplete idea for a card model of an articulated lorry. trailer attaches here when cutting out continue to cut down this shaded line 60 85 50 development (net) of the tractor unit 85 Fig. 10 (a) Using notes and sketches, develop a design for the surface detail (windows, doors, lights etc.) to go on the development (net) required to make the tractor unit. [16] (b) Using notes and sketches, develop a design for a flatbed trailer. The design must include a method of attaching the trailer to the tractor unit so that it can be easily removed and replaced. [16] (c) Using notes and sketches, develop a design for a cuboid shaped container to go on the trailer. The design must include doors that open and close and a method of attaching the container to the trailer so that it can be easily removed and replaced. [16] (d) Using notes and sketches, develop a design for a logo to go on the side of the container. The logo must include the initials GT, a symbol linked to global transport and use a maximum of three colours. [16] (e) Produce a pictorial rendered drawing of the complete model of an articulated lorry which shows all of the features that you have designed in (a) – (d). [16]

11 9705/13/O/N/10 © UCLES 2010 [Turn over 9 Fig. 11 shows an incomplete idea for an animated display to go in a travel agent’s window. Most of the display will be made from 9 mm thick MDF (medium density fibreboard). The two main mechanisms will be driven by the battery operated electric motor shown in Fig. 11. sun rotates sun made from 9 mm MDF dolphin feature (see Fig. 12) is attached here and goes up and down front of display made from 9 mm MDF 320 view of back of stand battery electric motor 280 ø120 Fig. 11 (a) Using notes and sketches, develop a design for a mechanism which makes the sun rotate. [16] (b) Using notes and sketches, develop a design for a mechanism which makes the dolphin feature go up and down. [16]

12 9705/13/O/N/10 © UCLES 2010 Fig. 12 (c) Using notes and sketches, develop a design for the dolphin feature. The images shown in Fig. 12 have been provided to help you with your design work. The dolphin feature will be made from 9 mm MDF and include a feature which makes the tail move in some way. This movement should not be driven by the electric motor. [16] (d) Using notes and sketches, develop a design for a stand that will hold the front of the display in a vertical position and house the mechanisms, motor and battery. The stand should be open at the back so that the mechanisms can be seen and maintained. [16] (e) Produce a pictorial rendered drawing, viewed from the back, of the complete animated display which shows all of the features that you have designed in (a) – (d). [16] Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the October/November 2010 question paper for the guidance of teachers 9705 DESIGN AND TECHNOLOGY 9705/13 Paper 1, maximum raw mark 120 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2010 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme: Teachers’ version Syllabus Paper GCE A/AS LEVEL – October/November 2010 9705 13 © UCLES 2010 1 (a) Suitable sheet material named (1) e.g. acrylic, polystyrene, aluminium stainless steel. Suitable reason for choice given (1) [2] e.g. surface finish is not required (b) (i) Cutting out material described (0–2) Smoothing edges of material described (0–2) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (ii) Appropriate method of fixing identified (1) Fixing method described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (iii) Tread cutting described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] [Total: 20] 2 (a) Sketch shows two (or three) layers of material (1) Materials correctly identified (MDF and veneer) (1) [2] (b) (i) Making joint described (0-3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] (ii) Correct method identified (1) e.g. mortise and tenon, dowel joint Method of making described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (iii) Making metal plate described (0–2) Joining frame to top described (0–2) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] [Total: 20]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper GCE A/AS LEVEL – October/November 2010 9705 13 © UCLES 2010 3 (a) Appropriate scale used (1) Base, back and two sides (1) Front (1) Side flaps (1) Top and fold over flap (1) Four correct glue tabs (1) [6] (b) Suitable material named (1) e.g. polystyrene Suitable reason for choice given (1) [2] e.g. can be vacuum formed (thermoplastic). ready coloured (c) (i) Process of making former described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] (ii) Process of vacuum forming described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] [Total: 20] 4 (a) Difference explained (0–2) [2] e. g. Stencil is a sheet of thin material with hole/s cut in it. paint/ink is applied through hole to create design (1 mark) Template is a shape cut out of thin sheet material which can be drawn round. (1 mark) (b) Problem 1 described (0–2) Problem 2 described (0–2) [4] e.g. Problems related to centres of letters O and R falling out, paper not being a suitable material, letters being very close to edge of stencil. (c) Explanation of how problem 1 could be overcome (0–3) Explanation of how problem 2 could be overcome (0–3) [6] e.g. joining centre of letters to outer parts, alternative material used, increasing area around letters. (d) Situation has been analysed and relevant issues/points identified (0–3) Explanation of why issues/points are considered relevant (0–3) Specific examples/evidence used to support conclusions (0–2) [8] [Total: 20]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper GCE A/AS LEVEL – October/November 2010 9705 13 © UCLES 2010 5 (a) Appropriate explanation related to quality and safety standards (0–2) [2] A Lion Mark, B 'Declaration of Conformity' meets European Community Standards, C British Standards Kite Mark, D Not suitable for very young children. (b) Problem 1 described (0–2) Problem 2 described (0–2) [4] e.g. Problems related to nothing for child to hold on to (no handles) child could easily slide/fall off back of seat. (c) Explanation of how problem 1 could be overcome (0–3) Explanation of how problem 2 could be overcome (0–3) [6] e. g. suitable handle/s added, back rest added. (d) Situation has been analysed and relevant issues/points identified (0–3) Explanation of why issues/points are considered relevant (0–3) Specific examples/evidence used to support conclusions (0–3) [8] [Total: 20] 6 (a) Appropriate explanation (0–2) [2] e.g. water runs off more quickly, uses less material, not as heavy, more stable than solid timber (b) Problem 1 described (0–2) Problem 2 described (0–2) [4] e.g. Related to strength and stability of structure (c) Explanation of how problem 1 could be overcome (0–3) Explanation of how problem 2 could be overcome (0–3) [6] e.g. Splaying legs, strengthening seat fixing where it joins legs. (d) Situation has been analysed and relevant issues/points identified (0–3) Explanation of why issues/points are considered relevant (0–3) Specific examples/evidence used to support conclusions (0–2) [8] [Total: 20]

Page 5 Mark Scheme: Teachers’ version Syllabus Paper GCE A/AS LEVEL – October/November 2010 9705 13 © UCLES 2010 7 (a) One pre-conceived idea presented (0–3) OR The development and selection of a range of ideas into a single design proposal which would appear to work but lacks some technical detail (4–7) OR The development and selection of a range of ideas into a single design proposal that includes sufficient technical detail to show that the proposed solution would clearly work (8–10) Clarity and quality of sketching and explanatory notes (0–3) Evaluation (reasons for selection) (0–3) [16] (b) As for part (a) [16] (c) As for part (a) [16] (d) As for part (a) [16] (e) The drawing will exhibit a reasonable standard of outcome and show some of the required design features (0–3) OR The drawing will exhibit a good standard of outcome and show most of the design features required to make the product function as intended (4–7) OR The drawing will be completed to a high standard of outcome and fully show the design features required to make the product function as intended (8–10) Some use made of colour and tone to enhance the visual impact of the drawing (0–2) OR Good use has been made of colour and tone to enhance the visual impact of the drawing (3–4) OR Very good use has been made of colour, tone and material representation to enhance the visual impact of the drawing (5–6) [16] Questions 8 and 9 as for Question 7