Cambridge A Level Design and Technology 9705 — 2011 Oct/Nov Paper 1 · Variant 3

This document consists of 10 printed pages and 2 blank pages. DC (SM/SW) 35766/3 © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level * 5 2 8 9 5 8 3 6 0 6 * DESIGN AND TECHNOLOGY 9705/13 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 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 9705/13/O/N/11 © UCLES 2011 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1 shows a magazine rack, constructed from pine, which is to be made in a school workshop. part A Size 660 × 50 × 25 part B part A part C Fig. 1 (a) Name a suitable finish that could be applied to the pine and give one reason for your choice. [2] (b) Use notes and sketches to describe: (i) how the ends of part A could be cut to shape and the edges of the wood smoothed; [6] (ii) how parts A and B could be joined using countersunk screws; [6] (iii) a method of joining parts A and C that allows the rack to fold flat. [6] You must give details about the tools, equipment and processes involved, and the safety precautions that must be taken at each stage.

3 9705/13/O/N/11 © UCLES 2011 [Turn over 2 Fig. 2 shows the development (net) of a leaflet holder made from card. strut strut front base back 130 210 Fig. 2 (a) State a suitable thickness of card for making the leaflet holder and give one reason for your choice. [2] (b) Sketch a pictorial (3D) view of the assembled leaflet holder. [6] (c) Use notes and sketches to describe how the development (net) could be cut out and the folds made to produce a one-off prototype of the leaflet holder. [6] (d) The leaflet holder will be mass produced using the die cutting process. Use notes and sketches to describe the die cutting process. [6] You must give details about the tools, equipment and processes involved, and the safety precautions that must be taken at each stage.

4 9705/13/O/N/11 © UCLES 2011 3 Fig. 3 shows a clock which is to be made in a school workshop. part B part A Fig. 3 (a) Name a suitable sheet material for making parts A and B 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 part B could be cut out and the edges of the sheet material smoothed and polished; [6] (iii) how the holes in part B could be marked out and drilled. [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 9705/13/O/N/11 © UCLES 2011 [Turn over Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 Fig. 4 shows a design for packaging a chocolate egg and a symbol that is printed on the back of the packaging. 40% chocolate egg packaging symbol that is printed on back of packaging Fig. 4 (a) Explain what the symbol means. [2] (b) Describe two problems with the design of the packaging. [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 packaging is often considered to be ‘environmentally unfriendly’. 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]

6 9705/13/O/N/11 © UCLES 2011 5 Fig. 5 shows a range of designs for storing CDs. design A design B X design C round tube wooden case plastic drawer CD base Fig. 5 (a) Explain the purpose 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 the ways in which a designer would use a prototype model of a CD storage system to test the design before the final product is manufactured. 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]

7 9705/13/O/N/11 © UCLES 2011 [Turn over 6 Fig. 6 shows a range of designs for free-standing advertising boards. Businesses stand these boards outside their premises. two frames leaning against each other wooden frame chalkboard X design A design B water filled base metal frame posters can be changed can be moved by two people posters can be changed metal frame design C 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 that you have identified in (b). [6] (d) Discuss why cafés, restaurants and small local shops frequently prefer to use advertising boards like the one shown in design A rather than designs like B and C. Your answer should: (i) analyse the given situation and identify three relevant issues raised by the question; [3] (ii) explain why you consider these points to be relevant; [3] (iii) contain specific examples/evidence to support your conclusions. [2]

8 9705/13/O/N/11 © UCLES 2011 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 idea for a push-along toy aeroplane. wheel attaches here length width height 750 600 450 overall dimensions Fig. 7 (a) Using notes and sketches, develop a design which allows a child to sit comfortably on the aeroplane when it is being pushed along. [16] (b) Using notes and sketches, develop designs for footrests and hand holds that a child could use when sitting on the aeroplane. [16] (c) Using notes and sketches, develop a design for the aeroplane’s two front wheels. The design must include a method of attaching the wheels to the aeroplane. [16] (d) Using notes and sketches, develop a design which allows an adult to push the aeroplane along without having to bend down. [16] (e) Produce a pictorial rendered drawing of the complete toy aeroplane which shows all of the features that you have designed in (a) – (d). [16]

