Cambridge A Level Design and Technology 9705 — 2025 Oct/Nov Paper 1 · Variant 2

This document has 20 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level * 4 2 5 2 2 1 7 8 3 0 * DC (EV/SG) 347126/4 © UCLES 2025 DESIGN & TECHNOLOGY 9705/12 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 9705/12/O/N/25 © UCLES 2025 Answer all questions. 1 Fig. 1.1 shows a garden wheelbarrow. silicone moulding frame wheel with elastomer tyre hopper Fig. 1.1 (a) (i) Name one thermoplastic that could be used to make the hopper of the wheelbarrow. … [1] (ii) Name one ferrous metal that could be used to make the frame of the wheelbarrow. … [1] (iii) Explain why a silicone moulding has been added to the frame of the wheelbarrow. … … … [2] (b) (i) Describe one method of attaching the wheelbarrow wheel to the frame. The wheel must rotate. … … … [2] (ii) Explain why an elastomer has been chosen for the wheelbarrow tyre. … … … [2] * 0000800000002 * ,










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3 9705/12/O/N/25 © UCLES 2025 [Turn over 2 Designers use different graphical techniques to communicate design proposals. (a) (i) Identify the presentation technique shown in Fig. 2.1. … [1] X VP X VP Fig. 2.1 (ii) Name one other presentation technique that could be used by a designer. Explain why this presentation technique would be used by a designer. presentation technique … explanation … … … … [3] (b) Explain two advantages for designers of using tone and colour to show a design proposal to a client. 1 … … … … 2 … … … … [4] * 0000800000003 * ,










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4 9705/12/ O/N/25 © UCLES 2025 3 Fig. 3.1 shows details of a point-of-sale display for cosmetics. top made from a folded sheet of 5mm thick acrylic base made from 40mm thick oak Fig. 3.1 (a) Explain two reasons why the use of a softwood for the point-of-sale display would be considered more sustainable than acrylic and oak. 1 … … … … 2 … … … … [4] * 0000800000004 * ,










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5 9705/12/O/N/25 © UCLES 2025 [Turn over (b) Use sketches and notes to show: (i) a method of folding the 5 mm thick acrylic sheet at a right angle [4] (ii) a temporary method of attaching the acrylic sheet to the oak base. [4] * 0000800000005 * ,










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6 9705/12/O/N/25 © UCLES 2025 (c) Describe two safe working practices that should be followed when cutting the oak base to size and preparing for a finish. 1 … … … … 2 … … … … [4] (d) Identify a suitable finish for the oak base. Justify your choice of finish. finish … justification … … … … … … … … [4] * 0000800000006 * ,










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8 9705/12/O/N/25 © UCLES 2025 4 Fig. 4.1 shows details of a wall shelf. shelf 1000 × 200 × 30 melamine-faced chipboard shelf wall bracket made by joining two diameter 12 mm mild steel tubes to a 25 mm × 3 mm mild steel strip Fig. 4.1 (a) Give two reasons why melamine-faced chipboard has been chosen for the shelf. 1 … … … 2 … … … [2] (b) Explain one reason why the wall shelf is sold with an instruction leaflet. … … … … [2] * 0000800000008 * ,










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9 9705/12/O/N/25 © UCLES 2025 [Turn over (c) (i) Use sketches and notes to describe a method of making the wall bracket. 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 9705/12/O/N/25 © UCLES 2025 (ii) Use sketches and notes to describe a method of attaching the wall bracket to a wall. The method must allow the bracket to be easily removed from the wall if required. 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 9705/12/O/N/25 © UCLES 2025 [Turn over Question 5 starts on page 12. * 0000800000011 * ,









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12 9705/12/O/N/25 © UCLES 2025 5 Fig. 5.1 shows a food ordering terminal in a fast-food restaurant. touch screen to order food Fig. 5.1 (a) Explain how the food ordering terminal: (i) attracts customers to purchase food … … … [2] (ii) impacts on employees who work in the restaurant … … … [2] (iii) monitors the sales of food. … … … [2] * 0000800000012 * ,









