Marking Schemes

CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
MARK SCHEME for the May/June 2014 series
0445 DESIGN AND TECHNOLOGY

0445/31 Paper 3 (Resistant Materials), 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 31
Section A
1 (a) Aluminium [1]
(b) Lightweight, light, corrosion resistant, good strength-weight ratio, low density [1]
2 Handle tight, pins in line, blade facing correct way, wood held securely, blade tight,
blade is not damaged, blade is sharp (2×1) [2]
3 (a) Accuracy of drawing: two parallel edges for 2 marks (0–2) [2]
(b) Safe edge correctly labelled [1]
4
Tool Name Specific use
Cutting thin metal/small

Guillotine, bench shears
section metal
Preparation of material, quick

Jack plane removal of waste material
(4×1) [4]
5 (a) Vacuum forming, injection moulding [1]
(b) Release from mould [1]
(c) To add strength, rigidity [1]
6 2 measurements indicated: floor to behind knee, behind knee to backside, backside to

lumber area (2×1) [2]
7 1 mm thick mild steel: scriber, odd legs, scribing gauge, scribing block
3 mm thick acrylic: chinagraph pencil, marker pen, felt-tip, leave backing paper on or apply
masking tape and use pen or pencil [2]
8 Sheet metal shown between folding bars (1)

Folding bars shown in vice (1)
Use of mallet or hammer and scrap wood (1) [3]
© Cambridge International Examinations 2014

9 (a) Soft solder [1]
(b) Tinplate work, plumbing [1]
10 Two advantages of moulded polypropylene include: weather resistance, durability,

more easily moved around, comfortable armrests, will not rust, easier to clean,
stronger must be qualified (2×1) [2]

Section B
11 (a) Suitable joints include: M&T, halving, bridle, dowel

Award 0–3 dependent upon accuracy of sketch (0–3)
Must be in correct orientation otherwise max. 2 marks
1 dowel only shown = 2 marks max.
Suitable joint named to match sketch (1) [4]
[Do not accept tenon or mortise on their own]
(b) (i) Variety of glues include: trade names such as Evo-Stik Resin W, Cascamite, or
generic synthetic resin, PVA
[Do not accept epoxy resin]
Time to set to correspond with named glue: PVA 1–4 hours, synthetic resin 6–24 hours
[2]
(ii) Sash cramps [1]
(iii) 2 checks include: square, flat, joints pulled together, removal of excess glue,
measure diagonals, use of scrap wood to spread pressure or prevent damage,
clamped straight, clamps not over tightened, clamps tight/secure
(2×1) [2]
(c) Table of drilling machine shown (1)

Some form of ‘wedge’ to provide 20 ° angle or rotate table and lock (1)
Work piece secured/clamped (1) [3]
(d) Some form of base (1)

Male and female formers/rods (0–2)
Method of retention (1)
OR
Male and female formers (0–2)

Retention at start of bend (1)
Method of force (1) [4]
(e) Award up to 3 marks max. for practical method that is hidden behind frame (0–3)
Use of glued blocks/KD fittings/visible bracket/corner plates max. 2 marks
Award 0–1 for details of sizes and materials (0–1) [4]
(f) Frame:
Award 1 mark for recognition that frame needs to be in 4 separate parts (0–1)
Use of KD fittings/dowel/screws to connect separate pats (0–2)
Rods:
Award 1 mark for recognition that rods need to be in 3 separate parts (0–1)
Method of connecting 3 separate parts for each rod (0–1) [5]

12 (a) 2 benefits include: check sizes, appearance, will it work, cheaper than making it
from wood [Do not accept references to a template] (2×1) [2]
(b) Suitable method: dowel, M&T, added metal or wood support on surface of base
Award 0–3 dependent on technical accuracy (0–3) (0–3)
Award up to max. 3 marks for support shown into mortise without shoulders
1 dowel only = max. 2 marks
Use of screws or nails from underneath = max. 2 marks
1 nail or screw = max. 1 mark
Name of method to correspond to sketch (1) [4]
(c) (i) Quicker, more accurate, cuts fibres of wood, cannot be rubbed off (2×1) [2]
(ii) Acceptable methods:

Use of plane, hand-powered router, band saw table tilted at 45 ° angle (1)
Wood secured for plane and hand-powered router

