Cambridge A Level Design and Technology 9705 — 2024 May/June Paper 1 · Variant 2

This document has 12 pages. Any blank pages are indicated. [Turn over * 4 5 3 1 2 1 6 6 0 6 * Cambridge International AS & A Level DESIGN & TECHNOLOGY 9705/12 Paper 1 May/June 2024 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 (DE/CT) 332015/3 © UCLES 2024

2 9705/12/M/J/24 © UCLES 2024 Section A Answer one question from this section on the Answer Booklet/A4 paper provided. 1 Fig. 1.1 gives details of a balancing figure which is to be made in a school workshop. figure made from Ø6 stainless steel bar Part A Ø20 × 10 mild steel bar with M8 threaded blind hole Part B Ø8 × 200 mild steel bar with M8 thread on one end Ø140 × 20 beech base Fig. 1.1 (a) Give two reasons why stainless steel bar has been used for the figure. [2] (b) Use notes and sketches to describe: (i) how to cut the thread in Part A [6] (ii) how to prepare the surfaces and apply a finish to the mild steel parts. [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 the beech base. [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 9705/12/M/J/24 © UCLES 2024 [Turn over 2 Fig. 2.1 gives details of an architectural model which is to be made in a school workshop. 30 20 stick-on paper window Part A Styrofoam block 100 × 130 × 130 Part B Styrofoam block 300 × 100 × 70 medium density fibreboard (MDF) base 420 × 420 × 8 stick-on paper window with design printed on it Fig. 2.1 (a) Give two reasons why medium density fibreboard (MDF) has been used for the base of the architectural model. [2] (b) Use notes and sketches to describe how to make Part A from a sheet of 20 mm thick Styrofoam. [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: (i) how to make fourteen identical stick-on paper windows with the design printed on them [6] (ii) how to attach the fourteen windows so that they are evenly spaced on the 300 × 100 side of Part B. [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 9705/12/M/J/24 © UCLES 2024 3 Fig. 3.1 gives details of a model of a wind turbine which is to be made in a school workshop. Part A Ø20 × 180 aluminium bar generator rotor blade Part B Ø6 × 200 aluminium bar Part C 150 × 150 × 4 acrylic base wind turbine Part A 100 30 50 10 20 Fig. 3.1 (a) Give two reasons why aluminium has been used for parts of the model of the wind turbine. [2] (b) Use notes and sketches to describe: (i) a method of making Part A [6] (ii) a method of temporarily joining Part B to Part C. [6] You must give details about the tools, equipment and processes involved and the safety precautions that have to be undertaken at each stage. (c) Use notes and sketches to describe how the model of the wind turbine would generate an electric current. [6]

5 9705/12/M/J/24 © UCLES 2024 [Turn over Section B Answer one question from this section on the Answer Booklet/A4 paper provided. 4 Fig. 4.1 shows details of an incomplete design for a sail to provide shade in a school playground. feature X rope tensioning mechanism tensioning mechanism mild steel bar Ø40 × 2500 canvas sheet 4000 × 4000 Fig. 4.1 (a) Explain the function of the design feature shown at X. [2] (b) Identify and describe two problems with the sail. [4] (c) Use notes and sketches to explain how the design of the sail would need to be changed to overcome the two problems you have identified in part (b). [6] (d) Discuss why some products are designed to be assembled by the customer. 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 9705/12/M/J/24 © UCLES 2024 5 Fig. 5.1 shows an incomplete design for a point-of-sale display for protein bars. 100 180 100 100 90 180 feature X development (net) printed on an A3 size sheet of card that is then laminated development (net) of point-of-sale display 24 bars go in the assembled point-of-sale display wrapper for bar made from paper Fig. 5.1 (a) Explain the function of design feature X. [2] (b) Identify and describe two problems with the point-of-sale display. [4] (c) Use notes and sketches to explain how the point-of-sale display would need to be changed to overcome the two problems you have identified in part (b). [6] (d) Discuss why packaging can be produced in one factory and the product inserted into the packaging in another factory. 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 9705/12/M/J/24 © UCLES 2024 [Turn over 6 Fig. 6.1 shows details of an incomplete design for a hydraulic lifting device. ram handle piston cylinder hydraulic lifting device section through hydraulic lifting device ram reservoir for low pressure water high pressure water handle feature X piston cylinder Fig. 6.1 (a) Explain the function of the design feature shown at X. [2] (b) Identify and describe two problems with the hydraulic lifting device. [4] (c) Use notes and sketches to explain how the design for the hydraulic lifting device would need to be changed to overcome the two problems you have identified in part (b). [6] (d) Discuss why products, such as the hydraulic lifting device, are tested at regular intervals. 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 9705/12/M/J/24 © UCLES 2024 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 details for toy storage. maximum dimensions of space for toy storage selection of toys 800 800 1200 Fig. 7.1 (a) Use notes and sketches to develop a design for toy storage that would be sold as a flat- pack item. The toy storage must have one surface that opens fully so that large toys can be removed easily. [20] (b) Use notes and sketches to develop a design for a device for the toy storage designed in part (a) that prevents the opening surface from accidentally being closed. [20] (c) Use notes and sketches to develop a design for an accessory that allows a parent to personalise the toy storage designed in part (a). [20] (d) Produce a pictorial (3D) rendered drawing of the complete toy storage which shows all of the features that you have designed in parts (a) – (c). [20]