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13 9705/12/O/N/25 © UCLES 2025 [Turn over (b) Fig. 5.2 shows the payment option symbols that appear when ordering food. cash symbol debit/credit card symbol Fig. 5.2 (i) Explain one advantage of using symbols to show the payment options. … … … … [2] (ii) Explain why many restaurant owners prefer customers to pay by debit or credit card. … … … … [2] * 0000800000013 * ,









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14 9705/12/O/N/25 © UCLES 2025 (c) Fig. 5.3 shows a child’s play area in the fast-food restaurant. Fig. 5.3 When designing the child’s play area, the designer needs to consider ergonomics and the use of standardised components. Use sketches and notes to show one example of: (i) ergonomics [3] * 0000800000014 * ,









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15 9705/12/O/N/25 © UCLES 2025 [Turn over (ii) the use of standardised components. [3] (d) Describe two ways in which the designer considered the safety of the user when selecting materials for the child’s play area. 1 … … … … 2 … … … … [4] * 0000800000015 * ,









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16 9705/12/O/N/25 © UCLES 2025 6 Fig. 6.1 shows a device that is designed to assist people with limited hand movement to lift a bottle. Fig. 6.1 Use sketches and notes to show how the design of one other product could be modified to be more inclusive, allowing a person with limited hand movement to be able to use the product. 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 limited hand movement. You may use the space on the next page for more sketches. * 0000800000016 * ,









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18 9705/12/ O/N/25 © UCLES 2025 7 Fig. 7.1 shows two cars from different periods in time. petrol car (1920) electric car (2024) Fig. 7.1 Discuss how emerging technologies have impacted on the designing and making of products. Your answer should: • include examples of emerging technologies • evaluate the impact of emerging technologies on the development of products • discuss the impact of emerging technologies on the wider issues in design and technology (including cultural, economic, environmental and social factors). … … … … … … … … … … … … … … … * 0000800000018 * ,









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20 9705/12/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 9705/12 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.

9705/12 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.

9705/12 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.

9705/12 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

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 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

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 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

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 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

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 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

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 19 Question Answer Marks Guidance 1(a)(i) Exemplar answers: Polypropylene [1], (PP) [1], Polythene [1] Accept any named thermoplastic (acrylic, nylon...) or acronym (PP, PC, PVC...). 1 AOVR Do not award the mark if a thermosetting polymer is named. 1(a)(ii) Exemplar answers: Mild steel [1], steel [1], iron, [1] cast iron [1] Accept other ferrous metals such as stainless steel. 1 AOVR Do not award the mark if a non- ferrous metal is named. 1(a)(iii) Exemplar answers: To make the handle more comfortable [1] by adding a grip / softer surface to hold / more ergonomic shape. [1] To improve [1] the grip (stop slipping). [1] Makes the handle [1] more ergonomic. [1] Makes the handle [1] more comfortable to hold. [1] Makes the metal frame [1] less cold to the touch. [1] To prevent injuries [1] from the sharpness of the frame edges. [1] To prevent the end of the ferrous metal frame [1] from rusting. [1] The metal will get hot in the sun [1] and the silicon will be more comfortable to grip. [1] The metal frame will feel cold in cold weather [1] and the silicon grip will be more comfortable. [1] 2 AOVR 1(b)(i) Exemplar answer: A threaded bolt will pass through the wheel and frame [1] and a nut tightened on the end. [1] Any other threaded fastener or fastener that holds the wheel in place. 2 AOVR

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 19 Question Answer Marks Guidance 1(b)(ii) Exemplar answers: An elastomer has been chosen for the wheel because it is a flexible material that can be inflated [1] to smooth out the bumps when using the wheelbarrow. [1] An elastomer has been chosen for the wheel because it can be inflated to spread the load [1] and not make ruts in the ground. [1] The elastomer is stretchy [1] so the tyre will not burst if it hits a sharp object. [1] The elastomer is flexible [1] because it will deform and not break when the tyre hits irregular shaped objects. [1] Elastic [1] to help absorb forces. [1] Material will flex [1] and not puncture if the wheelbarrow goes over sharp objects. [1] 2 AOVR Question Answer Marks Guidance 2(a)(i) Two-point perspective [1] 1 2(a)(ii) Exemplar answers: Isometric drawing [1] Shows a three-dimensional view [1] of the product which is a realistic view. [1] 3 AOVR 2(b) Exemplar answers: Can realistically show the materials that the product will be made from [1] so the client can easily understand the product and is more likely to purchase / invest. [1] Can show colour options [1] so the client can select the best option for their branding / range. [1] Colour enhances [1] the clients experience when they are viewing a design. [1] Shows the material [1] which makes the design more realistic. [1] Gives more details of the design [1] so the client can make decisions. [1] 4 AOVR

