Cambridge A Level Design and Technology 9705 — 2014 Oct/Nov Paper 1 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (RW/SW) 85705/2 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 7 6 2 6 8 6 3 3 1 6 * DESIGN AND TECHNOLOGY 9705/11 Paper 1 October/November 2014 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 an HB pencil, or coloured pencils/pens as appropriate, for any diagrams, graphs or rough working. Do not use staples, paper clips, 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 9705/11/O/N/14 © UCLES 2014 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1 shows a table, made from 18 mm thick plywood, which is to be produced in a school workshop. 18 R 100 600 top part A base 450 Fig. 1 (a) Give two reasons why the table will be made from plywood rather than solid wood. [2] (b) Use notes and sketches to describe: (i) how part A could be cut out and the edges of the plywood smoothed; [6] (ii) how knock-down (temporary) fittings could be used to join the base to the top; [6] (iii) how a painted finish could be applied to the table. [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 9705/11/O/N/14 © UCLES 2014 [Turn over 2 Fig. 2 gives details about a cake stand, made from card, which is to be produced in a school workshop. The card will be 2000 microns (2 mm) thick. part A part B part D 44 110 110 300 Ø 200 92 part E Ø 160 42 slots are 2.5 mm wide 70 35 25 R20 40 part C stencils will be used to add this design to part C view showing part A and part B assembled yellow pink red Ø 340 162 Fig. 2 (a) Give two advantages of producing the cake stand in flat pack form rather than having the five parts permanently joined together. [2] (b) Sketch a pictorial (3D) view of the fully assembled cake stand. [6] (c) Use notes and sketches to describe: (i) how part A could be marked out and cut out; [6] (ii) how stencils could be made and used to add the design to part C. [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/14 © UCLES 2014 3 Fig. 3 gives details about a desk tidy, made from plastic, which is to be produced in a school workshop. The body of the elephant will be made from a one piece development (net) which includes a base. 50 125 body ears fully assembled desk tidy partly assembled desk tidy tusks Fig. 3 (a) Name: (i) a suitable sheet plastic for making the desk tidy; [1] (ii) a suitable glue for joining the ears and tusks of the elephant to the body. [1] (b) Sketch, to an appropriate scale, the one piece development (net) required to make the body of the elephant. [6] (c) Use notes and sketches to describe: (i) how the one piece development (net) could be cut out and the edges of the sheet plastic smoothed; [6] (ii) how the sheet plastic could be bent to the required shape. [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/14 © UCLES 2014 [Turn over Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 Fig. 4 shows a holder to carry drink containers, a range of drink containers and a symbol that frequently appears on drink containers. e plastic top glass bottle paper label symbol tetra pack made from 75% paper 20% polyethylene 5% aluminium foil metal cap glass bottle Cola Fig. 4 (a) Explain what the symbol means. [2] (b) Identify and describe two problems with the design of the holder. [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) Each of the drink containers shown in Fig. 4 is made from more than one material. Discuss the problems associated with recycling products that are made from more than one material. 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]

6 9705/11/O/N/14 © UCLES 2014 5 Fig. 5 shows an incomplete design for a child’s activity sheet on how to make a pop-up card. X HOW TO MAKE A POP-UP CARD 1 Fold a piece of thin card 230 mm × 140 mm in half. Put it aside. 115 140 mm 2 Cut a strip of thin card 40 mm × 160 mm. Fold the strip in half lengthways. Then fold the strip in half again. Open the strip out and you will have three folds. 3 20 6 Fold the strip into a ‘cube shape’ again. Place it into the centre of your card. Line up the middle fold of the strip with the fold in your card. The ends of the strip should not meet in the middle fold. Make sure your card opens and closes easily. 5 4 Fold the strip on the lines to make a ‘cube shape’. 7 Take a piece of thin card 40 mm × 70 mm and draw one of the famous buildings in Paris. Colour and cut out your design. 8 Glue your design to one side of your ‘cube shape’. When your card closes the design should be completely inside your card. 9 Add a message to the front of your card. Fig. 5

7 9705/11/O/N/14 © UCLES 2014 [Turn over (a) Explain the purpose of the design feature shown at X. [2] (b) There are problems with the text and diagrams. Identify and describe two problems with the instructions given on the activity sheet. [4] (c) Using notes and sketches, explain how the instructions would need to be changed to overcome the two problems that you have identified in (b). [6] (d) The instructions shown in Fig. 5 use a combination of text and diagrams. Discuss the benefits of having instructions in this form rather than using just text or just diagrams. 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]

8 9705/11/O/N/14 © UCLES 2014 6 Fig. 6 shows a power hacksaw. X Fig. 6 (a) Explain the purpose of the design feature shown at X. [2] (b) Identify and describe two problems with the design of the power hacksaw that make it unsafe to use. [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 safety checks and other risk assessments that would need to be carried out before using electrically powered machines in a school workshop. 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]

9 9705/11/O/N/14 © UCLES 2014 [Turn over 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 solution. 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 cardboard box to package a skateboard. 225 700 cardboard box 125 Fig. 7 (a) Using notes and sketches, develop a design for the cardboard box. The box must be made from a one piece development (net) and have no more than one glue joint. It must be possible to open and securely close the box. [20] (b) Using notes and sketches, develop a design which enables the box to be easily carried. [20] (c) Using notes and sketches, develop a design for the lettering to go on the box. The company’s name is ‘Wild Wheels’ and the lettering should be in a style that reflects the product being packaged. [20] (d) Produce a pictorial rendered drawing of the complete cardboard box which shows all of the features that you have designed in (a) – (c). The drawing must show the box open. [20]