9 9705/12/M/J/24 © UCLES 2024 [Turn over 8 Fig. 8.1 shows details of a bottle of olive oil and an information card that require packaging. Olive oil 85 55 bottle of olive oil information card 200 40 40 Fig. 8.1 (a) Use notes and sketches to develop a design for a vacuum formed tray to hold and present the bottle of olive oil and the information card in the packaging. [20] (b) Use notes and sketches to develop a design for a one-piece development (net) for packaging to hold the vacuum formed tray designed in part (a). The development (net) must allow the bottle of olive oil and the information card to be seen when in the packaging. [20] (c) Use notes and sketches to develop a design for a name and colour scheme for the packaging designed in part (b). The name should reflect the link between olive oil and good health. [20] (d) Produce a pictorial (3D) rendered drawing of the complete packaging which shows all of the features that you have designed in parts (a) – (c). [20]

10 9705/12/M/J/24 © UCLES 2024 9 Fig. 9.1 shows details of a blister pack with tablets and a container for tablets. container for tablets blister pack with tablets size of plastic container 180 × 30 × 15 compartment for each day vacuum formed front with foil backing size of blister pack 50 × 90 tablet 18 × 6 × 4 Fig. 9.1 (a) Use notes and sketches to develop a design for a device to remove individual tablets from the blister pack. The device must be designed for use by a person with limited hand movement. [20] (b) Use notes and sketches to develop a design for an attachment for the device designed in part (a) that will guide a tablet into a compartment in the container for tablets. [20] (c) Use notes and sketches to develop a design for an attachment to the device designed in part (a) that will allow it to be easily located if misplaced in the home. [20] (d) Produce a pictorial (3D) rendered drawing of the device to remove tablets from the blister pack which shows all of the features that you have designed in parts (a) – (c). [20]

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12 9705/12/M/J/24 © UCLES 2024 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 16 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge International AS & A Level DESIGN AND TECHNOLOGY 9705/12 Paper 1 Written May/June 2024 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 May/June 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 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 descriptions 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.

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 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.

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 4 of 16 Section A Question Answer Marks Guidance 1(a) Exemplar answers: Does not require a finish [1] Provides an attractive appearance [1] 0–2 2 AOVR Rust resistant [1 Hard/tough [1] Can be easily bent to shape [1] 1(b)(i) Notes and/or sketches show: Process of cutting the threads explained [0–3] Tools and equipment for cutting the internal thread e.g. vice, drill, tap, lubricant... [0–2] Safety precaution when cutting threads e.g. wear eye protection, work secured in a vice... [0–1] 0–6 6 1(b)(ii) Notes and/or sketches show: Process of preparing and applying the finish explained [0–3] Tools and equipment for preparing the surface e.g. wire brush, emery cloth and adding a named finish e.g. paint, brush, thinners... [0–2] Safety precaution when preparing or applying a finish e.g. work in a well-ventilated area, wear a face mask... [0–1] 0–6 6 1 (c) Notes and/or sketches show: Process of turning explained [0–3] Tools and equipment for preparing and turning the beech base e.g. tenon saw, faceplate, woodscrews, screwdriver and for turning the base e.g. lathe, lathe tools, glasspaper... [0–2] Safety precaution when turning wood e.g. make sure the work spins freely before turning on the lathe, wear eye protection... [0–1] 0–6 6