Band saw requires fence/guide (1)
Technical accuracy of named tools and equipment (1) [3]
(d)
Process Tools/equipment used
Pencil, rule, sliding bevel, marking knife, mitre

Mark out
square
Tenon saw, coping saw, various machine saws

Saw off waste
including Hegner, band saw, jig saw
Sanding disc, file, chisel, plane,

Make sawn edges smooth
glasspaper/sandpaper
(3×1) [3]
(e) (i) Panel pins, oval wire, oval nail, round nail, round head, round wire, lost head [1]
(ii) PVA, synthetic resin, contact [impact] ,accept trade names such as Resin W. [1]
[Do not accept epoxy resin, animal or scotch glue]
(iii) Easier to clean, remove debris, allows water to escape [1]
(f) Problems involve weather/climate:

too hot or cold, too wet or dry, fungal/insect attack, windy conditions
woods can shrink or expand, rot
metals can rust, plastics can fade
award 1 mark for each sensible problem identified (2×1)
award 1 mark for each method to overcome problem
e.g. painted to protect, choice of material for specific environment (2×1) [4]

(g) End of D [or support] shaped to fit under roof (1)

Reinforced using block or strip of wood (1)
[Do not accept screwing of roof to shaped end of support]
Details of materials and constructions used (0–2) [4]
13
(a)
(i) Award 1 mark for each cut shown above (5×1) [5]
Incorrect orientation = 0 marks
(ii) Quicker, more accurate, repetitive accuracy

Template can be used as a 2D model (2×1) [2]
(b) (i) Sketch to show work low in the vice to prevent it cracking (0–2)
Added notes to describe how problem is overcome (0–1) [3]
(ii) Award work piece clamped in position/use of machine vice (1)

Award work piece supported underneath (1)
Award slow speed of drill/correct cutting angle/pilot drills (1) [3]
(c) Use of wet and dry paper, polishing wheel, mop and compound/polish
Award any 2 items of equipment described (2×1) [2]
(d) Heated over a line bender/strip heater/hot air gun to become soft (1)
Use of former or round bar (1)
Softened acrylic draped over former/round bar and held (1)
Technical accuracy (1) [4]
(e) Practical solution/ concept (0–3)

Details of sizes and constructions (0–3)
[Materials used must be appropriate for 4 mm thick acrylic otherwise 0 marks] [6]

International General Certificate of Secondary Education

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.
Section A
1 Left to right: panel pin round wire oval wire (3 × 1) [3]
2
Product Manufacturing process Specific plastic
Vacuum forming Polythene, polystyrene, HIPS
sandwich
container
Injection moulding Urea formaldehyde
electrical plug
(4 × 1) [4]
3 Award 0–3 dependent upon accuracy of sketch (0 – 3) [3]
4 A four jaw B three jaw or four jaw C three jaw (3 × 1) [3]
5 (a) Mild steel (1)
(b) Brass (1) [2]
6 (a) Hole saw / cutter [1]
(b) Interchangeable cutters, 20–75 mm Ø holes, leaves solid washer [1]
7 (a) Corrosive substance (1)
(b) Wear ear protection / defenders (1) [2]
8 A Half-round file (1)
B Square file (1) [2]
9 Use of a try square, award only 1 mark as it would be difficult inside frame
Use of diagonal measurements shown from 2 corners with appropriate notes 2 marks [2]
10 Polypropylene injection moulding (1)

Aluminium casting / die casting (1) [2]

Section B
11 (a) Tough, hard, durable, close-grained, straight-grained (2 × 1) [2]
(b) (i) 3 parts: use of vice or jig to hold steel (1)

use of vice and / or former (1)
force using hammer / scrap wood or mallet (1) [3]
(ii) Some form of ‘stopper’ to cover end of steel (1)

Technical accuracy of material, construction (1) [2]
(iii) Araldite or generic epoxy resin / superglue (1) [1]
(iv) Resin and hardener mixed in equal amounts (1)

application (1) [2]
(c) (i) Between centres [1]
(ii) To make it easier to achieve round shape, prevent splitting wood [1]
(iii) Chisel, gouge, scraper (2 × 1) [2]
(iv) [Outside] calipers [1]
(d) Screw shown (1)

2 washers shown in correct position (2 × 1) [3]
(e) Male and female formers shown (2 × 1)

