Cambridge A Level Design and Technology 9705 — 2021 Oct/Nov Paper 1 · Variant 3

This document has 12 pages. Any blank pages are indicated. Cambridge International AS & A Level * 7 9 2 0 2 3 0 8 1 1 * DC (PQ/FC) 206507/2 © UCLES 2021 [Turn over DESIGN & TECHNOLOGY 9705/13 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.

2 9705/13/O/N/21 © UCLES 2021 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1.1 shows details of the cardboard lid, box and insert used to package fragile ceramic balls. The packaging will be made in a school workshop. 20 70 210 65 lid insert box 90 Fig. 1.1 (a) State a suitable sheet material (other than cardboard) that could be used to make the lid and give one reason for your choice. [2] (b) Use notes and sketches to describe: (i) how the cardboard lid would be marked out, cut out and assembled [6] (ii) how a thin plastic template could be made and used to mark out the development (net) for the insert. [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) Draw the development (net), including the fold lines, required to make the box. The walls of the box are double thickness for added strength. [6]

3 9705/13/O/N/21 © UCLES 2021 [Turn over 2 Fig. 2.1 gives details of a wooden desk tidy that is commonly used in an office or school. The desk tidy is to be made in a school workshop. front panel front panel drawer top view of drawer 115 125 5 60 100 25 Fig. 2.1 (a) State two types of wood suitable for the desk tidy. The thickness of the wood is 5 mm. [2] (b) Use notes and sketches to describe: (i) how the front panel could be made [6] (ii) how the drawer 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. (c) Explain why products such as the drawer are made from flat sheet materials. [6]

4 9705/13/O/N/21 © UCLES 2021 3 Fig. 3.1 shows the blade of a sliding bevel that is to be made in a school workshop. The blade will be made from 3 mm mild steel. 60° 90 60 8 25 Fig. 3.1 (a) State two reasons why mild steel could be used to make the blade. [2] (b) Use notes and sketches to describe: (i) how the slot could be marked out and cut out [6] (ii) how the outer shape could be marked out, cut out and finished [6] (iii) how the blade would be case hardened. [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/21 © UCLES 2021 [Turn over Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 Fig. 4.1 shows a prototype cycle storage shed that is to be used at a school. The roof is manufactured from recycled plastic and the sides from reclaimed timber. Side x 2 Roof 1000 2000 Fig. 4.1 (a) Give two reasons why the roof is curved. [2] (b) Identify and describe two problems with the design of the prototype cycle storage shed. [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 the importance of trialling and testing prototypes such as the cycle storage shed before batch production begins. 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 9705/13/O/N/21 © UCLES 2021 5 Fig. 5.1 gives details of a cardboard laptop stand that gives those using it a more comfortable typing position. 350 Part X 250 Fig. 5.1 (a) Explain the function of Part X. [2] (b) Identify and describe two problems with the design of the cardboard laptop stand. [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 the benefits of using recycled cardboard to manufacture products such as the laptop stand. 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/21 © UCLES 2021 [Turn over 6 Fig. 6.1 shows a centre lathe that can be found in a school workshop. Part X Fig. 6.1 (a) Explain the function of Part X. [2] (b) Identify and describe two problems with the design of this centre lathe that make it difficult to use. [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 machines such as the centre lathe can run at a range of speeds between 40 rpm and 3000 rpm. 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/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 solution. The design proposal should be annotated to give details about materials, joining methods and important sizes. 7 Fig. 7.1 shows an incomplete idea for an indoor clothes airer. drying rack 600 500 1200 Fig. 7.1 (a) Use notes and sketches to develop a design for the clothes airer. The design must allow four drying racks to be used at the same time and fold flat for storage. [20] (b) Use notes and sketches to develop a design for a base that provides stability. The base should fold flat for storage. [20] (c) Use notes and sketches to develop a design for a detachable container for clothes pegs that can be easily attached to and removed from the clothes airer. [20] (d) Produce a pictorial (3D) rendered drawing of the complete clothes airer which shows all the features that you have designed in parts (a) – (c). [20]

9 9705/13/O/N/21 © UCLES 2021 [Turn over 8 Fig. 8.1 shows an incomplete idea for a trolley that is used for moving straw bales on a small farm. 1200 400 1200 Not to scale straw bale 2400 300 Fig. 8.1 (a) Use notes and sketches to develop a design for pulling or pushing the trolley by hand. The design must include a method of steering the trolley. [20] (b) Use notes and sketches to develop a design to stop the straw bales from falling off the sides and end of the trolley. The design must allow the trolley to carry twelve bales of straw. [20] (c) Use notes and sketches to develop a design for a canopy to protect the straw bales from the weather. It must be possible to remove the canopy for ease of storage. [20] (d) Produce a pictorial (3D) rendered drawing of the complete trolley which shows all the features that you have designed in parts (a) – (c). [20]

