Cambridge A Level Design and Technology 9705 — 2021 Oct/Nov Paper 1 · Variant 1

This document has 12 pages. Any blank pages are indicated. Cambridge International AS & A Level DESIGN & TECHNOLOGY 9705/11 Paper 1 October/November 2021 3 hours You must answer on the answer booklet/paper. You will need: Answer booklet/A4 paper Coloured pencils A3 drawing paper (2 sheets) Extra sheets of A3 drawing paper if needed A range of design drawing equipment INSTRUCTIONS ● Answer three questions in total: 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 A3 drawing paper. Use both sides of the paper. ● You may request additional sheets of A3 drawing paper, but only if you have used up both sides of each of the 2 sheets provided. ● If you have been given an answer booklet, follow the instructions on the front cover of the answer booklet. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number on all the work you hand in. ● Do not use an erasable pen or correction fluid. ● You may use an HB pencil, or coloured pencils as appropriate, for any diagrams, graphs or rough working. ● At the end of the examination, fasten all your work together. Do not use staples, paper clips or glue. INFORMATION ● The total mark for this paper is 120. ● The number of marks for each question or part question is shown in brackets [ ]. ● All dimensions are in millimetres. DC (PQ/SW) 206091/2 © UCLES 2021 [Turn over * 5 3 2 8 3 5 5 8 4 3 *

2 9705/11/O/N/21 © UCLES 2021 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1.1 gives details of a wooden game which is to be made in a school workshop. Part C • Ø25 × 6 plastic counter Part A • 190 × 160 × 3 plywood sheet • Ø20 holes × 30 Part B Fig. 1.1 (a) Use a sketch and notes to show the construction of plywood. [2] (b) Use notes and sketches to describe: (i) how the holes in Part A could be marked out and cut [6] (ii) how Part A and Part B could be joined together [6] (iii) a method of making a batch of 50 plastic counters. [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/21 © UCLES 2021 [Turn over 2 Fig. 2.1 gives details of a picture frame which is to be made in a school workshop. Part D • stainless steel screw top corner of picture frame assembled picture frame Part B and C • 4 mm thick acrylic sheet Part A • stainless steel end cap Fig. 2.1 (a) Give two reasons why stainless steel is a suitable material for Part A, the end cap. [2] (b) Use notes and sketches to describe: (i) how to cut and finish the edges of Part B, the 4 mm thick acrylic sheet [6] (ii) how the holes in Part B and Part C could be marked out and cut so that they are aligned. [6] (iii) how to cut an M6 external thread on Part D, the stainless steel screw. [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/21 © UCLES 2021 3 Fig. 3.1 gives details of a menu and menu holder which are to be made in a school workshop. menu holder gap for menu 3 × 10 thick foam board sheets laminated sheet of A4 paper ICE CREAM Vanilla Chocolate Strawberry Lemon Mint menu Fig. 3.1 (a) Give two reasons why laminated paper is suitable for the menu. [2] (b) Use notes and sketches to describe how to: (i) accurately produce the image and lettering on the menu [6] (ii) cut out and join the three pieces of foam board required to make the menu holder. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be undertaken at each stage. (c) Use notes and sketches to describe a method of making an alternative menu holder from 3 mm thick acrylic sheet. [6]