Layers of veneers shown clearly (1)
Method of clamping (1) [4]
(f) (i) Varnish, preservative, paint [1]
(ii) 2 reasons include: to protect and preserve wood, keep clean, make attractive
(2 × 1) [2]
12 (a)
Process Tools / equipment
Mark to length pencil, rule, try square, marking knife
tenon saw, vibro saw, Hegner saw,

Saw to length
coping saw, band saw, jig saw
Make surfaces clean and smooth plane, glasspaper, cork block / rubber
(3 × 1) [3]

(b)
Process Tools / equipment
Mark to length rule, try square, scriber
Saw to length hacksaw
Emery cloth, wet and dry (silicon

Make surfaces clean and smooth
carbide) paper, steel wool
(3 × 1) [3]
(c) Use of dowel, M&T or housing joint tee halving

Award 0 – 3 dependent on technical accuracy (0 – 3)
Name of construction to correspond (1) [4]
(d) 2 methods: use a drilling jig or clamp the 2 pieces together and mark out as one piece
Accept use of tape, panel pins to indent. Use of marking gauge 1 mark
Award 0 – 2 dependent upon technical accuracy (0 – 2) [2]
(e) Accept any 2 from:

chamfer end
saw cut / s across end
saw cut / s along length (2 × 1) [2]
(f) (i) Smoothing or jack plane [1]
(ii) Drawing of woodworkers vice (0 – 2)

Wood positioned correctly (0 – 1) [3]
(iii) Disadvantage: lack of control / moves about [1]
(g) 2 reasons include: to make attractive, to protect the material from... [qualified]
as a learning aid to colour recognition, cost effective, keep clean (2 × 1) [2]
(h) Mallet to be ‘stored’ / held against musical instrument.

Use of hole/s for mallet to fit into / through or small bracket attached to instrument
Practical idea (0 – 2)
Details of sizes, materials and constructions used (0 – 2) [4]
13 (a) (i) Chinagraph pencil, marker pen, felt tip, scriber [1]
(ii) Dividers, compass with marker pen [1]

(b) Hole drilled (1)

Blade of coping saw, vibro saw or equivalent inserted and sawn (1)
Use of file to make sawn edge smooth (1)
Accept laser cutter: award up to 3 marks dependent on additional technical information [3]
(c)
Tools/items of equipment How they will be used
Scraper To remove scratches along the edges of acrylic
Wet and dry (silicon carbide) To produce a finer finish by rubbing along the edges of
paper acrylic
Polishing compound This would be applied against the mop to produce a quality
finish
Polishing mop The work piece would be applied against the mop to produce
a high quality finish
(4 × 1) [4]
(d) Methods include the use of acrylic blocks, brackets or discs cemented to the ends of the
DVD stand into which the stainless steel tube will fit
Practical solution (0 – 2)
Details of materials, sizes and constructions (0 – 2) [4]
(e) 2 ergonomic considerations include: ease of access / handling of DVDs

Ease of recognition of DVDs in stand, holes to assist lifting / moving DVD stand (2 × 2)
Thorough description required for maximum 2 marks for each consideration [4]
(f) Practical solution: fits onto rails (1)

moves along rails (1)
prevents DVDs falling over (0 – 2)
details of materials and fittings (0 – 2) [6]
(g) Advantages include: more durable than acrylic, will not scratch as easily,
easier to construct, greater variety of constructions available (2 × 1) [2]

Cambridge International General Certificate of Secondary Education
MARK SCHEME for the October/November 2014 series

Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.

Cambridge IGCSE – October/November 2014 0445 31
Section A
1 (a) aluminium, steel [1]
(b) polypropylene [1]
(c) paint, electroplating such as chrome, dip coated plastic, powder coating, anodised [1]
(d) protect, make appearance more attractive [1]
2
Rip, Cross-cut, Sheet, Cutting wood, plastic, metal

Hand, Panel saw
Inside calipers Measuring the internal diameter of

tube
4×1 [4]
3 (a) benefit of cordless electric drill:

versatile use in wide variety of situations, portable [1]
(b) benefit of bench drill: guaranteed vertical drilling, more robust, stable, secure, more drilling
power [1]
4 (a) tenon saw, dovetail saw [1]
(b) bench hook or cutting board [1]
5 A scriber 1
B centre square 1 [2]
6 casting / sand casting [1]

