Cambridge A Level Design and Technology 9705 — 2025 Oct/Nov Paper 1 · Variant 1

This document has 20 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level * 9 5 1 0 1 8 3 6 4 1 * DC (EV/SG) 347124/4 © UCLES 2025 DESIGN & TECHNOLOGY 9705/11 Paper 1 AS Level Written Paper October/November 2025 2 hours 15 minutes You must answer on the question paper. You will need: Standard drawing equipment Coloured pencils Calculator INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● You may use a pencil or coloured pencils for any sketches, drawings or rough working. INFORMATION ● The total mark for this paper is 100. ● The number of marks for each question or part question is shown in brackets [ ]. ● All dimensions are in millimetres, unless otherwise stated. ,










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2 9705/11/O/N/25 © UCLES 2025 Answer all questions. 1 Fig. 1.1 shows an exploded view of a child’s table. top cartoon image side support Fig. 1.1 (a) (i) Name one non-ferrous metal that could be used to make the supports for the top of the child’s table. … [1] (ii) Name one composite material that could be used to make the sides of the child’s table. … [1] (iii) Describe one property of polycarbonate that makes it suitable for the top of the child’s table. … … … [2] (b) (i) Describe one method of adding the cartoon image to the child’s table. … … … [2] (ii) Explain why the cartoon image would be added to the child’s table. … … … [2] * 0000800000002 * ,










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3 9705/11/O/N/25 © UCLES 2025 [Turn over 2 Designers use different graphical techniques to communicate design proposals. (a) (i) Identify the enhancement technique shown in Fig. 2.1. … [1] Fig. 2.1 (ii) Name one other enhancement technique that could be used by a designer. Explain why this enhancement technique would be used by a designer. enhancement technique … explanation … … … … [3] (b) Explain two advantages for designers of using orthographic working drawings to show a final design proposal to a manufacturer. 1 … … … … 2 … … … … [4] * 0000800000003 * ,










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4 9705/11/O/N/25 © UCLES 2025 3 Fig. 3.1 shows details of a display stand that will be used in a shop. shelf made from 10 mm thick chipboard 300 mm high support made from 5 mm thick corrugated card A Fig. 3.1 (a) Explain two reasons why the display stand is designed to be assembled in the shop. 1 … … … … 2 … … … … [4] * 0000800000004 * ,










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5 9705/11/O/N/25 © UCLES 2025 [Turn over (b) Use sketches and notes to show: (i) a temporary method of joining the corrugated card support at A [4] (ii) a temporary method of attaching the chipboard shelf to the corrugated card support. [4] * 0000800000005 * ,










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6 9705/11/O/N/25 © UCLES 2025 (c) Describe two safe working practices that should be followed when cutting corrugated card with a craft knife. 1 … … … … 2 … … … … [4] (d) Identify a suitable finish for the top and edges of the chipboard shelf. Justify your choice of finish. finish … justification … … … … … … … … [4] * 0000800000006 * ,










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7 9705/11/O/N/25 © UCLES 2025 [Turn over Question 4 starts on page 8. * 0000800000007 * ,










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8 9705/11/O/N/25 © UCLES 2025 4 Fig. 4.1 shows details of an adjustable shoe rack. end frame made from 15 mm mild steel square tube cross piece made from 12 mm diameter mild steel tube sizes of shoe rack height: depth: width: 600 – 1200 400 400 Fig. 4.1 (a) Give two reasons why the shoe rack has been designed so that the width is adjustable. 1 … … … 2 … … … [2] (b) Explain one reason why a finish would be applied to the mild steel end frame of the shoe rack. … … … … [2] * 0000800000008 * ,










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9 9705/11/O/N/25 © UCLES 2025 [Turn over (c) (i) Use sketches and notes to describe a method of making one end frame for the shoe rack. In your response, you should give details of any tools, equipment and processes involved and the safety precautions undertaken. [8] * 0000800000009 * ,










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10 9705/11/O/N/25 © UCLES 2025 (ii) Use sketches and notes to describe a temporary method of joining the shoe rack cross piece to the end frame. In your response, you should give details of any tools, equipment and processes involved and the safety precautions undertaken. [8] * 0000800000010 * ,










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11 9705/11/O/N/25 © UCLES 2025 [Turn over Question 5 starts on page 12. * 0000800000011 * ,









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12 9705/11/O/N/25 © UCLES 2025 5 Fig. 5.1 shows a vending machine. snacks clear polymer front facility for cashless payments drinks collection of purchased products Fig. 5.1 (a) Explain why the vending machine: (i) is often positioned outside a shop … … … [2] (ii) has a facility for cashless payments … … … [2] (iii) has a front that is made from a clear polymer. … … … [2] * 0000800000012 * ,