5 9705/11/O/N/21 © UCLES 2021 [Turn over Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 Fig. 4.1 gives details of a money box made from card. The development (net) is folded into shape to make the money box. development (net) assembled money box X Key glue cut fold Fig. 4.1 (a) Explain the function of the design feature shown at X. [2] (b) Identify and describe two problems with the development (net) required to make the money box. [4] (c) Use notes and sketches to explain how the development (net) would need to be changed to overcome the two problems you have identified in part (b). [6] (d) Discuss why many card products, such as money boxes, are designed to be recycled. 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/21 © UCLES 2021 5 Fig. 5.1 gives details of a storage crate and storage rack. The storage crate has MDF ends and corriflute slats that are joined together with PVA glue. The storage rack has adjustable shelves and feet. end slat X shelf feet storage rack storage crate Fig. 5.1 (a) Explain the function of the design feature shown at X. [2] (b) Identify and describe two problems that make the storage crate unsuitable for use. [4] (c) Use notes and sketches to explain modifications to the storage crate to overcome the two problems you have identified in part (b). [6] (d) Discuss why the storage rack has been designed to be adjustable. 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 9705/11/O/N/21 © UCLES 2021 [Turn over 6 Fig. 6.1 shows an adjustable electric lamp. The shade is made from acrylic and the frame from pine. Each joint on the frame is held together with two woodscrews. shade frame Fig. 6.1 (a) Give two examples of how fashion influences the design of electric lamps. [2] (b) Identify and describe two problems with the adjustable electric lamp. [4] (c) Use notes and sketches to explain how the design would need to be changed to overcome the two problems you have identified in part (b). [6] (d) Discuss why surface finishes are used on products such as lamps. 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/21 © UCLES 2021 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 solution. The design proposal should be annotated to give details about materials, joining methods and important sizes. 7 Fig. 7.1 shows an incomplete design for a child’s bed made from 20 mm thick melamine faced chipboard. 1800 900 1600 mattress Fig. 7.1 (a) Use notes and sketches to develop a design for the child’s bed that can be assembled at home. The design must prevent the child from falling out of bed. [20] (b) Use notes and sketches to develop a design for a seat to go underneath the bed. The seat must include storage for toys. [20] (c) Use notes and sketches to develop a design for a detachable ladder that will allow a child to climb safely in and out of bed. [20] (d) Produce a pictorial (3D) rendered drawing of the complete bed which shows all of the features that you have designed in parts (a) – (c). [20]

9 9705/11/O/N/21 © UCLES 2021 [Turn over 8 Fig. 8.1 shows the parts of a self-assembly trophy kit. The Ø60 mm × 5 mm plastic disc has an athletics logo printed on one side and a swimming logo on the other side. GLUE Ø20 hexagon 100 A/F plastic disc 20 20 50 120 60 Fig. 8.1 (a) Use notes and sketches to develop a design for a plastic tray that will securely hold the parts of the trophy and the bottle of glue. [20] (b) Use notes and sketches to develop a design for a one-piece development (net) for a card package that: • holds the plastic tray designed in part (a) • has a window so that the plastic disc can be seen when the package is closed. [20] (c) Use notes and sketches to develop a design for a leaflet that fits inside the card package designed in part (b) and shows how to assemble the trophy, using either the athletics or swimming logo. [20] (d) Produce an exploded pictorial (3D) rendered drawing of the complete package which shows all of the features that you have designed in parts (a) – (c). Do not show the trophy in this drawing. [20]

10 9705/11/O/N/21 © UCLES 2021 9 Fig. 9.1 shows incomplete designs for three parts of a screwdriver set. The screwdriver handle is made from polypropylene and the two screwdriver bits from Ø6 mm chromium plated steel bar. 40 40 120 cross head slotted head screwdriver bits screwdriver handle Fig. 9.1 (a) Use notes and sketches to develop a design for a method of holding the screwdriver bits in the handle. The screwdriver bits must ‘lock’ in position in the handle but easily be changed. [20] (b) Use notes and sketches to develop a design for an ergonomic handle. The design must include a light to aid visibility when using the screwdriver. [20] (c) Use notes and sketches to develop a design for a holder for the handle and bits that will clip onto a belt. [20] (d) Produce a pictorial (3D) rendered drawing of the screwdriver set which shows all of the features that you have designed in parts (a) – (c). [20]

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12 9705/11/O/N/21 © UCLES 2021 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. BLANK PAGE

This document consists of 16 printed pages. © UCLES 2021 [Turn over Cambridge International AS & A Level DESIGN & TECHNOLOGY 9705/11 Paper 1 October/November 2021 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 2021 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 2 of 16 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.

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 3 of 16 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.