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 19 Question Answer Marks Guidance 3(a) Exemplar answers: Softwood is produced from a sustainable resource source [1] and because it grows quickly it can be easier to replenish. [1] Softwood is recyclable/biodegradable [1] so when disposed of it will naturally decompose, leaving less waste in landfill or needing to be recycled. [1] Softwood can be re-used for a different purpose [1] which means the material can be used for a longer time. [1] 4 AOVR 3(b)(i) Exemplar answers: Suitable method for folding acrylic sheet [1] e.g. line bender, heat gun. Do not award for just stating heat. Use of a jig, former, method of folding or edge of bench... to ensure the right angle. [1] Quality of sketches and notes. [0–2] 4 AOVR Quality of sketches and notes: Simple sketches with some notes / labels = 1 High quality sketches with detailed annotations = 2 3(b)(ii) Exemplar answers: Wood screws, nuts and bolts, pegs (without adhesive on both parts), double-side tape, glue pads... Any method of attaching the top to the base (could be permanent) [1] or suitable temporary joining method. [2] Quality of sketches and notes. [0–2] 4 AOVR Quality of sketches: Simple sketches with some notes / labels = 1 High quality sketches with detailed annotations = 2

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 19 Question Answer Marks Guidance 3(c) Exemplar answers: Make sure the crown guard is in place when cutting the material to size on a circular saw [1] so that the person’s hand cannot come in to contact with the blade / fragments of wood are not thrown towards the user’s face. [1] Wear a face mask when sanding the oak [1] so that dust is not inhaled. [1] Wear eye protection [1] when cutting to prevent dust going in your eyes. [1] Work in a well-ventilated area [1] when applying finishes that give off toxic fumes. [1] Before operating machines such as a circular saw [1] operatives must have appropriate training / certificates. [1] Securely clamp work [1] when cutting with a saw to prevent it moving. [1] Check circular saw blade is correctly installed [1] before cutting the wood. [1] 4 AOVR 3(d) Exemplar answers: Varnish [1], oil [1], veneer [1], laminate [1], paint [1] Varnish can easily be applied with a brush [1] and provides a hygienic finish that can easily be wiped clean [1] but allows the aesthetic qualities of the grain to be seen. [1] 4 Award one mark for an appropriate named finish and a maximum of three further marks for the justification of the finish: • Award one mark for at least one valid point • Award two marks for some explanation of at least one reason • Award three marks for a fully developed response with at least two reasons fully justified.

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 19 Question Answer Marks Guidance 4(a) Exemplar answers: Provides a surface that is resistant to scratches. [1] Melamine is available in a wide range of different colours and patterns. [1] No need to apply a finish. [1] Protective finish. [1] Melamine is durable. [1] Melamine is waterproof. [1] Chipboard is cheaper than hardwood. [1] Aesthetically pleasing. [1] Dimensional stability. [1] 2 AOVR 4(b) Exemplar answers: Can provide information in different languages [1] so the product can be sold worldwide, thus increasing the potential market. [1] Provides assembly instructions (diagrams) [1] to ensure the customer can easily assemble the product correctly and attach to a wall. [1] Assists in meeting legal requirements, [1] such as stating standards, guarantee, manufacturer contact details ... [1] Allows the user to correctly attach the shelf to the wall [1] reducing the risk of it falling and injuring someone. [1] 2 AOVR

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 14 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 Methods that could be used for making the wall bracket from mild steel include brazing or welding. 8