10 9705/11/O/N/14 © UCLES 2014 8 Fig. 8 shows an incomplete idea for a child’s swing. The frame for the swing will be 1800 mm high. top bar of frame Fig. 8 (a) Using notes and sketches, develop a design for a seat. The design must include features which prevent a child under the age of four from falling off the seat. [20] (b) Using notes and sketches, develop a design for a stable frame from which the seat will hang. It must be easy to dismantle the frame into sections no longer than 1000 mm. The design must include a method of securing the frame to the ground. [20] (c) Using notes and sketches, develop a design which enables the seat to be attached to and easily removed from the frame. [20] (d) Produce a pictorial rendered drawing of the complete swing which shows all of the features that you have designed in (a) – (c). [20]

11 9705/11/O/N/14 © UCLES 2014 9 Fig. 9 shows an incomplete idea for a child’s hand held mechanical toy. dinosaur’s head will be attached to top of tube handle and trigger will be attached to bottom of tube plastic tube 300 mm long × 12 mm diameter Fig. 9 Fig. 10 (a) Using notes and sketches, develop a design for the dinosaur’s head that has a mouth which will open and close. The images shown in Fig. 10 have been provided to help you with your design work. [20] (b) Using notes and sketches, develop a design for a handle which will enable a child to hold the toy. [20] (c) Using notes and sketches, develop a design for a trigger operated mechanism that will open the dinosaur’s mouth when the trigger is squeezed and close it when the trigger is released. [20] (d) Produce a pictorial rendered drawing of the complete mechanical toy which shows all of the features that you have designed in (a) – (c). The dinosaur’s mouth should be shown open. [20]

12 9705/11/O/N/14 © UCLES 2014 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. 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

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary and Advanced Level MARK SCHEME for the October/November 2014 series 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 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 2014 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9705 11 © Cambridge International Examinations 2014 Section A 1 (a) Each suitable reason given 1 mark e.g. available in large sizes more stable [1] cheaper [1] [2] (b) (i) Appropriate cutting and smoothing processes described [0–3] Details of appropriate tools, equipment and safety precautions [0–3] [6] (ii) Appropriate knock-down fittings identified and illustrated [0–2] Appropriate use of knock-down fittings described [0–2] Details of appropriate tools, equipment and safety precautions [0–2] [6] (iii) Appropriate painting process described [0–3] Details of appropriate tools, equipment and safety precautions [0–3] [6] [Total: 20] 2 (a) Each appropriate advantage 1 mark e.g. easier to store when not in use [1] less likely to be damaged when not in use [1] [2] (b) Pictorial view has been produced [1] Parts correctly assembled [0–2] Thickness of card shown on at least some parts [1] Quality of drawing [0–2] [6] (c) (i) Appropriate method of marking out described [0–2] Appropriate method of cutting out described [0–2] Details of appropriate tools, equipment and safety precautions [0–2] [6] (ii) Making of appropriate stencils described [0–2] Appropriate use of stencils described [0–2] Details of appropriate tools, equipment and safety precautions [0–2] [6] [Total: 20]

Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9705 11 © Cambridge International Examinations 2014 3 (a) (i) Suitable plastic named [1] e.g. acrylic polystyrene Perspex (ii) Suitable glue named [1] [2] e.g. solvent (or tensol) cement polystyrene cement epoxy resin (araldite) (b) Appropriate (consistent) scale used [1] One piece development (net) drawn [1] 3–4 sides correctly joined [0–2] 5–7 sides correctly joined [0–2] [6] (c) (i) Appropriate cutting out and smoothing processes described [0–3] Details of appropriate tools, equipment and safety precautions [0–3] [6] (ii) Appropriate bending process described [0–3] Details of appropriate tools, equipment and safety precautions [0–3] [6] [Total: 20] Section B 4 (a) Explanation of symbol [0–2] [2] e.g. the е mark indicates that the content (in litres) is an average quantity. (b) Problem one identified and described [0–2] Problem two identified and described [0–2] [4] (c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] [6] e.g. increase height of front add end pieces add piece similar to front to back to improve stability (d) Situation has been analysed and relevant issues / points identified [0–3] Clear and appropriate explanations 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 Cambridge International AS/A Level – October/November 2014 9705 11 © Cambridge International Examinations 2014 5 (a) Appropriate explanation of the purpose of feature X [0–2] [2] e.g. this feature is a pop-up mechanism and makes the design stand off the back surface when the card is opened. (b) Problem one identified and described [0–2] Problem two identified and described [0–2] [4] e.g. text is missing from some instructions some instructions do not have any illustrations (c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] [6] e.g. appropriate text added to stages 3 and 5 appropriate illustrations added to stages 2, 4 and 8 (d) Situation has been analysed and relevant issues / points identified [0–3] Clear and appropriate explanations 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 of the purpose of feature X [0–2] [2] e.g. this is the part you hold and twist round to open and close the vice. (b) Problem one identified and described [0–2] Problem two identified and described [0–2] [4] e.g. no safety guards machine is not fixed to the floor (c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] [6] e.g. appropriate safety guard added machine is bolted to floor (d) Situation has been analysed and relevant issues / points identified [0–3] Clear and appropriate explanations 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 Cambridge International AS/A Level – October/November 2014 9705 11 © Cambridge International Examinations 2014 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 which would appear to 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] Questions 8 and 9 as for Question 7