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 4 of 16 Section A Question Answer Marks Guidance 1(a) Sketches and/or notes show: Layers of wood [1] Grain running at right angles on the different layers [1] 0–2 2 Although labels and a sketch are anticipated, a sketch could score maximum marks. 1(b)(i) Sketches and/or notes show: Centre of at least one hole shown [1] At least two marking out tools shown e.g. pencil, rule or try square [1] Evidence of centres being positioned evenly horizontally and vertically [1] Suitable drill bit shown [1] Suitable drill shown (hand or power) [1] Safety precaution when drilling e.g. eye protection, work clamped down [1] 0–6 6 Accept laser cut holes. 1(b)(ii) Sketches and/or notes show: Part A and B joined [1] Spacer strip/s shown [1] Strips do not block the vertical path of the counters [1] Method of joining (PVA glue, nails, screws …) [1] Details of appropriate tools and equipment e.g. hammer, cramp [1] Safety awareness e.g. demonstrate an understanding of safe working practices [1] 0–6 6

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 5 of 16 Question Answer Marks Guidance 1(b)(iii) Sketches and/or notes show: Suitable method identified e.g. cutting from a bar [1] or suitable method for producing a batch e.g. injection moulding [2] Method described [1] or in detail [2] Tools and/or equipment named [1] Safety awareness e.g. demonstrate an understanding of risk assessment [1] 0–6 6 Accept by hand or using a hole saw. Question Answer Marks Guidance 2(a) Exemplar answers: It is aesthetically pleasing [1] as it is a material with a nice shiny surface [1] It is corrosion resistant [1] so the surface will look good over time [1] 0–2 2 2(b)(i) Sketches and/or notes show: Method of cutting the acrylic e.g. saw [1] Correct tool/machine named e.g. bandsaw [1] Use of file/scraper/plane [1] Use of wet and dry [1] Use of polish e.g. brasso [1] Safety precaution e.g. hold work firmly in a vice [1] 0–6 6

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 6 of 16 Question Answer Marks Guidance 2(b)(ii) Sketches and/or notes show: Centre for at least one hole shown [1] At least two marking out tools shown e.g. felt tipped pen, rule or try square [1] Method of alignment e.g. mark holes on one sheet of acrylic, tape to other sheet of acrylic and drill through both [1] Suitable drill bit shown [1] Suitable drill shown e.g. pillar drill [1] Safety precaution when drilling e.g. eye protection, work clamped down [1] 0–6 6 Answers that use CAD/CAM, such as a laser cutter, are acceptable. 2(b)(iii) Sketches and/or notes show: Preparation of the end of the bar [1] Correct tools/equipment e.g. die, die holder, cutting compound [0–2] Process e.g. use of dies, technique of turning [0–2] Safety precaution e.g. hold work firmly in a vice [1] 0–6 6 Accept answers that cut the internal thread on a lathe. Question Answer Marks Guidance 3(a) Properties include: Makes the paper waterproof [1] Adds rigidity to the paper [1] 0–2 2 Other acceptable answers: • Easier to wipe clean • More hygienic More durable, so will last longer

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 7 of 16 Question Answer Marks Guidance 3(b)(i) Description of method used to produce the image e.g. cut out and stick on [1] Description of method used to produce the lettering e.g. stencil, CAD [1] Concept of layer (lettering on top of image) [1] Tools/equipment to produce the lettering/image e.g. marker pen, ruler [1–2] Safety awareness e.g. risk assessment [1] 0–6 6 3(b)(ii) Description of method used to cut foam board to shape [1–2] Tools required to cut the foam board to shape e.g. craft knife [1] Method of joining the foam board together e.g. gluing [1] Appropriate glue named e.g. epoxy resin [1] Safety awareness e.g. use of cutting mat with a craft knife [1] 0–6 6 3(c) Sketches and/or notes show: Single sheet of plastic use to make the menu holder [1] Menu holder will hold the menu (2 to 5 folds) [1] Description of method e.g. use of a line bender [1–2] Correct terms e.g. line bender [1] Good quality sketches [1] 0–6 6

