Cambridge A Level Design and Technology 9705 — 2011 Oct/Nov Paper 1 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (LEO/SW) 35765/2 © UCLES 2011 [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 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. 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 up 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. * 7 6 6 0 3 8 1 5 6 5 * DESIGN AND TECHNOLOGY 9705/11 Paper 1 October/November 2011 3 hours Additional Materials: Answer Booklet/A4 Paper A3 Drawing Paper (3 sheets) Extra sheets of A3 drawing paper for candidates who have used up both sides of their 3 sheets A range of design drawing equipment

2 9705/11/O/N/11 © UCLES 2011 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1 gives details about a mechanical toy which is to be made in a school workshop. part A scale 1:1 scale 1:1 cam made from 10 mm MDF using a cam to convert motion cam part A B input motion output motion wooden box Fig. 1 (a) (i) Name the input motion. [1] (ii) Name the output motion. [1]

3 9705/11/O/N/11 © UCLES 2011 [Turn over (b) Use notes and sketches to describe: (i) how the cam could be cut out and the edges of the MDF smoothed; [6] (ii) how part A could be made; [6] (iii) how the joint shown at B could be made. [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 9705/11/O/N/11 © UCLES 2011 2 Fig. 2 shows a pencil rack which is to be made in a school workshop. part A part B made from 20 mm pine Fig. 2 (a) Name a suitable sheet material for making part A and give one reason for your choice. [2] (b) Use notes and sketches to describe: (i) how part A could be bent; [6] (ii) how the rounded corners on part B could be cut out and the edges of the wood smoothed; [6] (iii) how parts A and B could be joined together using countersunk screws. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be undertaken at each stage.

5 9705/11/O/N/11 © UCLES 2011 [Turn over 3 Fig. 3 shows a children’s playhouse which is to be made in a school workshop. The playhouse will be made from four separate pieces of corrugated cardboard. part A part B overall dimensions length 800 width 600 height 1200 Fig. 3 (a) Use notes and a sketch to explain what corrugated cardboard looks like. [2] (b) Sketch, to an appropriate scale, the development (net) required to make: (i) part A; [3] (ii) part B. [3] (c) Use notes and sketches to describe: (i) how part A could be cut out and the folds made; [6] (ii) the stages required to assemble the four separate parts using large elastic bands. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be taken at each stage.

6 9705/11/O/N/11 © UCLES 2011 Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 Fig. 4 shows an incomplete design for a page in a child’s pop-up book and a symbol that will be printed on the back of the book. 150 260 120 80 symbol that will be printed on back of book C Fig. 4 (a) Explain what the symbol means. [2] (b) Describe two problems with the design of the page. [4] (c) Using notes and sketches, explain how the design would need to be changed to overcome the two problems you have identified in (b). [6] (d) Discuss how the designers and authors of books for children aged 2–6 years old use different types of surface finish to enhance the visual and tactile appeal of their books. Your answer should: (i) analyse the given situation and identify three relevant issues raised by the question; [3] (ii) explain why you consider these issues to be relevant; [3] (iii) contain specific examples/evidence to support your conclusions. [2]

7 9705/11/O/N/11 © UCLES 2011 [Turn over 5 Each of the three products shown in Fig. 5 uses a different power source. portable wind-up clockwork powered radio battery powered torch X drill powered by mains electricity Fig. 5 (a) Explain the purpose of the design feature shown at X. [2] (b) Describe two problems with the design of the clockwork radio. [4] (c) Using notes and sketches, explain how the design would need to be changed to overcome the two problems you have identified in (b). [6] (d) Select one of the power sources used by the products shown in Fig. 5 and discuss the merits of using that power source compared to the other two. You answer should: (i) analyse the given situation and identify three relevant issues raised by the question; [3] (ii) explain why you consider these issues to be relevant; [3] (iii) contain specific examples/evidence as support for your conclusions. [2]

8 9705/11/O/N/11 © UCLES 2011 6 Fig. 6 shows a range of designs for folding chairs and stools. canvas seat plastic back stool made from plastic plastic seat X metal frame design A design B design C canvas back wooden frame Fig. 6 (a) Explain the function of the design feature shown at X. [2] (b) Describe two problems with design A. [4] (c) Using notes and sketches, explain how the design would need to be changed to overcome the two problems you have identified in (b). [6] (d) Discuss why design A might be considered more ‘environmentally friendly’ than the other designs shown in Fig. 6. Your answer should: (i) analyse the given situation and identify three relevant issues raised by the question; [3] (ii) explain why you consider these issues to be relevant; [3] (iii) contain specific examples/evidence as support for your conclusions. [2]

9 9705/11/O/N/11 © UCLES 2011 [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 that you choose to answer should take up one side of the paper. When you are asked to develop a design you must show, using notes and sketches, 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. 7 shows an incomplete design for a seesaw to be used by children. 2500 sides continue and join onto base Fig. 7 (a) Using notes and sketches, develop a design for the base of the seesaw. The base must keep the seesaw stable but not be permanently fixed to the ground. [16] (b) Using notes and sketches, develop a design for a seat which could be attached to each end of the seesaw. [16] (c) Using notes and sketches, develop a design for a handle that a child could hold on to when sitting in the seat. [16] (d) Using notes and sketches, develop a design which allows the seesaw to pivot. It must be possible to remove the pivot so that the two parts of the seesaw can be easily stored. [16] (e) Produce a pictorial rendered drawing of the complete seesaw which shows all of the features that you have designed in (a) – (d). [16]

