Cambridge A Level Design and Technology 9705 — 2019 Oct/Nov Paper 3 · Variant 2

This document consists of 9 printed pages and 3 blank pages. DC (LEG/CGW) 170686/3 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary and Advanced Level * 3 5 0 1 0 3 4 0 5 1 * DESIGN AND TECHNOLOGY 9705/32 Paper 3 October/November 2019 3 hours Additional Materials: Answer Booklet/Paper A range of design drawing equipment A3 Drawing Paper (5 sheets) READ THESE INSTRUCTIONS FIRST Write your centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil 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 two questions from one of the Parts A, B or C. Section B Answer one question. All dimensions are in millimetres. The instruction ‘discuss’ denotes that you should: • examine critically the issues raised by the question; • explain and interpret these issues as appropriate; • introduce evidence wherever possible to support conclusions of arguments. 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.

2 9705/32/O/N/19 © UCLES 2019 Section A Answer any two questions from one of the Parts A, B or C. Part A – Product Design 1 item: thermoplastic plug socket process: compression moulding item: aluminium bracket process: milling item: wooden egg cup process: turning 80 50 Fig. 1.1 Choose two of the items shown in Fig. 1.1 and for each: (a) use notes and sketches to describe how the process has been used in the manufacture of the item [14] (b) explain why the process is particularly suitable in the production of the item. [6]

3 9705/32/O/N/19 © UCLES 2019 [Turn over 2 Fig. 2.1 shows details of a child’s easel. 35 handle Ø 25 Ø 10 M8 Fig. 2.1 (a) State a suitable material for a handle of the type shown in Fig. 2.1 and give two reasons for your choice. [3] (b) Describe, using notes and sketches, how you would make one handle. [9] (c) Explain the changes that may be necessary to the design, the manufacturing method used and the material selected, if 5000 identical handles were required. Use notes and sketches to support your answer. [8] 3 Discuss the influence of economic factors on the design, manufacture and marketing of a product of your own choice. [20]

4 9705/32/O/N/19 © UCLES 2019 Part B – Practical Technology 4 (a) Use notes and sketches to compare and contrast the processes of blow moulding and rotational moulding. Use examples of products manufactured by each process to support your answer. [10] (b) Discuss the impact of technological developments on the manufacture of products. [10] 5 Fig. 5.1 shows forces acting on a point on a beam. 8 kN 6 kN 45° 60° Fig. 5.1 (a) Determine the direction and magnitude of the force. [2] (b) Explain the following terms with reference to mechanisms: • effort • velocity ratio. [4] (c) Fig. 5.2 shows a gear train. C 40 teeth D 10 teeth B 10 teeth A 30 teeth Fig. 5.2 (i) Gear A rotates anticlockwise. State the direction of rotation of gear D. [1] (ii) Calculate the gear ratio of the compound gear train shown in Fig. 5.2. [3] (d) Discuss the drawbacks and benefits of friction when a car is being used. [10] 6 Explain the working of five of the following. For each, give an application of its use. • Light Dependent Resistor • strain gauge • reed switch • thermistor • Darlington Pair • Schmitt trigger [20]

5 9705/32/O/N/19 © UCLES 2019 [Turn over Part C – Graphic Products 7 Fig. 7.1 shows an incomplete drawing of the intersection of an hexagonal prism and a square prism. 20 20 20 108 hexagonal prism side 50 square prism side 50 part A 35 60° Fig. 7.1 Draw to a scale of 1:2: (a) the given orthographic views and complete the lines of intersection [12] (b) the development (net) of Part A of the square prism. [8] 8 (a) Describe how the following are used by a designer. Use examples to support your answer. • 2D/3D modelling • scale models [8] (b) Explain two benefits of using CAD when designing graphic products. Use examples to support your answer. [8] (c) Explain the importance to a designer of researching existing products. [4]

6 9705/32/O/N/19 © UCLES 2019 9 Fig. 9.1 shows the design for a bus shelter. A section on AA wood cladding A clear plastic for roof and windows Fig. 9.1 (a) Draw a complete estimated two-point perspective view of the bus shelter. [16] (b) Render the drawing to show the different materials from which the shelter would be made. [4]

7 9705/32/O/N/19 © UCLES 2019 [Turn over Section B Answer one question on the A3 paper provided. Each question is worth 80 marks. You should approach the design question of your choice in the following manner: Analysis Produce an analysis of the given situation/problem, which may be in written or graphical form. [5] Specification From the analysis produce a detailed written specification of the design requirements. Include at least five specification points other than those given in the question. [5] Exploration Use bold sketches and brief notes to show your exploration of ideas for a design solution, with reasons for selection. [25] Development Show using bold sketches and notes, the development, reasoning and composition of ideas into a single design proposal. Give details of materials, constructional and other relevant technical details. [25] Proposed solution Produce drawings of an appropriate kind to show the complete solution. [15] Evaluation Give a written evaluation of the final design solution. [5]

