Cambridge A Level Design and Technology 9705 — 2013 Oct/Nov Paper 1 · Variant 2

This document consists of 10 printed pages and 2 blank pages. DC (NF/SW) 84352 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level * 5 4 4 6 5 7 7 1 6 6 * DESIGN AND TECHNOLOGY 9705/12 Paper 1 October/November 2013 3 hours Additional Materials: Answer Booklet/A4 Paper A3 Drawing Paper (2 sheets) Extra sheets of A3 drawing paper for candidates who have used up both sides of their 2 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 IN 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 up both sides of each of the 2 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 9705/12/O/N/13 © UCLES 2013 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1 shows a toy helicopter which is to be made in a school workshop. (a) Give the name of: (i) a suitable softwood that could be used to make part A; [1] (ii) a suitable glue that could be used to join part A to the metal rod of part B. [1] (b) Use notes and sketches to describe: (i) how part A could be made and the edges of the softwood smoothed; [6] (ii) how part B could be made and then attached to part A; [6] (iii) how the two rotor blades could be made and then attached to part A in a way that allows them to rotate. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be undertaken at each stage. 50 40 20 120 205 120 Ø 16 Ø 4 20 60 rotor blades 6 160 part B part A part A is made from softwood part B is made from wooden dowel and metal rod rotor blades are made from plywood Fig. 1

3 9705/12/O/N/13 © UCLES 2013 [Turn over 2 Fig. 2 gives details about a fruit bowl which is to be made in a school workshop. The fruit bowl will be made from 30 lengths of 3 mm diameter metal rod which will be bent and then joined to a metal disc and a wooden base. (a) The metal rod will need to be malleable. Explain what is meant by malleable. [2] (b) Use notes and sketches to describe: (i) how a jig could be made and used to bend one length of metal rod; [6] (ii) how the shape for the wooden base could be marked out and made; [6] (iii) how the 30 holes in the wooden base 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. 300 orthographic drawing shows two lengths of metal rod which have been bent and joined to the metal disc and wooden base 180 Ø 40 pictorial view of complete bowl metal rod Ø 3 metal disc wooden base Ø 80 Fig. 2

4 9705/12/O/N/13 © UCLES 2013 3 Fig. 3 shows the three incomplete parts required to make a pop-up card with a V-fold mechanism. The two smaller pieces of card are glued onto the head of the lion to form a mouth. When the card is opened the mouth of the lion closes. The pop-up card will be made in a school workshop. (a) The card is A5 in size. Use notes and a sketch to show how many A5 cards could be cut from an A2 sheet of card. [2] (b) Use notes and sketches to describe: (i) how CAD (Computer Aided Design) could be used to complete the drawing of the lion (both halves of the lion are the same); [6] (ii) how the large part of the card could be laminated; [6] (iii) how the two smaller pieces of card could be cut out, folded and then glued in their correct positions on the pop-up card. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be undertaken at each stage. Glue tab Glue tab Glue tab Glue tab Fig. 3

5 9705/12/O/N/13 © UCLES 2013 [Turn over Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 Fig. 4 shows a design for a card box, a bottle and a symbol that will be printed on the bottle. The box will package three of the bottles. (a) Explain what the symbol means. [2] (b) Identify and describe two problems with the design of the box. [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 significance of style and the influence of fashion when designing packaging for a new range of cosmetics aimed at the teenage market. 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] 200 120 60 25 plastic window 160 × 80 MAGIC Ø 50 symbol on bottle 100 Fig. 4

6 9705/12/O/N/13 © UCLES 2013 5 Fig. 5 shows a design for a wooden gate, two gate posts and a label that will be attached to the gate when it is sold. (a) Explain what the symbol ® on the label means. [2] (b) Identify and describe two problems with the design of the gate. [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 and why timber resources are being conserved. 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] 1000 gate post TANALISED R wooden gate 2500 © 1996 Forest Stewardship Council A.C. label Fig. 5