9 9705/13/O/N/11 © UCLES 2011 [Turn over 8 Fig. 8 shows an incomplete idea for a free standing display stand to hold DVDs. The stand will be manufactured in flat pack form from 5 mm thick corrugated cardboard. 425 800 150 shelf unit to be divided into twelve spaces to display DVDs size of DVD case 190 × 135 × 15 shelf unit Fig. 8 (a) Using notes and sketches, develop a design for a base unit which supports the shelf unit at a height of 500 millimetres above the ground. The design must include a method that joins the base unit to the shelf unit but allows it to be removed and replaced without causing damage to either unit. [16] (b) Using notes and sketches, develop a design which divides the shelf unit into twelve spaces. The design must include a method that joins the dividers to the shelf unit but allows them to be removed and replaced without causing damage to either the dividers or the shelf unit. [16] (c) Using notes and sketches, develop a design for a holder for entry forms for a competition to win a portable DVD player. 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 title of the DVD ‘Midnight in the City’ and should be in a style that reflects the title. [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]

10 9705/13/O/N/11 © UCLES 2011 9 Fig. 9 shows an incomplete idea for a tray-clearing trolley. Students using a school canteen will return trays, crockery and litter to the trolley. 1600 850 trolley will hold 20 trays of dirty crockery size of an empty tray 500 × 350 550 Fig. 9 (a) Using notes and sketches, develop a design which allows 20 trays full of dirty crockery to be put in the trolley. [16] (b) Using notes and sketches, develop a design for a handle that allows the trolley to be pushed and pulled. [16] (c) Using notes and sketches, develop a design for a waste bin which could be attached to the trolley. The bin must have a lid that can be easily opened and closed. [16] (d) Using notes and sketches, develop a design which allows the waste bin to be attached and easily removed from the trolley without the use of any tools. [16] (e) Produce a pictorial rendered drawing of the complete trolley which shows all of the features that you have designed in (a) – (d). [16]

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12 9705/13/O/N/11 © UCLES 2011 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. BLANK PAGE

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 9705/13 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. • 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 13 © University of Cambridge International Examinations 2011 1 (a) Suitable finish named (1) e.g. Paint, varnish Suitable reason for choice given (1) e.g. To enhance appearance, to protect surface [2] (b) (i) Cutting out of material described (0–2) Smoothing edges of material described (0–2) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (ii) Method of joining described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] (iii) Method of joining described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] [Total: 20] 2 (a) Suitable thickness of card stated (1) e.g. 1–2mm, 1000–2000 microns Suitable reason for choice given (1) e.g. related to strength/stability of material and its ability to support weight of leaflets [2] (b) Correct assembly shown as pictorial view (1) Front and back (0–2) Struts (0–2) 'Locking' pieces (1) [6] (c) Cutting out and folding process described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [6] (d) Die cutting process described (0–3) Details of tools, equipment and safety precautions (if necessary) (0–3) [Total: 20]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper GCE AS/A LEVEL – October/November 2011 9705 13 © University of Cambridge International Examinations 2011 3 (a) Suitable material named (1) e.g. acrylic, polystyrene, aluminium, stainless steel Suitable reason for choice given (1) e.g. Surface finish is not required [2] (b) (i) Process of bending 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) Marking out of holes described (0–2) Drilling holes described (0–2) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] [Total: 20] 4 (a) Reference to recycling (1) Made from 40% recycled material (1) [2] (b) Problem 1 described (0–2) Problem 2 described (0–2) e.g. Problems related to egg moving about. no side fold over flaps, 'windows' and/or tuck in flap too big, poor security [4] (c) Explanation of how problem 1 could be overcome (0–3) Explanation of how problem 2 could be overcome (0–3) e.g. Inner packaging added to prevent egg moving, additional flaps added, sizes of 'windows' and tuck in flap changed, security sticker 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 4 Mark Scheme: Teachers’ version Syllabus Paper GCE AS/A LEVEL – October/November 2011 9705 13 © University of Cambridge International Examinations 2011 5 (a) Appropriate explanation (0–2) e.g. Acts as handle to pull out drawer, provides space for slot in label which identifies contents of drawer [2] (b) Problem 1 described (0–2) Problem 2 described (0–2) e.g. Problems related to poor stability and CDs falling out of slots 4 (c) Explanation of how problem 1 could be overcome (0–3) Explanation of how problem 2 could be overcome (0–3) e.g. Increasing size of base, adding weight to base, making slots deeper, making slots at an angle [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. spring, allows board to bend in wind, makes it harder to knock board over [4] (b) Problem 1 described (0–2) Problem 2 described (0–2) e.g. Nothing to hold two frames together, poor stability, two frames can slide apart, board can easily 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. join two frames together with hinges or something similar, connect bottom of frames together chain or something similar [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 13 © 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