Cambridge A Level Design and Technology 9705 — 2015 Oct/Nov Paper 1 · Variant 3

This document consists of 11 printed pages and 1 blank page. DC (NF/CGW) 102268/2 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 2 0 2 7 0 7 0 9 7 6 * DESIGN AND TECHNOLOGY 9705/13 Paper 1 October/November 2015 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 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 9705/13/O/N/15 © UCLES 2015 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1 gives details about a toy submarine which is to be made in a school workshop. 230 Ø6 56 part A conning tower made from pine assembled submarine part B fin (2 off) made from MDF part C aerial (3 off) made from dowel 30 20 10 Ø3 Ø6 30 25 25 14 5 hull is vacuum formed in two parts from polystyrene sheet 80 28 Fig. 1 (a) Name: (i) a suitable glue for joining together the two parts of the hull; [1] (ii) a suitable glue for joining together parts A, B and C. [1]

3 9705/13/O/N/15 © UCLES 2015 [Turn over (b) Use notes and sketches to describe: (i) how one half of the hull could be vacuum formed; [6] (ii) how part A could be made; [6] (iii) how parts B and C 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 9705/13/O/N/15 © UCLES 2015 2 Fig. 2 shows a card model of a torch which a student will show to people in order to find out what potential users of the torch think about the proposed design. part B part A part C R8 40 15 5 10 26 75 16 20 3 Fig. 2 (a) State two ways that could be used to gather opinions about the proposed design. [2] (b) Each of the parts A, B and C is made from a one piece development (net). Use notes and sketches to describe: (i) how part A could be marked out, cut out and assembled; [6] (ii) how part B could be marked out, cut out, assembled and attached to part A; [6] (iii) how part C could be marked out, cut out, assembled and attached to part A. [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/15 © UCLES 2015 [Turn over 3 Fig. 3 gives details about a holder for a smartphone which is to be made in a school workshop. assembled holder 130 15 20 10 80 6 12 10 6 10 10 10 smartphone part A made from plywood part C made from pine and mild steel rod part B made from pine Ø5 Ø6 80 15 Fig. 3 (a) Use notes and sketches to describe: (i) how part A could be marked out, cut out and the edges of the plywood smoothed; [6] (ii) how the groove and holes could be made in part B; [6] (iii) how part C (including the metal pegs) 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. (b) The design, with minor modification, could be used to hold a tablet like the one shown in Fig. 4. tablet overall size 240 × 180 × 10 Fig. 4 Use notes and a sketch to show the modifications that would need to be made. [2]

6 9705/13/O/N/15 © UCLES 2015 Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 Fig. 5 shows a test rig. The crank and slider mechanism pulls out and pushes in a drawer to test the runner mechanism. $ % $%= 140 %&= 280 & 480 table electric motor is securely fixed to table connecting rod kitchen worktop drawer runner 100 120 Fig. 5 (a) Make a sketch of the crank and slider mechanism and label the crank and the slider. [2] (b) Identify and describe two problems with the design of the test rig. [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 importance of devising and applying appropriate tests in order to assess the potential success of a product prior to its manufacture. 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 9705/13/O/N/15 © UCLES 2015 [Turn over 5 Fig. 6 gives details about a box which is to be used to both package and display chocolate bars. CHOC BARS CHOC BARS CHOC BARS 60 180 240 box used for packaging box with top folded used for display development (net) of box double sided tape Fig. 6 (a) Explain why double sided tape rather than glue has been used to join the corners of the box. [2] (b) Identify and describe two problems with the design of the development (net) for 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) The box has two uses, to package and to display the chocolate bars. Discuss why an increasing number of products are being designed and manufactured to have more than one use. 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 9705/13/O/N/15 © UCLES 2015 6 Fig. 7 shows a bathroom fitment which will be attached to a wall, it will hold four toothbrushes and a plastic beaker. toothbrush 155 35 70 Ø60 plastic beaker 8 ; 4 holes 16 × 10 for toothbrushes Ø64 hole for plastic beaker 85 85 130 6 14 10 6 Fig. 7 (a) Using notes and a sketch, explain the purpose of the hole shown at X. There is a similar hole on the right hand side of the bathroom fitment. [2] (b) Identify and describe two problems with the design of the bathroom fitment. [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) Acrylic was chosen as a suitable material for making the bathroom fitment. Discuss the importance of selecting materials for use, based on their characteristics, properties and performance. 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 9705/13/O/N/15 © UCLES 2015 [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 design proposal. The design proposal should be annotated to give details about materials, joining methods and important sizes. 7 Fig. 8 shows an incomplete idea for a periscope. mirror at 45° mirror at 45° line of sight case overall size 80 × 80 × 240 Fig. 8 (a) Using notes and sketches, develop a design for the case of the periscope. It must be possible to open and securely close one side of the case, so that the mirrors can be easily removed for cleaning. [20] (b) Using notes and sketches, develop a design which fixes the mirrors inside the case but allows them to be easily removed for cleaning. [20] (c) Using notes and sketches, develop a design for a handle (or handles) which makes the periscope easier to hold when it is being used. [20] (d) Produce a pictorial rendered drawing of the complete periscope which shows all of the features that you have designed in (a) – (c). The drawing must show one side of the case open. [20]