10 9705/13/O/N/21 © UCLES 2021 9 Fig. 9.1 shows an incomplete idea for a cardboard box to package a child’s globe. The box protects and markets the product. 400 200 300 300 300 Fig. 9.1 (a) Use notes and sketches to develop a design for the cardboard box. The box must be made from a one piece development (net) and have a viewing window in order to see the globe. It must be possible to open and securely close the box. [20] (b) Use notes and sketches to develop a design for the lettering and detailed graphics on the box. The name of the globe is ‘The Whole World’ and the lettering should be in a style that reflects the product. [20] (c) Use notes and sketches to develop a design for an insert that will prevent the globe from moving around inside the cardboard box. [20] (d) Produce an exploded pictorial (3D) rendered drawing of the complete cardboard box and insert with all the features that you have designed in parts (a) – (c). [20]

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12 9705/13/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 15 printed pages. © UCLES 2021 [Turn over Cambridge International AS & A Level DESIGN & TECHNOLOGY 9705/13 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.

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 2 of 15 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.

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 3 of 15 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.

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 4 of 15 Section A Question Answer Marks Guidance 1(a) Polypropylene HDPS 0–2 2 Easy to work, Aesthetics (colour) Transparent Economically viable 1(b)(i) Appropriate process described 0–3 Details of appropriate tools, equipment 0–2 Safety precaution 0–1 6 Hand techniques or CAM both acceptable Measured, marked, cut out external shape Glue or fold tabs, jig and assemble Ruler, pencil, scissors, guillotine, craft knife, jig Eye protection, hair tied back, fingers clear 1(b)(ii) Appropriate process described 0–3 Details of appropriate tools, equipment 0–2 Safety precaution 0–1 6 Hand techniques or CAM both acceptable Material marked out, accuracy, detail of folds (1) Cut out (1) Use of template – placed over card (1) Ruler, pencil, scissors, guillotine, craft knife Eye protection, hair tied back, fingers clear, work clamped 1(c) Net Drawn 0–3 Quality of sketch 0–3 6 2D Net drawn (1) Double walls/tabs shown (1) Proportion (1) Poor line quality or limited detail (1) Good line work and detail (2) Accurate line work and fully detailed (3)

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 5 of 15 Question Answer Marks Guidance 2(a) MDF, Plywood 0–2 2 AVOR 2(b)(i) Appropriate process described 0–3 Details of appropriate tools, equipment 0–2 Safety precaution 0–1 6 Hand techniques or CAM both acceptable Measured and marked out (1) Cut out external/internal shape (1) File and sand (1) Ruler, pencil, band saw, guillotine, file, jig Eye protection, hair tied back, fingers clear, work clamped 2(b)(ii) Appropriate process described 0–3 Details of appropriate tools, equipment 0–2 Safety precaution 0–1 NB Dowel not accepted as wood is only 5 mm thick; too thin. 6 Measure and marked out, widths same – QC (1) Cut out sides and base (1) Finished, joined, jigged (1) Ruler, pencil, saw/band saw, files, pins, glue, jig Eye protection, hair tied back, fingers clear, work clamped 2(c) Appropriate issues identified 0–3 Clear and appropriate explanations of why issues/points are considered relevant 0–3 6

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 6 of 15 Question Answer Marks Guidance 3(a) Two reasons 0–2 2 Ease of machining/working Cost effective Accepts a finish Readily available Tensile strength 3(b)(i) Appropriate method of cutting and shaping described 0–3 Details of appropriate tools, equipment 0–2 Safety precaution 0–1 6 Measured and marked out centrally (1) Holes drilled (1) Filed smooth (1) Accept Milling machine and CAM Rule, scribe, sawing, filing, finishing, emery Eye protection, hair tied back, fingers clear, work clamped 3(b)(ii) Appropriate method of cutting and shaping described 0–3 Details of appropriate tools, equipment 0–2 Safety precaution 0–1 6 Marked out accurately (incl. angle/curve) (1) Cut out (1) Filed smooth (1) Accept Milling machine and CAM Rule, scribe, sawing, filing, finishing, emery Eye protection, hair tied back, fingers clear, work clamped 3(c) Appropriate method of case hardening described 0–3 Details of appropriate tools, equipment 0–2 Safety precautions 0–1 6 Heat steel (cherry red)/reheat (1) Plunged into case compound (high in carbon) (1) Plunge into cold, clean water (1) NB Case hardening hardens the surface of mild steel only. Brazing hearth, torch, compound, tongs Eye protection, hair tied back, fingers clear, gloves, work clamped