8 9705/32/O/N/19 © UCLES 2019 10 Washing up after meals can be very difficult on camping holidays with large family groups. A product that would enable a family to wash and dry pans, plates and cutlery after meals is required. The product must be: • able to stand on uneven ground • stored away easily for transport. [80] 11 A sports club uses plastic cones to mark out areas for training exercises. It is very time consuming and physically uncomfortable picking up large amounts of cones at the end of training sessions. Design a device to pick up the cones. The device must be: • easy to operate • able to be used by adults and children. Details of the cone are shown in Fig. 11.1. A A R80 1.5 thick R25 55 38 section on AA Fig. 11.1 [80]

9 9705/32/O/N/19 © UCLES 2019 12 A garden centre wishes to sell a package of four pots of herbs. You are to design packaging that will: • protect the four pots of herbs • enable customers to easily carry the four pots of herbs • include a product name of your choice and a logo. To assist you in your answer, details of a pot and examples of the shapes of herb leaves are given in Fig. 12.1. 70 80 50 coriander basil rosemary mint Fig. 12.1 [80]

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12 9705/32/O/N/19 © UCLES 2019 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 14 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level DESIGN AND TECHNOLOGY 9705/32 Paper 3 October/November 2019 MARK SCHEME Maximum Mark: 120 Published 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 2 of 14 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 3 of 14 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 4 of 14 Question Answer Marks Guidance Section A Part A – Product Design 1(a) Description of process • fully detailed, all/most stages [3–5] • some detail, [0–2] Quality of sketches up to 2 2 × 7 14 Stages could include: Compression moulding plug socket 2 part mould prepared and heated Preform inserted Heat/pressure Cool – remove flashing Milling bracket Firmly attached to bed – vice/clamps Horizontal miller could be used for faces and edges Vertical miller used for recess and slot Lift from bed or sacrificial piece for slot Turning egg cup Outside shape achieved, between centres or using 3-jaw chuck Both ends faced off to high finish 3 jaw or egg cup chuck used to drill/bore out Apply appropriate finish

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 5 of 14 Question Answer Marks Guidance 1(b) Compression moulding • suitable for thermosetting plastic • high quality finish • very quick process, minimal extra finishing required milling • high quality, accurate finish • easily cut shallow recess • range of cutters for different operations turning • accurate finish on cylindrical/curved shapes • high quality finish obtained • all operations carried out on lathe 2 × 3 6 Question Answer Marks Guidance 2(a) Suitable material: • abs, polypropylene, • appropriate hardwood • aluminium alloy, brass. • mild steel (with finish) [1] Reasons: • rigid, will not bend • will accept screw thread • accept finish appropriate for application 2 × 1 3 Award marks for any other acceptable answer

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 6 of 14 Question Answer Marks Guidance 2(b) Quality of description: • fully detailed, all/most stages [4–7] • some detail, [0–3] quality of sketches up to 2 9 Dependant on material chosen – could be Handle – main part Cut to length/turned/faced off centre drilled, drilled and tapped M8 centre punched, held securely for drill hole for – bar Cut to length/turned/faced off Threaded or glued to main part 2(c) Explanation could include: • change in process; • change in materials; • use of moulds; • simplification of design. Quality of explanation: • logical, structured [4–6] • limited detail, [0–3] Quality of sketches up to 2 8 Process could be injection moulding – must have details of mould for full marks Mould created – two or more parts Granules in hopper Mould heated Plastic heated/injected Mould cooled Handles ejected

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 7 of 14 Question Answer Marks Guidance 3 Discussion could include: • target market – range/variety of products • capital costs – equipment/premises • marketing options • wages/material costs Examples/evidence could be • specific markets • specific reference to quantity production methods • specific products • marketing methods, promotions- celebrities, BOGOF examination of issues • wide range of relevant issues [4–8] • limited range [0–3] quality of explanation • logical, structured [4–8] • limited detail, [0–3] Supporting examples/evidence [4] 20 Each appropriate example 1 described 1 Up to 2 examples Award up to 4 marks for at least two examples/evidence described to support response

