Cambridge IGCSE Design and Technology 0445 — 2018 May/June Paper 1 · Variant 1

* 0 7 9 6 8 7 0 6 7 3 * This document consists of 4 printed pages and 2 A3 Inserts. DC (ST/CT) 152396/2 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education DESIGN AND TECHNOLOGY 0445/11 Paper 1 Product Design May/June 2018 1 hour 15 minutes Candidates answer on the pre-printed A3 Answer Sheets. Additional Materials: Standard drawing equipment and coloured pencils. 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. DO NOT WRITE IN ANY BARCODES. 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. The total of the marks for this paper is 50.

2 0445/11/M/J/18 © UCLES 2018 Answer one question only on the A3 pre-printed answer sheets provided. 1 A range of equipment is used by young school children when they are having practical lessons. Design a unit that will hold eight pencils, a pair of scissors, a rubber, a glue bottle and a 150 mm rule. The unit should be easily transported and stored when not in use. (a) List four additional points about the function of such a unit that you consider to be important. [4] (b) Use sketches and notes to show two types of carrying handle that could form part of such a unit. [4] (c) Develop and sketch three ideas for the unit. [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 important dimensions. [12] (f) Suggest two 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. [6]

3 0445/11/M/J/18 © UCLES 2018 [Turn over 2 Young children are to take part in a school play where they will each be playing a different animal. Design a mask, to represent a particular animal, that could be worn by a child. The mask will be made from lightweight materials. (a) List four additional points about the function of such a mask that you consider to be important. [4] (b) Use sketches and notes to show two ways of securing lightweight materials that are easy to fasten and unfasten. [4] (c) Develop and sketch three different ideas for the mask. [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 important dimensions. [12] (f) Suggest two 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. [6]

4 0445/11/M/J/18 © UCLES 2018 3 It can be quite difficult to explain to school children the difference between the three different orders (classes) of lever. Design a teaching aid that could be used to show school children how the three orders of lever operate. (a) List four additional points about the function of such a teaching aid that you consider to be important. [4] (b) Use sketches and notes to show examples of two orders of lever. [4] (c) Develop and sketch three ideas for the teaching 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 important dimensions. [12] (f) Suggest two 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. [6] 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 International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.

IGCSE™ is a registered trademark. This document consists of 4 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education DESIGN AND TECHNOLOGY 0445/11 Paper 1 Product Design May/June 2018 MARK SCHEME Maximum Mark: 50 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 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0445/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 2 of 4 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. 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.

0445/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 3 of 4 Question Answer Marks 1(a) Accept any four additional suitable points – easy to access, lightweight, keeps sharp tools safe, stackable, hygienic, easy to clean, minimal size, appeals to children. AOVR 1 × 4 4 1(b) Accept drawings of any two types of handle – rebates, cut-out holes/slots, additional pieces, any form of add-on handle. AOVR 2 × 2 4 Question Answer Marks 2(a) Accept any four additional suitable points – attractive colour/shape, has impact, hygienic, no small parts, easy to secure/remove, does not fall off. AOVR 1 × 4 4 2(b) Accept drawings of any two securing methods – tabs/slot, ‘Velcro’, elastic fastener, hook/eye. AOVR 2 × 2 4 Question Answer Marks 3(a) Accept any four additional suitable points – appeals to young children, easy to see from back of class, has adjustable fulcrum/load/effort, can also be used by children, will not break easily. AOVR 1 × 4 4 3(b) Accept drawings of any two types of lever – simple line drawings or examples of 1st, 2nd or 3rd order levers. AOVR 2 × 2 4 1, 2 and 3 (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. 3–4 High quality drawings using a wide range of techniques with clear annotation and detail. 5–6 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, construction detail. 5–6 6 3(d) Evaluation of each of the ideas. At least 3 evaluations up to 2 marks each. 6 Selection and justification. 1+1 2

0445/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 4 of 4 Question Answer Marks 3(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 4 Dimensions 2 or 3 overall dimensions only. 1 Additional detail dimensions. 1 2 Construction detail A simplistic approach showing little or no detail of construction to be used. 0–2 Most construction detail may be obvious from overall views or from some annotation. 3–4 All construction detail will be clear with good annotation and additional detail drawings as necessary. 5–6 6 3(f) Suitable specific materials stated. 1+1 Appropriate reasons for choice. 1+1 4 3(g) Suitable method described. 1 Good detailed description of: processes 0–3 tools 0–2 6