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 7 of 15 Section B Question Answer Marks Guidance 4(a) Two reasons 0–2 2 Allows water to run off Aesthetic/Decorative Protect public from wind Doesn’t allow water to build up on the roof 4(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. Roof is to low down [1] so it is difficult to push the bicycle in [1] 0–4 4 Too low down to easily push bike in No visible means of securing bicycles No Visible means of standing bicycle up Rain runs onto public, no guttering No signage No anchoring to ground No support for the roof Bikes difficult to remove when crowded AOVR 4(c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] e.g. Add a support [1] fixed to the roof [1] and secured to the ground [1] 0–6 6 Adding/altering to suit height, security, stand, guttering, signage and anchoring 4(d)(i) Situation has been analysed and relevant issues/points identified 0–3 3 Avoid producing an unwanted product Avoid mistakes Ensure user happy Environmentally better – less waste Streamline production process Gains user support 4(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant 0–3 3 Ensuring the end user is happy will make them more likely to use/buy product in the future 4(d)(iii) Specific examples/evidence used to support conclusions 0–2 2 Scale models CAD models/actual 3D models Car manufacture

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 8 of 15 Question Answer Marks Guidance 5(a) Function of part X – Riser/support [1] to allow ease of use for Laptop for user [1] 0–2 2 Accept answers that relate to comfort/ease of use for user 5(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. there are no side webs [1] to strengthen the product to support weight of laptop [1] 0–4 4 There is no side webs/strengthen sections Laptop will slide off – no ridge for it to rest against No slots to run power cable through 5(c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] e.g. side webs added [1] correctly shaped [1] fixed/glued in place [1] 0–6 6 Side webs added With slots or glue tabs Ridge added Slots for power cable added 5(d)(i) Situation has been analysed and relevant issues/points identified 0–3 3 6 × Rs Marketing opportunity Aesthetic opportunity Could be costly in terms of energy in repatriation of used cardboard Environmentally friendly 5(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant 0–3 3 Environmentally friendly so that less new or virgin material is needed or required to be harvested 5(d)(iii) Specific examples/evidence used to support conclusions 0–2 2 Seed pots made from recycled cardboard boxes

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 9 of 15 Question Answer Marks Guidance 6(a) Function of part X – Tailstock [1] to hold a drill chuck [1] 0–2 2 Tail stock Support lengths of bar – dead centre/running centre Can hold drill chuck Taper can directly hold large drills/reamer 6(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. No chuck guard [1] to protect the user from flying debris [1] 0–4 4 No on/off switch No Guard No chuck No carriage to carry • Tool post, compound slide, cross slide No means of connecting to the mains 6(c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] e.g. Chuck guard added [1] covering chuck [1] to protect user [1] 0–6 6 Add switches/coloured? Add Guard – around chuck Add chuck Add Carriage, tool post, compound/cross slide Add mains electric plug 6(d)(i) Situation has been analysed and relevant issues/points identified 0–3 3 Accommodate different types of material Tougher/harder require slower speeds Softer, ductile can be machined at high speed 6(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant 0–3 3 Speed changes allow the lathe to accommodate different materials that may require faster or slower speeds depending on the toughness, size of process being carried out 6(d)(iii) Specific examples/evidence used to support conclusions 0–2 2 Accommodate different tasks, screw cutting. Stainless Steel very tough Aluminium very soft

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 10 of 15 Section C Question Answer Marks Guidance 7(a) Clothes airer that allows racks to be used at the same time 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 Folds flat for storage 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) Base 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 Folds flat for storage 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

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 11 of 15 Question Answer Marks Guidance 7(c) Detachable Container 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 Easily attached/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 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

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 12 of 15 Question Answer Marks Guidance 8(a) Pulling or pushing trolley 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 Method of steering 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 8(b) Stopping straw bales falling off 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 Method for carrying 12 bakes 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 n

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 13 of 15 Question Answer Marks Guidance 8(c) Canopy 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 Method for removing canopy 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 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

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 14 of 15 Question Answer Marks Guidance 9(a) Cardboard box 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 Method of opening and securely closing box 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) Lettering and detailed graphics 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 Lettering must be in a style that reflects product to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20

9705/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 15 of 15 Question Answer Marks Guidance 9(c) Insert 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 Method to prevent movement 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(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