10 9705/13/O/N/15 © UCLES 2015 8 Fig. 9 shows an incomplete idea for a cardboard box to package a bicycle helmet. cardboard box 350 70 175 250 Fig. 9 (a) Using notes and sketches, develop a design for the cardboard box. The box must be made from a one piece development (net) and include a window so that the helmet can be seen while in the closed packaging. Your design work must include details about the one piece development (net) required to make 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 ‘Ride like the wind’ and the lettering should be in a style that reflects the name. [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]

11 9705/13/O/N/15 © UCLES 2015 9 Fig. 10 shows an incomplete idea for a child’s wooden tricycle. tricycle: overall size 970 × 440 × 790 Fig. 10 (a) Using notes and sketches, develop a design for a seat that can be adjusted and fixed at different heights. This must include a method of joining the seat to the tricycle. [20] (b) Using notes and sketches, develop a design for the handlebars. This must include a method of joining the handlebars to the tricycle. [20] (c) Using notes and sketches, develop a design for the front wheel and the pedals. This must include a method of joining the wheel and the pedals to the tricycle. [20] (d) Produce a pictorial rendered drawing of the complete wooden tricycle which shows all of the features that you have designed in (a) – (c). [20]

12 9705/13/O/N/15 © UCLES 2015 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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 2015 series 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 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 2015 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 2015 9705 13 © Cambridge International Examinations 2015 Section A 1 (a) (i) Suitable glue named 3, e.g. acrylic cement, tensol, polystyrene cement [1] (ii) Suitable glue named, e.g. PVA polyvinyl acetate [1] [2] (b) (i) Appropriate vacuum forming process described [0–3] Details of appropriate of tools, equipment and safety precautions [0–3] [6] (ii) Appropriate making process for part A described [0–3] Details of appropriate of tools, equipment and safety precautions [0–3] [6] (iii) Appropriate making process for parts B and C described [0–3] Details of appropriate of tools, equipment and safety precautions [0–3] [6] [Total: 20] 2 (a) Each appropriate way of gathering opinions 1 mark e.g. questionnaire [1] survey, talking to people, etc. [1] [2] (b) (i) Marking out (correct development) [0–3] Cutting out and assembly [0–2] Some appropriate mention of tools or equipment and safety precautions [1] [6] (ii) Marking out (correct development) [0–3] Cutting out, assembly and attachment to A [0–2] Some appropriate mention of tools or equipment and safety precautions [1] [6] (iii) Marking out (correct development) [0–3] Cutting out, assembly and attachment to A [0–2] Some appropriate mention of tools or equipment and safety precautions [1] [6] [Total: 20] 3 (a) (i) Appropriate methods of marking out, cutting out and smoothing described [0–3] Details of appropriate of tools, equipment and safety precautions [0–3] [6] (ii) Appropriate methods of making the groove and holes described [0–3] Details of appropriate of tools, equipment and safety precautions [0–3] [6] (iii) Appropriate method of making part C described [0–3] Details of appropriate of tools, equipment and safety precautions [0–3] [6] (b) Notes and a sketch used to show that the height and width of the holder would need to be increased [0–2] [2] [Total: 20]

Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2015 9705 13 © Cambridge International Examinations 2015 Section B 4 (a) Crank correctly identified [1] Slider correctly identified [1] [2] (b) Problem one identified and described [0–2] Problem two identified and described [0–2] [4] e.g. point B will hit table and prevent motor turning mechanism is too big and will jam when drawer is closed (c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] [6] e.g. distance A-B needs to be reduced to no more than 115 distance B-C needs to be reduced to no more than 260 (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] 5 (a) Appropriate benefit described, e.g. easier and cheaper for printer to end to sweet manufacturer because it can be sent flat pack as no additional materials are required to assemble the box [0–2] [2] (b) Problem one identified and described [0–2] Problem two identified and described [0–2] [4] e.g. lid will not fold to correct shape for display purposes Cannot be assembled as there are not enough glue tabs (c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] [6] e.g. additional cut and fold lines correctly added to lid 3 additional glue tabs correctly added including double sided tape (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 2015 9705 13 © Cambridge International Examinations 2015 6 (a) Helps to fix fitment to a wall. Notes and a sketch used to show that a screw goes through hole and the shank of the screw fits in the slot. [0–2] [2] (b) Problem one identified and described [0–2] Problem two identified and described [0–2] [4] e.g. the beaker will go through the hole and just rest on the lower horizontal piece, there is nothing to prevent it easily falling off it would be very difficult to get the toothbrushes in and out of the holes (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 the distance between the two horizontal pieces smaller so that part of the beaker can protrude above the top piece make the holes in the top piece rather than the bottom piece (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] Section C 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]

Page 5 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2015 9705 13 © Cambridge International Examinations 2015 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