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 15 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 Methods that could be used to attach the wall bracket to a wall include holes in the bracket, raw plugs and screws, slotted fittings, magnets... 8

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 16 of 19 Question Answer Marks Guidance 5(a)(i) Exemplar answers: Photographs are used as customers like to see exactly what their food will look like [1] before they order. [1] A photograph of the food [1] will encourage customers to buy. [1] Showcases the food [1] and suggests quick and easy to pay. [1] Easy to use [1] as can choose by clicking on the images. [1] 2 AOVR 5(a)(ii) Exemplar answers: May require less workers [1] as a person to take the customer’s order will not be needed. [1] May require more skilled workers [1] as the workers will need to be trained to use the technology. [1] Employees will have less interaction with customers [1] as the customers will just use the terminal. [1] Workers will have less work [1] to do as they only need to serve food, not take orders. [1] 2 AOVR 5(a)(iii) Exemplar answers: The food ordering terminal records the number of each food item [1] that is sold in a day / week. [1] The food ordering terminal can analyse the food sold during a particular day / week [1] and order food / use for stock control. [1] Keeps a track of customer’s orders [1] and can be used for targeted promotions. [1] 2 AOVR 5(b)(i) Exemplar answers: Symbols are easy to understand [1] whereas some people may not understand a particular language. [1] No need to read [1] can concentrate on the prompts. [1] 2 AOVR 5(b)(ii) Exemplar answers: Card payments mean that less money [1] is kept on the premises and reduces the risk of theft / need to take to the bank. [1] Reduces the need to give change to customers [1] who do not have the exact amount in notes or coins. [1]. Cash needs checking and totalling up [1] before taking to the bank. [1] 2 AOVR

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 17 of 19 Question Answer Marks Guidance 5(c)(i) Exemplar answer: Sketches and notes, with one example, show how parts of the play area have been designed for children. E.g. width of the slide, height of steps, diameter of hand grips... 3 5(c)(ii) Exemplar answer: Sketches and notes, with one example, show that using standardised components means that production costs are kept to a minimum, parts are interchangeable, product can be assembled in different ways... 3 5(d) Exemplar answers: A polymer foam [1] has been used for the mats so that the children will not harm themselves when they jump around. [1] A polymer with a smooth surface [1] has been selected for the slide so that children will not graze their skin when they slide down it. [1] 4 AOVR

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 18 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 a can opener, scissors / shears, key fob, electric plug, door handle / knob, pen... • Understanding of the specific needs of a person with limited hand movement who may have reduced grip, limited finger movement, be unable to lift heavier weights, have reduced fine motor skills... • Modifications to the product to accommodate limited hand movement such as a can opener with extended handles that increase leverage, an addition to a key that make it easier to hold / turn, a modification to an electric plug to make it easier to remove from a socket, a device to help hold a pen, a device for raising heavy objects, modified kettle to make it easier for pouring... 12 The answer can be structured as freehand sketches with annotations.

9705/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 19 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 improvements in technology, e. g. computer aided manufacture, smart materials, advanced adhesives... • Improvements in technology have made it possible to mass produce products at a lower cost. • Products, and different versions of products, are designed for a global market place. • Manufacturing tolerances have generally decreased, and products become more reliable. • The internet has given people around the world much more choice of products. • The standard of products has generally improved due to greater emphasis on Quality Assurance and adhering to Standards. • Designers and manufacturers can share information and knowledge through the internet. • Customers have a very large choice of products on the internet, but this can create the problem of people wanting products that they cannot afford. • Delivery systems are backed up with real time technology, which makes deliveries very fast and reliable. • Manufacturing technologies allow materials to be joined by adhesives rather than traditional joints or joining methods. • Improvements in material technology, such as carbon fibre, allow products to be made that are stronger and lighter, e. g. parts of a racing car. • Many manufacturing plants have become automated meaning that less labour is required. • Automated production is fast and very reliable, but it does mean that less people are employed. • Automated production requires employees that are highly trained. • The pace of change is driven by developments in technology, which can rapidly make products obsolete. 12 The answer must be structured in paragraphs with whole sentences.