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 5 of 16 Question Answer Marks Guidance 2(a) Exemplar answers: Provides a rigid surface [1] Available in large sheets [1]. 0–2 2 AOVR Provides a smooth surface [1] Surface can be cut, painted, or parts glued to it [1] Can easily be cut to shape [1] 2(b) Notes and/or sketches show: Process of making the Styrofoam block explained [0–3] Tools and equipment for cutting Styrofoam e.g. bandsaw, and suitable named adhesive, double-sided tape, means of applying pressure to build size of block [0–2] Safety precaution when working with Styrofoam e.g. wear eye protection, work in a well-ventilated area [0–1] 0–6 6 Please note: Layers of Styrofoam must be joined together to make this block. 2(c)(i) Notes and/or sketches show: Process of making the stickers explained [0–3] Tools and equipment for making the stickers e.g. computer, printer, drawing using a stencil and for cutting out the stickers e.g. plotter cutter, craft knife, cutting mat, safety rule [0–2] Safety precaution when making the stickers e.g. keep fingers behind the craft knife blade, use a safety rule [0–1] 0–6 6 Answers are likely to use a combination of CAD/CAM and hand production methods. 2(c)(ii) Notes and/or sketches show: Process of applying the stickers explained [0–3] Tools and equipment for attaching the stickers e.g. use of self- adhesive sheet, appropriate adhesive and for spacing the stickers e.g. rule, guide [0–2] Safety precaution when attaching the stickers e.g. wipe off excess adhesive [0–1] 0–6 6

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 6 of 16 Question Answer Marks Guidance 3(a) Exemplar answers: Lightweight [1] Does not require a finish [1] 0–2 2 AOVR Attractive appearance [1] Good strength to weight ratio [1] Will not rust [1] Easy to machine [1] 3(b)(i) Notes and/or sketches show: Process of preparing and turning explained (must include parallel and taper turning for full marks) [0–3] Tools and equipment for preparing the aluminium rod e.g. marking out and then turning the aluminium rod e.g. centre lathe, lathe tools [0–2] Safety precaution when using a centre lathe e.g. make sure the work spins freely before turning on the lathe, wear eye protection... [1] 0–6 6 3(b)(ii) Notes and/or sketches show: Process of temporarily joining explained [0–3] Tools and equipment for preparing the acrylic sheet e.g. pillar drill, HSS drill bit and the aluminium rod e.g. lathe, die for threading, lubricant [0–2] Safety precaution when working with aluminium and acrylic e.g. wear eye protection, make sure the work is held firmly when working on it [0–1] 0–6 6 3(c) Sketches and/or notes show: Explanation of the process of generating electricity [0–3] Generator or magnets and coil [0–2] Rotary motion of the rotor blade [0–1] 0–6 6

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 7 of 16 Section B Question Answer Marks Guidance 4(a) Feature X is designed to secure the posts of the sail [1] to the ground [1] 0–2 2 4(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. mild steel bar too heavy [1] and will rust [1] 0–4 4 Other acceptable answers include:  tensioning system would not work [1] as no means of adjusting [1]  no horizontal pieces [1] so frame not rigid [1]  no means of fastening the rope [1] to the posts [1]  No side panels [1] 4(c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] e.g. replace the mild steel bar [1] with 50 [1] aluminium tube [1] 0–6 6  add an internal thread [1] and an external thread [1] to the tensioning system for adjustment [1]  add horizontal pieces [1] at the top [1] to join the posts together and make a rigid frame [1]  add a hook [1] to the posts so that the rope can be tied onto them [1] and not slide down [1] 4(d)(i) Situation has been analysed and relevant issues/points identified Benefits of assembled by the customer e.g. easier to transport [1], minor adjustments can be made on site [1], ensures the product is installed correctly [1] 0–3 3 4(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant e.g. transporting bulky items is expensive [1], minor adjustments can be made during installation to accommodate site variations [1], trained professionals will install the product correctly and have the correct qualifications [1] 0–3 3 4(d)(iii) Specific examples/evidence used to support conclusions e.g. outside electric lighting is usually installed by qualified electricians [1], school play equipment is usually installed by the manufacture to validate the warranty [1] 0–2 2