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 8 of 14 Question Answer Marks Guidance Part B – Practical Technology 4(a) Blow moulding – Understanding of blow moulding up to 3 marks Rotational moulding Understanding of rotational moulding up to 3 marks Comparison/contrast up to 2 marks Product 1 mark 2 × 1 10 Blow moulding - features could be: Usually heated plastic extruded parison Mould encloses, seals bottom Air applied Rotational moulding – features could be: Powder inserted into mould Rotated/heated Sealed hollow product 4(b) Discussion could include: • globalisation • new processes • wages/automation examples/evidence could be • specific technologies • specific reference working conditions • specific products • consumer benefits examination of issues • wide range of relevant issues [3–4] • limited range [0–2] quality of explanation • logical, structured [3–4] • limited detail, [0–2] supporting examples/evidence [2] 10 Effort – is the force applied [1] to move a load.[1] Velocity ratio – The ratio of the distance moved through by the point of application of the effort [1] to the corresponding distance for the load in a machine. [1]

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 9 of 14 Question Answer Marks Guidance 5(a) 1 mark Direction 1 mark 2 5(b) Effort – up to 2 marks Velocity ratio – up to 2 marks 2 × 2 4 5(c)(i) Anti-clockwise 1 mark 1 5(c)(ii) gears A and B ratio 3:1 1 mark gears C and D ratio 4:1 1 mark 3 1 × 4 1 = 12 1 12:1 1 mark 3

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 10 of 14 Question Answer Marks Guidance 5(d) Discussion could include: • benefits – braking systems, movement (pulleys) • drawbacks – wear, heat, noise, lubrication needed examples/evidence could be • brakes/pedals/steering wheel • lubrication • specific engine parts/components examination of issues • wide range of relevant issues [3–4] • limited range [0–2] quality of explanation • logical, structured [3–4] • limited detail, [0–2] supporting examples/evidence [2] 10

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 11 of 14 Question Answer Marks Guidance 6 Light Dependent Resistor Resistance falls when exposed to light e.g. Fridge/cupboard lights/alarms Strain gauge strain sensor based on deformation that results in a change in resistance e.g. bridge/building structural checks Reed switch Magnetic switch, e.g. .door/burglar alarms Thermistor Resistance changes with change in temperature. Can also prevent current surge e.g. Greenhouse sensors, fire alarms Darlington Pair Darlington pair uses two transistors are connected to obtain large gains e.g. Audio amplifier, LED driver Schmitt trigger a comparator circuit applying positive feedback to the noninverting input of a comparator or differential amplifier. It is an active circuit which converts an analogue input signal to a digital output signal. Gives a sharp action in response to a gradually changing input Prevents repeated triggering e.g. Amplifier, clean up analogue device signal Explanation up to 3 Application 1 5 × 4 20

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 12 of 14 Question Answer Marks Guidance Part C – Graphic Products 7(a) Front elevation [2] Plan [2] End elevation [2] Intersection on front elevation [4] Line quality/accuracy [2] 12 7(b) accurate net [6] appropriate scale/quality [2] 8 Question Answer Marks Guidance 8(a) 2D/3D modelling Explore ideas, mechanisms, proportions Scale models accurate to test final idea Quality of description • fully detailed [3–4] • some detail, [0–2] 2 × 4 8 8(b) Benefits could be: Speed Accuracy Collaborative working Quality of explanation up to 3 Example 1 mark 2 × 4 8

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 13 of 14 Question Answer Marks Guidance 8(c) Importance of research could include: Up to date info, trends Specific data e.g. anthropometric Existing products Quality of explanation • fully detailed [3–4] • some detail, [0–2] 4 Question Answer Marks Guidance 9(a) correct 2–point perspective [2] correct proportion [2] main shelter [3] seats [3] roof/windows [2] windows [2] overall quality [2] 16 9(b) quality of render Representation of wood/clear plastic [4] 4

9705/32 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 14 of 14 Question Answer Marks Guidance Section B Analysis Analysis of the given situation/problem. [0–5] Detailed written specification of the design requirements. At least five specification points other than those given in the question. [0–5] Exploration B Bold sketches and brief notes to show exploration of ideas for a design solution, with reasons for selection. range of ideas [0–5] annotation related to specification [0–5] marketability, innovation [0–5] evaluation of ideas, selection leading to development [0–5] communication [0–5] Development Bold sketches and notes showing the development, reasoning and composition of ideas into a single design proposal. Details of materials, constructional and other relevant technical details. developments [0–5] reasoning [0–5] materials [0–3] constructional detail [0–7] communication [0–5] Proposed solution Produce drawing/s of an appropriate kind to show the complete solution. proposed solution [0–10] details/dimensions [0–5] Evaluation Written evaluation of the final design solution. [0–5] 80