Award 1 mark for 3 triangles marked out as above

Award 2 marks showing waste between [2]
8 (a) bench stop [1]
(b) planing wood [1]
9 Main issue is that candidates understand the importance of grain direction
(a) Award 0–2 dependent on technical accuracy [2]
(b) Award 0–2 dependent on technical accuracy [2]
10 (a) acetate, polystyrene, polythene [1]
(b) can be moulded to specific shape, very secure packaging, transparent, protects product [1]

Section B
11 (a) Types of garment, methods of suspending garments, door measurements:

height, width and thickness, number of coats, sizes / weights of coats, 2×1 [2]
(b) (i) scriber, rule, try square 2×1 [2]
(ii) to make the marking out stand out / become clearer [1]
(c) 3 stages:
use of vice or clamped in position 1
use of former / folding bars 1
method of force: hammer and scrap wood or mallet 1 [3]
(d) (i) Accept any 2 from:

to bend / shape the metal
metal being worked can become work hardened
need to soften the metal for further working 2×1 [2]
(ii) 3 stages:
heat metal 1
to dull red [correct temperature] 1
leave to cool 1 [3]
(e) paint, electroplated, lacquer [1]
(f) Accept any 3 from:

file / filing, use of emery cloth, wet and dry [silicon carbide paper], polishing mop and
compound [3]
(g) (i) Appropriate ‘bracket’ or peg 0–1

Appropriate material 0–1
Appropriate sizes 0–1 [3]
(ii) method of joining must correspond to named materials:

appropriate use of brazing, silver / hard soldering, riveting.
Award marks for relevant individual stages in the process 5×1 [5]

12 (a) 2 advantages include: cheaper than solid wood, no grain direction problems,
more stable as it is less likely to shrink or expand, large sheet size available 2×1 [2]
(b) (i) jig saw, router [1]
(ii) safety precautions include: no trailing leads, wear eye protection, follow manufacturers’
instructions, make sure work is secured, ear defenders, tie hair back 2 × 1 [2]
(c) (i) Saw down outside of slot [tenon saw] 1

Remove waste [chisel, coping saw] 1
Make slot level [chisel, file] 1
Suitability / technical accuracy of tools and equipment named 1 [4]
No reward for marking out details.
(ii) use of strips of wood pinned and glued or screwed and glued under slot 0–2
details of materials, sizes and fittings used 0–2 [4]
(d) Use of rod, dowel only 0–1

Pedal secure 0–1
Adjustable and fixed to 3 positions 0–1
Details of materials, sizes and fittings 0–2 [5]
(e) Award 1 mark for general understanding of anthropometrics i.e. human measurements
Award 2 marks for specific reference to height of child, length of legs, width of back, arm
reach 2×1 [2]
(f) (i) injection moulding, blow moulding [1]
(ii) use of rod / axle 0–1

method of retaining rod / axle 0–1
secured to toy 0–1
details of materials, sizes and fittings 0–1 [4]

13 (a) 3 main parts:

marking out using pencil, rule, compass
cutting the shape using a tenon saw and G cramp or use of a vibro / Hegner saw
making the edges flat and smooth using a plane, sanding disc, glasspaper
Award 0–2 marks for each part dependent on accuracy of technical detail [6]
(b) use of 2 sash cramps 1

cramps shown over edges of top and bottom 1
use of scrap wood to distribute pressure 1 [3]
(c) use of metal rod [minimum Ø 25 mm], marbles or ball bearings fitted in a groove,
ball race 0–2
details of materials and fittings used 0–2 [4]
(d) methods include the use of strips, guides, recesses onto / into the bottom and / or the central
column
Practical solution 0–2

Details of materials, constructions and fittings 0–3 [5]
(e) (i) white / French polish, Danish oil, wax [1]
(ii) Award 0–2 dependent on quality of answer to include as much of the following:
surfaces would be glasspapered using a cork rubber / block
various grades used getting finer through process
wipe off dust and dampen surface after each grade [2]
(f) template could be used when marking out the shape of the top, bottom or base
jig could be used when drilling holes in the top and bottom, or when sawing the top, bottom
and base to shape 2 × 1 [2]
(g) hardwood needs to be seasoned properly so that it does not shrink or expand excessively
understanding of seasoning evident 1

consequences of not seasoned properly 1 [2]



Section A
1 A Mallet 1
B Chisel 1 [2]
2 (a) Dovetail [1]
(b) For added strength, more difficult to remove [1]
(c) Wide range available: PVA, accept trade names such as Resin W, Cascamite,
animal glue [1]
3 (a) Press forming/moulding, plug & yoke, injection moulding, vacuum forming [1]
(b) acrylic, polystyrene, ABS [1]
4 (a) stainless steel 1
(b) duralumin 1 [2]
5 Plane to the centre and stop 1

Repeat from opposite end 1
OR
Use of scrapwood to support end grain 1
Plane straight across 1 [2]
6 Completed drawing of tee bridle.