7 9705/12/O/N/13 © UCLES 2013 [Turn over 6 Fig. 6 shows a design for a bus shelter. (a) Explain what the symbol means. [2] (b) Identify and describe two problems with the design of the bus shelter. [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 what a designer would need to consider when selecting which materials would be suitable for a new bus shelter. 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] TM 2000 4000 2500 symbol Fig. 6

8 9705/12/O/N/13 © UCLES 2013 Section C Answer one question from this section on the plain A3 paper provided. You are provided with two sheets of plain A3 paper. You should use both sides of the paper. Each of the four parts (a)–(d) 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 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 an adjustable lamp. (a) Using notes and sketches, develop a design for a shade for the adjustable lamp. [20] (b) Using notes and sketches, develop a design for an arm which will be joined to part X and the shade you have designed in part (a). The design must allow the arm to be adjusted and fixed at different angles. [20] (c) Using notes and sketches, develop a design which allows the lamp to be clamped to a table. The design must include a way of joining the clamping device to part X. Part X must be able to rotate as shown in Fig. 7. [20] (d) Produce a pictorial rendered drawing of the complete adjustable lamp which shows all of the features that you have designed in (a)–(c). Do not include the table in this drawing. [20] 240 part X clamping device arm adjusts to various angles table Fig. 7

9 9705/12/O/N/13 © UCLES 2013 [Turn over 8 Fig. 8 shows a cake and an incomplete idea for a card box which will package four of the cakes. (a) Using notes and sketches, develop a design for the card box. The box must be made from a one piece development (net) and have no more than one glued joint. It must be possible to open and securely close the box. [20] (b) Using notes and sketches, develop a design for the lettering to go on the box. The company’s name will be ‘Chris’s Cakes’ and the lettering should be in a style that reflects the name. [20] (c) Using notes and sketches, develop a design for a hand held rubber stamp that will be used to print the lettering that you have designed in (b) onto the card box. [20] (d) Produce pictorial rendered drawings of: (i) the complete card box which shows the features that you have designed in (a) and (b). The drawing must show the box open. Do not include the cakes in this drawing. [14] (ii) the hand held rubber stamp that you have designed in (c). [6] 150 55 plastic window Ø 70 52 Fig. 8

10 9705/12/O/N/13 © UCLES 2013 9 Fig. 9 shows an incomplete idea for a toy shop which will be used by children aged 3–6 years old. (a) Using notes and sketches, develop a design which enables the four sides of the shop to be joined together and taken apart without the use of any tools. [20] (b) Using notes and sketches, develop a design for side A of the shop. [20] (c) Using notes and sketches, develop a design for side B of the shop. [20] (d) Produce a pictorial rendered drawing of the complete toy shop which shows all of the features that you have designed in (a)–(c). The window, door and sales counter should all be shown open. [20] 1000 1050 1200 side A side B door is made in two parts both parts open bottom section folds down and is fixed in a horizontal position to make a sales counter top section folds up and is attached in a vertical position letters can be easily attached to and removed from the side without the use of any tools 4 sides made from 9 mm MDF both sides of window open Fig. 9

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12 9705/12/O/N/13 © UCLES 2013 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

CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the October/November 2013 series 9705 DESIGN AND TECHNOLOGY 9705/12 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 should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper GCE AS/A LEVEL – October/November 2013 9705 12 © Cambridge International Examinations 2013 Section A 1 (a) (i) Suitable softwood named (1) e.g. pine, parana pine, spruce, western red cedar (ii) suitable glue named (1) [2] e.g. aradite, epoxy resin (b) (i) Cutting out of part A described (0–2) Smoothing edges described (0–2) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (ii) Describing how part B could be made and attached to part A (0–4) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (iii) Describing how the rotor blades could be made and attached to part A (0–4) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] [Total: 20] 2 (a) Explanation of mallable (0–2) [2] e.g. material that can undergo a degree of deformation/bending without rupture or cracking (b) (i) Describing how jig could be made and used (0–4) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (ii) Describing how the base could be marked out and made (0–4) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (iii) Describing how the holes could be marked out and drilled (0–4) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] [Total: 20]