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 8 of 16 Section B Question Answer Marks Guidance 4(a) Feature X is designed so that money [1] can be put in the money box [1] 0–2 2 4(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. No padding on the seat [1] so it would be uncomfortable [1] 0–4 4 Other acceptable answers include: • end missing • insufficient glue tabs 4(c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] e.g. sixth surface added [1] in the correct position [1] and the correct shape [1] 0–6 6 4(d)(i) Situation has been analysed and relevant issues/points identified Benefits of recycling e.g. no requirement to fell further trees [1], reduces the amount of incineration [1] promotes a ‘green’ image for the company [1] 0–3 3 4(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant e.g. cutting down trees is bad for wildlife [1], incineration produces CO2 which contributes to global warming [1], many people like to buy ‘green’ products [1] 0–3 3 4(d)(iii) Specific examples/evidence used to support conclusions e.g. recycle symbols on many products [1], products designed to be easily recycled [1] 0–2 2

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 9 of 16 Question Answer Marks Guidance 5(a) Feature X is bracing [1] to improve the rigidity of the storage rack [1] 0–2 2 5(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. No handles [1] so it would be difficult to lift [1] 0–4 4 Other acceptable answers include: • No bottom [1] so items would fall out [1] • Corriflute not strong enough for slats [1] so crate would collapse with heavier loads [1] • Cannot use PVA to glue corriflute to MDF [1] as it would pull apart [1] 5(c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] e.g. Add handles [1] by cutting holes [1] into both ends [1] 0–6 6 Other acceptable problems include: • Attach a bottom [1] made from plywood [1] by screwing to the MDF ends [1] • Replace the corriflute slats [1] with plywood slats [1] and hold in position with screws [1] • The plywood slats [1] could be nailed [1] to the MDF ends [1] 5(d)(i) Situation has been analysed and relevant issues/points identified e.g. feet can be raised or lowered [1] shelves can be in lots of different positions [1] hanging rack can be in five different positions [1] 0–3 3 5(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant e.g. some floors are uneven [1], moving the shelves allows different size crates to be stacked on shelves [1], moving the shelves allows different size objects to be stacked on shelves [1] 0–3 3 5(d)(iii) Specific examples/evidence used to support conclusions e.g. widens the potential market [1], gives customers the opportunity to personalise the product [1] 0–2 2

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 10 of 16 Question Answer Marks Guidance 6(a) Exemplar answers: Customers demand fashionable/modern looking products [1] Fits in with existing decoration [1] 0–2 2 Accept answers that refer to trendy, up-to-date… 6(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. no plug [1] so could not connect to the mains [1] 0–4 4 Other acceptable problems include: • no switch [1] so could not switch off [1] • base very small [1] so lamp would fall over [1] • joints ‘locked’ [1] so lamp cannot be adjusted [1] 6(c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] e.g. plug shown [1] in a suitable position on the mains cable [1] with explanation [1] 0–6 6 Other acceptable problems include: • base shown [1] of a suitable size [1] with understanding of stability [1] • wing nuts shown [1] in a suitable position on the frame [1] with explanation of use [1] 6(d)(i) Situation has been analysed and relevant issues/points identified e.g. people want products to look nice [1], people want products to match their other furniture [1] a finish can protect the material [1] 0–3 3 6(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant e.g. ferrous metals will rust/tarnish [1] pine can be painted [1], stainless steel can be lacquered [1] 0–3 3 6(d)(iii) Specific examples/evidence used to support conclusions e.g. a nice finish appeals to customers [1], makes economic sense to add a protective finish as material will last longer [1] 0–2 2

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 11 of 16 Section C Question Answer Marks Guidance 7(a) Assembled at home 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 Safety must be included to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20 7(b) Seat 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 Must be able to store toys to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 12 of 16 Question Answer Marks Guidance 7(c) Ladder 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 Must be detachable case to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20 7(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

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 13 of 16 Question Answer Marks Guidance 8(a) Tray 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 Must hold three parts of the trophy and bottle of glue to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20 8(b) Development (net) 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 Must have a window to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 14 of 16 Question Answer Marks Guidance 8(c) Instruction Leaflet 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 Must have a logo to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20 8(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

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 15 of 16 Question Answer Marks Guidance 9(a) Holds screwdriver bits 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 Screwdriver bits lock in/easily removed must be included to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20 9(b) Ergonomic design 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 Must include a light to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 16 of 16 Question Answer Marks Guidance 9(c) Holds handle and bits 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 Must clip onto a pocket to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20 9(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