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 8 of 16 Question Answer Marks Guidance 5(a) Feature X is a barcode [1] that stores information about the product and can be read by a scanner [1] 0–2 2 5(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. sizes of development (net) too large [1] to be made from an A3 sheet of card [1] 0–4 4 Other acceptable answers include:  graphics – my protein bar wrong way up, limited graphics on bar and point – sale display...  design of development (net) – top has no side flaps, top does not have a fold line, some fold lines incorrect...  laminated card difficult to recycle. 5(c) Explanation of how problem one could be overcome [0–3] Explanation of how problem two could be overcome [0–3] e.g. rotate the top through 90 degrees [1] so that it joins onto the side and reduces [1] the overall size of the development (net) to 280mm x 380mm [1] 0–6 6 Other acceptable problems include:  name of the bar [1] on the development (net) [1] needs to be rotated through 180 degrees [1]  all fold lines [1] should be shown with dashed lines, [1] rather than solid lines [1]  change the material [1] to card [1] so that it can easily be recycled [1] 5(d)(i) Situation has been analysed and relevant issues/points identified e.g. designing and printing packaging are specialist processes [1] packaging can be transported flat pack to the factory where it is filled [1] packaging can be ordered and reordered as required (JIT) [1] 0–3 3 5(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant. e.g. packaging will be more professional and economical if produced by specialist companies [1], transportation of bulky items is expensive, so flat-pack items will reduce costs [1], no need to store large amounts of packaging which will take up space and may get damaged [1] 0–3 3

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 9 of 16 Question Answer Marks Guidance 5(d)(iii) Specific examples/evidence used to support conclusions e.g. food packaging is usually flat pack to reduce space taken up in the shop [1], some packaging comes in standard sizes, for example corrugated card packaging for refrigerators, but can then have specific print added to individual manufacturers requirements [1] 0–2 2 6(a) Feature X is a pivot [1] that allows the handle to push the piston down [1] 0–2 2 6(b) Problem one identified [1] and described [1] Problem two identified [1] and described [1] e.g. no seals [1] on the pistons [1] 0–4 4 Other acceptable problems include:  one-way valves missing [1] so would not work [1]  handle too short [1] so difficult to operate [1]  should be oil [1] not water in the system [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. add seals [1] between the piston and the cylinder [1] to prevent the hydraulic liquid escaping [1] 0–6 6 Other acceptable problems include:  add one-way valves [1] to prevent the hydraulic liquid flowing back [1] when under pressure [1]  extend [1] the handle [1] so that there is more leverage [1]  replace the water [1] with oil [1] as it will not cause the parts of hydraulic lift to rust [1] 6(d)(i) Situation has been analysed and relevant issues/points identified e.g. over time parts can become worn and need replacing [1], regular testing ensures product continues to function as intended [1] regular testing provides safety certificates [1] 0–3 3 6(d)(ii) Clear and appropriate explanations of why issues/points are considered relevant e.g. if parts become worn and need replacing the product may be dangerous to use [1] important that the product continues to perform as intended or it may become dangerous [1], legal safety certificates offer a degree of protection to the owner if someone is injured [1] 0–3 3

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 10 of 16 Question Answer Marks Guidance 6(d)(iii) Specific examples/evidence used to support conclusions e.g. portable electrical products shout have a PAT test every two years [1], passenger carrying lifts should be tested every six month [1] 0–2 2

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 11 of 16 Section C Question Answer Marks Guidance 7(a) Flat-pack toy storage 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 Fully opening surface 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) Device prevents accidental closure of opening surface 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 be fixed in open position 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 12 of 16 Question Answer Marks Guidance 7(c) Accessory allows toy storage to be personalised 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 personalised using an accessory, such as a stencil, 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

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 13 of 16 Question Answer Marks Guidance 8(a) Design for a vacuum formed tray to hold the bottle 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 Tray must also hold the card to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20 8(b) One-piece development (net) for the tray designed in (a) One pre-conceived idea presented 0–4 OR The development and selection of a range of ideas into a single design proposal which would appear to work but lacks some technical detail 5–8 OR The development and selection of a range of ideas into a single design proposal which would appear to technical detail to show that the proposed solution would clearly work 9–12 Bottle and card must be visible when package is closed to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 14 of 16 Question Answer Marks Guidance 8(c) Appropriate name and colour scheme 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 link to good health 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

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 15 of 16 Question Answer Marks Guidance 9(a) Device removes individual tablets from the blister pack 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 Designed for use by a person with limited hand movement must be considered to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20 9(b) An attachment for the device designed in part (a) One pre-conceived idea presented 0–4 OR The development and selection of a range of ideas into a single design proposal which would appear to work but lacks some technical detail 5–8 OR The development and selection of a range of ideas into a single design proposal which would appear to technical detail to show that the proposed solution would clearly work 9–12 Must guide a tablet to a compartment to access 10–12 marks Clarity and quality of sketching and explanatory notes 0–4 Evaluation (reasons for selection) 0–4 20

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 16 of 16 Question Answer Marks Guidance 9(c) Allows the device to be easily located 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 attract attention 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