10 9705/11/O/N/11 © UCLES 2011 8 Fig. 8 shows an incomplete design for a display stand. The stand will be used to hold brochures and leaflets for ‘The Mountain Holiday Company’. The stand will be manufactured in flat pack form from 5 mm thick corrugated cardboard. 700 100 500 removable shelf holds brochures Fig. 8 (a) Using notes and sketches, develop a design which supports the shelf 100 mm below the top edge but allows the shelf to be removed so that the stand can be folded flat. [16] (b) Using notes and sketches, develop a design for an information board that could be attached to, and easily removed from, the back of the stand. The shape of the board must reflect the name of the company. [16] (c) Using notes and sketches, develop a design for a leaflet holder. This must be capable of being attached to the display stand without the use of glue or any other additional materials. [16] (d) Using notes and sketches, develop a design for the lettering to go on the display stand. This should consist of the company name ‘The Mountain Holiday Company’ and should be in a style that reflects the name. [16] (e) Produce a pictorial rendered drawing of the complete display stand which shows all of the features that you have designed in (a) – (d). [16]

11 9705/11/O/N/11 © UCLES 2011 9 Fig. 9 shows an incomplete design for a bicycle repair stand. vertical support continues to join onto base Fig. 9 (a) Using notes and sketches, develop a design for the base of the stand. [16] (b) Using notes and sketches, develop a design which allows the vertical support to be adjusted and fixed at different heights. [16] (c) Using notes and sketches, develop a design which allows the bicycle to be attached to the vertical support. [16] (d) Using notes and sketches, develop a design for a storage tray to hold tools which could be attached to the stand. [16] (e) Produce a pictorial rendered drawing of the complete bicycle repair stand which shows all of the features that you have designed in (a) – (d). [16]

12 9705/11/O/N/11 © UCLES 2011 BLANK PAGE 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 2011 question paper for the guidance of teachers 9705 DESIGN AND TECHNOLOGY 9705/11 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. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the October/November 2011 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 AS/A LEVEL – October/November 2011 9705 11 © University of Cambridge International Examinations 2011 1 (a) (i) Input motion – Rotary (1) Output motion – Reciprocating (1) [2] (b) (i) Cutting out material described (0–2) Smoothing edges described (0–2) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (ii) Making process described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] (iii) Making process described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] [Total: 20] 2 (a) Suitable sheet material named e.g. acrylic, polystyrene, aluminium, stainless steel. (1) Suitable reason for choice given e.g. surface finish is not required (1) [2] (b) (i) Bending process described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] (ii) 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] (iii) Joining process described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] [Total: 20]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper GCE AS/A LEVEL – October/November 2011 9705 11 © University of Cambridge International Examinations 2011 3 (a) Sketch showing two outer layers and corrugations (1) Notes explaining construction (1) [2] (b) (i) Correct shape (rectangle joined to triangle) (1) Windows (1) 4 tabs on edges (1) [3] (ii) Correct shape (rectangle joined to triangle) (1) Circular door and triangular window (1) 4 tabs on edges (1) [3] (c) (i) Cutting out process described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] (ii) Parts shown joined together (1) Double thickness of tabs shown (1) Use of elastic bands described (0–4) [6] [Total: 20] 4 (a) Copyright symbol (1) Material cannot be copied without permission (1) [2] (b) Problem 1 described (0–2) Problem 2 described (0–2) e.g. Problems related to left hand pop-up creasing when page is folded and right hand pop-up sticking out of book when page is folded. 4 (c) Explanation of how problem 1 could be overcome (0–3) Explanation of how problem 2 could be overcome (0–3) e.g. Making left hand pop-up parallel to surfaces of page. Reducing horizontal distance of right hand pop-up to 30mm or increase page size to 200mm. [6] (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 AS/A LEVEL – October/November 2011 9705 11 © University of Cambridge International Examinations 2011 5 (a) Appropriate explanation (0–2) e.g. Wrist strap. Not so easy to drop torch, leaves hands free when carrying torch, easier to carry, easier to hang [2] (b) Problem 1 described (0–2) Problem 2 described (0–2) e.g. Problems related to it not being easy to wind up or carry the radio [4] (c) Explanation of how problem 1 could be overcome (0–3) Explanation of how problem 2 could be overcome (0–3) e.g. Improving winding mechanism, adding carrying handle or strap [6] (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] 6 (a) Appropriate explanation (0–2) e.g. Acts as hinge, stops chair collapsing when in use [2] (b) Problem 1 described (0–2) Problem 2 described (0–2) e.g. Problems related to poor stability, lack of folding 'mechanism', chair will collapse [4] (c) Explanation of how problem 1 could be overcome (0–3) Explanation of how problem 2 could be overcome (0–3) e.g. Method of folding added, additional rails added [6] (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 AS/A LEVEL – October/November 2011 9705 11 © University of Cambridge International Examinations 2011 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] [Total: 80] Questions 8 and 9 as for Question 7