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13 9705/11/O/N/25 © UCLES 2025 [Turn over (b) Fig. 5.2 shows the mechanism that is used to dispense packets of snacks from the vending machine. Fig. 5.2 (i) Explain the operation of the mechanism shown in Fig. 5.2 as it dispenses packets of snacks. Use technical terms in your response. … … … … [2] (ii) Use a sketch and notes to show an alternative mechanism that could dispense cans of drink from the vending machine. [2] * 0000800000013 * ,









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14 9705/11/O/N/25 © UCLES 2025 (c) Fig. 5.3 shows a recycling unit containing three bins. The unit could be positioned by the vending machine. openings food waste plastic and metal cardboard and paper Fig. 5.3 Use sketches and notes to show how the following have been considered in the design of the recycling unit: (i) the shape of the openings [3] * 0000800000014 * ,









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15 9705/11/O/N/25 © UCLES 2025 [Turn over (ii) colour. [3] (d) Describe two ways in which the designer of the recycling unit has considered the needs of different groups of people. 1 … … … … 2 … … … … [4] * 0000800000015 * ,









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16 9705/11/O/N/25 © UCLES 2025 6 Fig. 6.1 shows a device that plugs into a phone and flashes when the phone rings. The device allows a person with a hearing impairment to know that there is an incoming call. device Fig. 6.1 Use sketches and notes to show how the design of one other product could be modified to be more inclusive, allowing it to be used by a person with a hearing impairment. Your answer should: • identify the product you propose to modify • use sketches and notes, including appropriate conventions and specialist vocabulary, to show how you propose to modify the product to be more inclusive • include an analysis of how the modification meets the needs of a person with a hearing impairment. You may use the space on the next page for more sketches. * 0000800000016 * ,









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18 9705/11/O/N/25 © UCLES 2025 7 Fig. 7.1 shows a poster that is designed to make people aware of the importance of caring for the environment. For tomorrow’s green world Reuse Repair Reduce Recycle Recover Fig. 7.1 Discuss how environmental concerns have impacted on the development of products. Your answer should: • include examples of environmentally friendly designs • evaluate the impact of environmental concerns on the development of products • discuss the impact of environmental concerns on the wider issues in design and technology (including cultural, economic, environmental and social factors). … … … … … … … … … … … … … … * 0000800000018 * ,









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20 9705/11/O/N/25 © UCLES 2025 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 * 0000800000020 * ,










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This document consists of 19 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International AS & A Level DESIGN & TECHNOLOGY 9705/11 Paper 1 October/November 2025 MARK SCHEME Maximum Mark: 100 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 2025 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 2025 © Cambridge University Press & Assessment 2025 Page 2 of 19 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alon gside 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.

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 3 of 19 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 thre sholds or grade descriptors in mind.

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 19 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standard isation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct point – mark awarded Incorrect point – no mark awarded Benefit of doubt given – mark(s) awarded Highlighter Creditworthy response – highlight key points Repetition Marking level achieved Marking level achieved Marking level achieved Marking level achieved Page or response seen by examiner

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 19 Question Answer Marks Guidance 1(a)(i) Exemplar answer: Aluminium [1] Accept other non-ferrous metals such as brass. 1 AOVR Do not award the mark if a ferrous metal is named. 1(a)(ii) Exemplar answer: Plywood [1] Accept other composite materials such as chipboard, engineered wood, MDF, blockboard, GRP, CFRP. 1 AOVR 1(a)(iii) Exemplar answers: Surface that can resist water and food spills and can easily be wiped clean so that it is hygienic. [1] Tough [1] so that it will not shatter if toys are banged on the tabletop. [1] Available in a wide range of colours [1] so customers can have a choice of the colour top they choose. [1] Available in sheets [1] so there is no need to join to make the top. [1] 2 AOVR 1(b)(i) Exemplar answers: A stencil [1] is placed in the correct position and paint and a paintbrush used to add the image. [1] Painting by hand after drawing pencil guidelines, drawing on with felt tipped pens using a rule and set square, pyrography, transfers, digital printing... As the scale of production is not stated, accept answers that describe a method of adding the cartoon image to a one-off table or a table produced in quantity. 2 AOVR 1(b)(ii) Exemplar answer: The child will find the cartoon image attractive [1] so it makes the table more appealing. [1] The cartoon image shows that the table [1] is specifically designed for a child. [1] 2 AOVR