Page 3 Mark Scheme Syllabus Paper GCE AS/A LEVEL – October/November 2013 9705 12 © Cambridge International Examinations 2013 3 (a) Sketch and notes to explain that 8 cards could be cut from an A2 sheet (0–2) [2] (b) (i) Process described (0–4) Details of computer equipment/software (0–2) [6] (ii) Lamination process described (0–4) Details of tools, equipment and safety precautions (if necessary) (0–2) [6] (iii) Cutting and folding described (0–2) Gluing in correct position described (0–3) At least 2 appropriate tools/safety precautions named (1) [6] [Total: 20] Section B 4 (a) Explanation of symbol (0–2) [2] e.g. the e mark indicates that the contents (in grams or litres) is an average quantity (b) Problem one identified and described (0–2) Problem two identified and described (0–2) [4] e.g. bottles will move around in box side flaps can be seen through plastic window (c) Explanation of how problem one could be overcome (0–3) Explanation of how problem two could be overcome (0–3) [6] e.g. make box smaller, add inserts reduce size of side flaps or size of plastic window (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 Syllabus Paper GCE AS/A LEVEL – October/November 2013 9705 12 © Cambridge International Examinations 2013 5 (a) Explanation of symbol (0–2) [2] e.g. Registered trade mark indicates that the name or symbol has been registered with a national trademark office (b) Problem one identified and described (0–2) Problem two identified and described (0–2) [4] e.g. not a rigid/stable structure, shape of gate will distort gate is not fixed to gate posts (c) Explanation of how problem one could be overcome (0–3) Explanation of how problem two could be overcome (0–3) [6] e.g. add one or two diagonal members to the gate add suitable hinges and/or catch to gate (d) Situation has been analysed and relevant issue/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) Explanation of symbol (0–2) [2] e.g. Trade Mark, a trade mark is a name or symbol that allows a customer to tell a company or business from its competitors. It cannot be used in any form without permission (b) Problem one identified and described (0–2) Problem two identified and described (0–2) [4] e.g. weak structure, roof does not have enough support no facilities for public such as seats of more protection from wind, rain etc. (c) Explanation of how problem one could be overcome (0–3) Explanation of how problem two could be overcome (0–3) [6] e.g. adding more support for roof, adding sides, adding seats, adding timetable board (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 Syllabus Paper GCE AS/A LEVEL – October/November 2013 9705 12 © Cambridge International Examinations 2013 7 (a) One pre-conceived idea presented (0–4) 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 (5–8) 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 (9–12) Clarity and quality of sketching and explanatory notes (0–4) Evaluation (reasons for selection) (0–4) [20] (b) As for part (a) [20] (c) As for part (a) [20] (d) The drawing will exhibit a reasonable standard of outcome and show some of the required design features (0–5) 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 (6–9) 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 (10-14) 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) [20] [Total: 80]

Page 6 Mark Scheme Syllabus Paper GCE AS/A LEVEL – October/November 2013 9705 12 © Cambridge International Examinations 2013 8 (a) One pre-conceived idea presented (0–4) 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 (5–8) 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 (9–12) Clarity and quality of sketching and explanatory notes (0–4) Evaluation (reasons for selection) (0–4) [20] (b) As for part (a) [20] (c) As for part (a) [20] (d) (i) The drawing will exhibit a reasonable to good standard of outcome and will some of the required design features (0–5) OR The drawing will be completed to a good to high standard of outcome and fully show some of the features required to make the product function as intended (6–10) Some use has been made of colour and tone to enhance the visual impact of the drawing (0–2) OR Good to very good use has been made of colour, tone and material representation to enhance the visual impact of the drawing (3–4) [14] (ii) The drawing will exhibit a reasonable to good standard of outcome and will show some of the required design features (0–2) OR The drawing will be completed to a good to high standard of outcome and fully show the design features required to make the product function as intended (3–4) Some use has been made of colour and tone to enhance the visual impact of the drawing (0–1) OR Good to very good use has been made of colour, tone and material representation to enhance the visual impact of the drawing (2) [6] [Total: 80]