Cambridge IGCSE Design and Technology 0445 — 2014 May/June Paper 1 · Variant 2

This document consists of 4 printed A4 pages and 2 A3 Inserts. DC (AC/SW) 85294/1 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 9 2 8 1 8 2 2 9 4 7 * DESIGN AND TECHNOLOGY 0445/12 Paper 1 Design May/June 2014 1 hour 15 minutes Candidates answer on the pre-printed A3 Answer Sheets. Additional Materials: Standard drawing equipment To be taken together with the optional paper for which you have been entered in one session of 2 hours and 15 minutes. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces on both printed Answer Sheets. Write in dark blue or black pen. You may use an HB pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, glue or correction fluid. Answer one question. Write/draw your answers in the spaces provided on the Answer Sheets. You may use a calculator. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.

2 0445/12/M/J/14 © UCLES 2014 Answer one question only on the A3 pre-printed answer sheets provided. 1 People in a garden sometimes want to know the time. Design a wall mounted clock which will allow the time to be viewed from anywhere in the garden. Do not show details of the clock mechanism. (a) List four additional points about the function of such a clock. [4] (b) Use sketches and notes to show two different methods by which a clock could be mounted on a wall. [4] (c) Develop and sketch three ideas for the clock. [12] (d) Evaluate your ideas and justify why you have chosen one idea to develop more fully. [8] (e) Draw, using a method of your own choice, a full solution to the problem. Include construction details and major dimensions. [12] (f) Suggest suitable specific materials for your solution and give reasons for your choice. [4] (g) Outline a method used to manufacture one part of your solution in the school workshop. [6]

3 0445/12/M/J/14 © UCLES 2014 [Turn over 2 Young children are taught to tell the time in school. Design an individual learning aid which would help a child to learn to tell time. (a) List four additional points about the function of such a learning aid. [4] (b) Use sketches and notes to show two different methods of attaching hands to a toy clock. [4] (c) Develop and sketch three ideas for the learning aid. [12] (d) Evaluate your ideas and justify why you have chosen one idea to develop more fully. [8] (e) Draw, using a method of your own choice, a full solution to the problem. Include construction details and major dimensions. [12] (f) Suggest suitable specific materials for your solution and give reasons for your choice. [4] (g) Outline a method of producing a prototype of your solution in the school graphics studio. [6]

4 0445/12/M/J/14 © UCLES 2014 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. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. 3 Shopping centres sometimes have a ‘themed’ clock with externally mounted moving mechanical features. Design a clock with moving mechanical features based on a theme of birds and/or animals. Do not show details of the clock mechanism. (a) List four additional points about the function of such a clock. [4] (b) Use sketches and notes to show two different methods of changing rotary to linear motion. [4] (c) Develop and sketch three ideas for the clock. [12] (d) Evaluate your ideas and justify why you have chosen one idea to develop more fully. [8] (e) Draw, using a method of your own choice, a full solution to the problem. Include construction details and major dimensions. [12] (f) Suggest suitable specific materials for your solution and give reasons for your choice. [4] (g) Outline a method used to manufacture one part of your solution in the school workshop. [6]

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0445 DESIGN AND TECHNOLOGY 0445/12 Paper 1 (Design), maximum raw mark 50 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 will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0445 12 © Cambridge International Examinations 2014 1 (a) Accept any four additional suitable points – waterproof, digital or analogue format, access to batteries / mechanism, suit garden environment, easy to clean, etc. (1 × 4) [4] (b) Accept drawings of any two suitable methods – keyhole plate, batten system, hooks, wire / cord and screw / nail, etc. (2 × 2) [4] (c) Any suitable ideas. At least three different ideas for maximum marks. Pro rata if fewer. Communication Simple drawings displaying a low standard or limited range of techniques (0–2) Clear drawings displaying a good standard and a range of techniques – shading / colour / annotation etc. (3–4) High quality drawings using a wide range of techniques with clear annotation and detail (5–6) Suitability Simplistic designs showing outlines only (0–2) Rather more detail, sensible solutions that could work (3–4) Accurate solutions, good fitness for purpose, detailed construction (5–6) [12] (d) Evaluation of each of the ideas. At least 3 evaluations up to 2 marks each (0–6) Selection and justification (1 + 1) (2) [8] (e) Quality of drawing Poor line quality, proportions, little detail (1) Good line work, use of colour, proportions, some detail (2–3) High standard throughout with a range of techniques that show clearly all detail (4) Dimensions 2 or 3 overall dimensions only – 1 Additional detail dimensions – 2 (2) Construction details A simplistic approach showing little or no detail of construction to be used (0–2) Most constructional detail may be obvious from overall views or with some annotation (3–4) All constructional detail will be clear with good annotation and additional detail drawings as necessary (5–6) [12] (f) Suitable specific materials stated (1 + 1) (2) Appropriate reasons for choice (1 + 1) (2) [4] (g) Suitable method stated (1) Good detailed description of: processes (3) tools (2) [6] [Total: 50]