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 19 Question Answer Marks Guidance 2(a)(i) Exemplar answer: Shadow [1] 1 2(a)(ii) Exemplar answer: Rendering (material representation) [1] Clearly shows the material [1] that the product will be made from. [1] 3 AOVR including: the use of tone and colour 2(b) Exemplar answers: An orthographic working drawing shows sufficient detail of all the parts of the design [1] to allow planning for manufacture. [1] An orthographic working drawing is drawn to a scale [1] so that sizes can be taken directly from the drawing. [1] 4 AOVR Question Answer Marks Guidance 3(a) Exemplar answers: Less likely to get damaged [1] during transportation. [1] Cheaper to transport [1] as takes up less space. [1] 4 AOVR 3(b)(i) Exemplar answers: Slot fastenings, Velcro, screw fastenings... Method of attaching the corrugated card at corner A [1] or suitable temporary joining method. [2] Quality of sketches and notes. [0 – 2] 4 Quality of sketches: Simple sketches with some notes / labels = 1 High quality sketches with detailed annotations = 2 3(b)(ii) Exemplar answers: Locating square, slots, groove... Method of attaching the shelf to the support [1] or suitable temporary joining method. [2] Quality of sketches and notes. [0 – 2] 4 Quality of sketches: Simple sketches with some notes / labels = 1 High quality sketches with detailed annotations = 2

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 19 Question Answer Marks Guidance 3(c) Exemplar answers: Keep fingers [1] behind the blade of the craft knife. [1] Use a cutting mat [1] to prevent the work slipping. [1] 4 AOVR 3(d) Exemplar answer: Melamine, paint, varnish... [1] Melamine is available in many different colours and patterns [1] and provides a hard-wearing surface [1] so will not get damaged by products that are put on the shelf. [1] 4 For justification: Feature / property, e.g. range of colours = 1 Reason, e.g. hard wearing = 1 Clearly explained reason / justification, e.g. hard wearing so will not get scratched by the products that are put on the shelf = 2. Question Answer Marks Guidance 4(a) Exemplar answers: Allows the shoe rack to fit into different sized spaces in a house, thus increasing the potential market for the product. [1] Allows a different number of shoes to be stored to meet changing family circumstances. [1] 2 AOVR 4(b) Exemplar answers: A finish needs to be applied to prevent the mild steel rusting [1] and making the shoe rack unsightly or customers dissatisfied with the length of life of the product. [1] A finish needs to be applied to improve the appearance of the shoe rack [1] and if colours are used it gives the customers more choice. [1] Different colour finishes [1] can be applied to give customers a choice. [1] 2 AOVR

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 19 Question Answer Marks Guidance 4(c)(i) This question has a total of 8 marks. Instructions on how to mark this question follow on below. Process = 6 marks HandS = 2 marks Mark the response using the two grids below. Process L3 Sketches and notes fully describe all the stages in an appropriate making process. All the stages in the making process are in the correct order and all the tools and equipment required are correctly named. 5–6 L2 Sketches and notes describe most of the stages in an appropriate making process. Some stages in the making process may be in the incorrect order and some tools and equipment may be missing. 3–4 L1 Sketches and notes mention some stages in a making process and some tools or equipment. The making process may not be entirely appropriate to the task. 1–2 L0 No creditable response. 0 HandS L2 Consideration of health and safety precautions specific to the task. 2 L1 Some generic consideration of health and safety. 1 L0 No consideration of health and safety. 0 8

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 19 Question Answer Marks Guidance 4(c)(i) Responses may involve: • brazing • welding • screw fasteners • push fittings

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 19 Question Answer Marks Guidance 4(c)(ii) This question has a total of 8 marks. Instructions on how to mark this question follow on below. Process = 6 marks HandS = 2 marks Mark the response using the two grids below. Process L3 Sketches and notes fully describe all the stages in an appropriate making process. All the stages in the making process are in the correct order and all the tools and equipment required are correctly named. 5–6 L2 Sketches and notes describe most of the stages in an appropriate making process. Some stages in the making process may be in the incorrect order and some tools and equipment may be missing. 3–4 L1 Sketches and notes mention some stages in a making process and some tools or equipment. The making process may not be entirely appropriate to the task. 1–2 L0 No creditable response. 0 HandS L2 Consideration of health and safety precautions specific to the task. 2 L1 Some generic consideration of health and safety. 1 L0 No consideration of health and safety. 0 8

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 19 Question Answer Marks Guidance 4(c)(ii) Responses may involve: • screw fasteners • push fittings Question Answer Marks Guidance 5(a)(i) Exemplar answer: If a customer arrives at the shop and it is closed [1], they can still purchase drinks and snacks / vendor can still make profit or provide a service. [1] 2 AOVR 5(a)(ii) Exemplar answers: Cashless payments mean that no money is kept in the machine [1] and so it cannot be stolen. [1] To give an alternative method of payment [1] for users who may not be carrying cash to be able to still purchase items. [1] 2 AOVR 5(a)(iii) Exemplar answers: The front is made from a clear polymer so that customers can see the drinks and snacks [1] but they cannot be removed / stolen. [1] Clear polymer is relatively inexpensive [1] and can easily be processed (cutting, moulding...) during manufacture. [1] 2 AOVR 5(b)(i) Exemplar answer: As the spiral turns in a rotary motion [1] the snacks move along in a linear motion and then drop down. [1] 2 5(b)(ii) Exemplar answer: Sketches and notes show the can rolling along [1] a channel and dropping into the collection point. [1] 2 AOVR

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 19 Question Answer Marks Guidance 5(c)(i) Exemplar answers: Sketches and notes show the shape of the insert is determined by the product that goes in it. For example, the hole for cans is round, flaps could be added to accommodate different size items and stop things blowing out / overflowing, rounded corners so people will not cut their hand, able to drop items in and they will funnel down to the hole, liquids will funnel into the hole so more hygienic, opening not so prominent to avoid spread of disease... [0–3] 3 AOVR 5(c)(ii) Exemplar answers: Sketches and notes show how the colour of the insert is determined by the product that is meant to go in it. For example, the colours of the holes match the sign to show the items going inside, green shows mixed recycling, colours attract people’s attention which promotes better recycling of items, can be used to establish classifications for recycling throughout a region / country, by putting the right items in the right bun the user is helping to make new products like glass jars, cardboard boxes, compost, colour helps prevent contamination of recycling materials by mixing materials... [0–3] 3 AOVR 5(d) Exemplar answers: Low enough [1] for young children / people in wheelchairs or mobility scooter to put waste [1] into the bin. Lettering / images [1] large enough for people with poor eyesight / do not understand written text to see. [1] Providing a secure place for society’s / local residents’ [1] waste, reducing littering and preventing air pollution. [1] 4 AOVR

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 19 Question Answer Marks Guidance 6 Use the level descriptions in Tables A1 and A2 to mark candidates’ responses to this question. Responses may include some of the following ideas, but all valid material must be credited. • Understanding that a more inclusive product is adapted for users with specific needs. • Examples of suitable products could be mobile phones, televisions, fire alarms, devices for making announcements in public places... • Understanding of the specific needs of a person with a hearing impairment, unable to hear sounds or voices in specific situations. • Modifications to the product to accommodate the impairment such as devices that increase the volume, convert sound to text, vibrating devices, personal headphones, sign language... 12 The answer can be structured as freehand sketches with annotations.

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 14 of 19 Generic level descriptions mark schemes Use Tables A1 and A2 to give marks for each candidate response for Question 6. Table A1 AO2 Application and communication Candidates should be able to: • Apply knowledge, understanding and skills in a variety of contexts (AO2a) • Communicate knowledge and understanding using sketches, notes and a range of graphical techniques, including conventions and specialist vocabulary (AO2b). Level Description Marks Level 3 • The modification shows application of accurate relevant knowledge. (AO2a) • The modification shows a clear application of the given context. (AO2a) • The modification is communicated with precision and clarity. (AO2b) • Sketches have detailed correct annotations, including appropriate conventions and specialist vocabulary. (AO2b) 5–6 Level 2 • The modification shows application of some relevant knowledge. (AO2a) • The modification may not be wholly relevant to the context. (AO2a) • The modification is communicated. (AO2b) • Sketches have appropriate annotations, with some conventions and specialist vocabulary. (AO2b) 3–4 Level 1 • The modification shows application of limited relevant knowledge. (AO2a) • The modification shows a basic understanding of the given context. AO2a) • The modification is partially communicated. (AO2b) • The sketches have some annotations, with limited specialist vocabulary and conventions. (AO2b) 1–2 Level 0 • No creditable response. 0