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0445 12 © Cambridge International Examinations 2014 2 (a) Accept any four additional suitable points – suitable size for handling by child, interesting, theme, colour, hours/minutes/seconds feature, safe for child use, etc. (1 × 4) [4] (b) Accept drawings of any two methods – nut and bolt, spigot, screw, rivet, etc. (2 × 2) [4] (c) Any suitable ideas. At least three different ideas for maximum marks. Pro rata if fewer. Communication Simple drawings displaying a low standard or limited range of techniques (0–2) Clear drawings displaying a good standard and a range of techniques – shading/ colour/annotation etc. (3–4) High quality drawings using a wide range of techniques with clear annotation and detail (5–6) Suitability Simplistic designs showing outlines only (0–2) Rather more detail, sensible solutions that could work (3–4) Accurate solutions, good fitness for purpose, detailed construction (5–6) [12] (d) Evaluation of each of the ideas. At least 3 evaluations up to 2 marks each (0–6) Selection and justification (1 + 1) (2) [8] (e) Quality of drawing Poor line quality, proportions, little detail (1) Good line work, use of colour, proportions, some detail (2–3) High standard throughout with a range of techniques that show clearly all detail (4) Dimensions 2 or 3 overall dimensions only – 1 Additional detail dimensions – 2 (2) Construction details A simplistic approach showing little or no detail of construction to be used (0–2) Most constructional detail may be obvious from overall views or with some annotation (3–4) All constructional detail will be clear with good annotation and additional detail drawings as necessary (5–6) [12] (f) Suitable specific materials stated (1 + 1) (2) Appropriate reasons for choice (1 + 1) (2) [4] (g) Suitable method stated (1) Good detailed description of: processes (3) tools (2) [6] [Total: 50]

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0445 12 © Cambridge International Examinations 2014 3 (a) Accept any four additional suitable points – eye catching, interesting to view, safe for public, fenced off, correct height, move on hour, etc. (1 × 4) [4] (b) Accept any two methods – crank/slider, cam/follower, rack/pinion, etc. (2 × 2) [4] (c) Any suitable ideas. At least three different ideas for maximum marks. Pro rata if fewer. Communication Simple drawings displaying a low standard or limited range of techniques (0–2) Clear drawings displaying a good standard and a range of techniques – shading/ colour/annotation etc. (3–4) High quality drawings using a wide range of techniques with clear annotation and detail (5–6) Suitability Simplistic designs showing outlines only (0–2) Rather more detail, sensible solutions that could work (3–4) Accurate solutions, good fitness for purpose, detailed construction (5–6) [12] (d) Evaluation of each of the ideas. At least 3 evaluations up to 2 marks each (0–6) Selection and justification (1 + 1) (2) [8] (e) Quality of drawing Poor line quality, proportions, little detail (1) Good line work, use of colour, proportions, some detail (2–3) High standard throughout with a range of techniques that show clearly all detail (4) Dimensions 2 or 3 overall dimensions only – 1 Additional detail dimensions – 2 (2) Construction details A simplistic approach showing little or no detail of construction to be used (0–2) Most constructional detail may be obvious from overall views or with some annotation (3–4) All constructional detail will be clear with good annotation and additional detail drawings as necessary (5–6) [12] (f) Suitable specific materials stated (1 + 1) (2) Appropriate reasons for choice (1 + 1) (2) [4] (g) Suitable method stated (1) Good detailed description of: processes (3) tools (2) [6] [Total: 50]