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 15 of 19 Table A2 AO4 Analysis and evaluation Candidates should be able to: • Analyse, evaluate and compare products (AO4a) • Identify and/or propose how to improve and/or modify products (AO4b) • Analyse wider issues in design and technology (including cultural, economic, environmental and social factors). (AO4d) Level Description Marks Level 3 • The modification is based on thorough and detailed analysis, evaluation and/or comprehensive comparison of products. (AO4a) • The modification is appropriate and fully functions as intended. (AO4b) • The modification shows a thorough analysis of a broad range of wider issues in design and technology. (AO4d) • The modification successfully meets the needs of the user(s)/context. (AO4d) 5–6 Level 2 • The modification is based on an analysis, evaluation and/or comparison of products. (AO4a) • The modification is appropriate and mostly functions as intended. (AO4b) • The modification shows some evidence of analysis of a few wider issues in design and technology. (AO4d) • The modification mostly meets the needs of the user(s)/context. (AO4d) 3–4 Level 1 • The modification shows little or incomplete analysis, evaluation and/or comparison of products. (AO4a) • The modification is mostly appropriate and partially functions as intended. (AO4b) • The modification shows little or incomplete analysis of any wider issues in design and technology. (AO4d) • The modification meets the needs of the user(s)/context in a limited way. (AO4d) 1–2 Level 0 • No creditable response. 0

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 16 of 19 Question Answer Marks Guidance 7 Use the level descriptions in Tables B1 and B2 to mark candidates’ responses to this question. Responses may include some of the following ideas, but all valid material must be credited. • Reference to strategies for improving the impact products have on the environment, such as reuse, reduce, recycle, repair and recover. • Examples of how products can be designed to be reused, e.g. shopping bags, water bottles... • Examples of how products can be designed to reduce the amount of material used, e.g. vacuum formed products that use ribs to provide structural strength rather than material thickness... • Examples of how products can be made from recycled materials, e.g. paper, packaging, plastic mouldings... • Examples of how products can be designed to be repaired if an individual part fails e.g. electronic products, car wind screens... • Examples of how products can be designed so that materials can be recovered and used for a new purpose, e.g. labelling of different materials, products designed so that it is easy to separate different materials... • Understanding that products designed with the environment in mind can be very attractive to customers who care about the environment, so sales may increase. • Understanding that products designed with the environment in mind can attract tax and other financial advantages in certain countries. • Understanding that designers and manufacturers have a responsibility to care for the environment. 12 The answer must be structured in paragraphs with whole sentences.

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 17 of 19 Question Answer Marks Guidance 7 • Understanding of the consequences of designing and manufacturing products that do not consider the environment, e.g. litter, pollution, rising sea levels, damage to nature... • Use of colours and symbols to indicate that products are considered environmentally friendly. • Growth of legislation to ensure products are designed with care for the environment in mind.

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 18 of 19 Use Tables B1 and B2 to give marks for each candidate response for Question 7. Table B1 AO1 Knowledge and understanding Candidates should be able to: • Demonstrate knowledge and understanding of the impact of design and technology on society (including cultural, economic, environmental and social factors) (AO1c). Level Description Marks Level 3 • The response thoroughly demonstrates accurate and relevant knowledge of the topic. (AO1c) • The response shows thorough understanding of the impact on society and uses relevant examples and supporting evidence. (AO1c) 5–6 Level 2 • The response includes some accurate and relevant knowledge of the topic. (AO1c) • The response shows some understanding of the impact on society and includes examples and supporting evidence some of which may be relevant to the topic. (AO1c) 3–4 Level 1 • The response shows limited knowledge of the topic and some points may not be relevant. (AO1c) • The response shows limited understanding of the impact on society. There may be limited use of examples and supporting evidence may be of limited relevance. (AO1c) 1–2 Level 0 • No creditable response. 0

9705/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 19 of 19 Table B2 AO4 Analysis and evaluation Candidates should be able to: • Analyse, evaluate and compare products (AO4a) • Analyse wider issues in design and technology (including cultural, economic, environmental and social factors) (AO4d) Level Description Marks Level 3 • The response thoroughly analyses, evaluates and/or compares products with relevant and detailed supporting evidence. (AO4a) • Detailed discussion of more than two wider issues in design and technology. The analysis is well supported with relevant and detailed information. (AO4d) 5–6 Level 2 • The response analyses, evaluates and/or compares products with supporting evidence which is not always relevant. (AO4a) • Discussion of at least two wider issues in design and technology. The analysis is supported with relevant information. (AO4d) 3–4 Level 1 • The response shows little or incomplete analysis, evaluation and/or comparison of products. (AO4a) • Description of at least one wider issue in design and technology. The description is supported with limited relevant information. (AO4d) 1–2 Level 0 • No creditable response. 0