Award 1 mark for top, 1 for lower part, 1 for overall accuracy [3]
7 Tenon saw 1
Used to cut small pieces of wood to length 1
Hacksaw 1
Used to cut small pieces of metal 1 [4]
8 (a) To prevent corrosion/rusting [1]
(b) Paint, galvanise [1]

9 (a) Completed drawing of back flap hinge. Award 0–2 dependent on technical accuracy. [2]
(b) Larger surface area, screw holes staggered for additional strength [1]
10 (a) Used for cut lines on joints, marked waste, across grain 1
(b) Marking, mortise and cutting gauges 1 [2]

Section B
11 (a) (i) Dowel [1]
(ii) Cascamite, [waterproof] PVA, synthetic resin [1]
(b) Two reasons: speed, repetitive accuracy 2×1 [2]
(c)
Stage Process Tool or item of equipment
1 Cut off the waste Saw, chisel
2 Make the hole for the mast Drill
3 Make edges smooth File, glasspaper, disc sander

[3]
(d) Use of screw clearly shown 1

Use of washers fitted appropriately 1 [2]
(e) Two properties: lightweight, water resistant, easily moulded 2×1 [2]
(f) Stages include:

set up mould/former on platen/in machine
lower into position
clamp plastic in position
heat plastic, check flexibility
raise platen/mould/former
turn on pump
wait to cool and release from mould/former
Award 0–5 for detailed stages 0–5

Award 0–3 for technically accurate sketches 0–3 [8]
(g) Deck must be clamped in position using G cramp

Award 0–2 dependent on technical accuracy. [2]
(h) Two safety precautions:

gloves or barrier cream to protect skin, well ventilated space, face mask,
goggles 2×1 [2]

(i) Two ways of making toys appealing: shape, colour, movement, noise
Award 2 marks for one method well explained or 2 × 1 for two separate methods [2]
12 (a) (i) Suitable constructions: mortise and tenon, dowel

Award 0–3 dependent on technical accuracy 0–3 [3]
(ii) Sliding bevel can be adjusted and locked at a specific angle 1

Provides repetitive accuracy and speed 1 [2]
(b) (i) 25 mm, 32 mm [1]
(ii) stages include:

preparation/cleaning of joint
apply flux
position on hearth/bricks
heat up metal
apply spelter
leave to cool
Award 0–4 for detailed stages 0–4

Award 0–2 for technically accurate sketches 0–2 [6]
(c) Some form of metal plate or block of wood attached to underside 0–2
Stand joined appropriately to plate or block 0–2
Accuracy of technical detail 0–2 [6]
Mortise and tenon directly into underside of tray = 0–2
(d) 2 methods:
1 mark out diagonals/circle 1
cut off waste 1
make round using sanding disc 1
technical accuracy 1
OR
2 faceplate turning: award 0–4 dependent on technical accuracy
Stages include:
prepare wood to ‘octagonal’ shape
screw wood to faceplate
set up on lathe
set up tee rest
turn to diameter [4]
(e) (i) easily wiped clean, smooth surface, does not stain, heatproof, more
durable 2×1 [2]
(ii) Impact/Contact adhesive. Accept trade names such as Thixofix. [1]

13 (a) Smooth finish, consistent density, relatively easy to cut and shape, no
splinters 2×1 [2]
(b) Location, items to be stored: how many, what sizes.

Accept any sensible research item carried out before designing. 2×1 [2]
(c) (i) Use of grove or rebate. Either cut out or applied beads.
Award 0–3 dependent on technical accuracy of drawing. 0–3 [3]
Award 0–2 for glued/screwed inside
Award 0 marks if base is visible
(ii) Partition could be pinned and glued, housing or dowelled

(d) Method of location for stacking:

use of applied beads, metal pegs or wooden dowel 0–2
Constructional details and sizes 0–3 [5]
(e) (i) paint, stain [1]
(ii) use of glasspaper, different grades, wipe off dust 2×1 [2]
(f) Due to lack of thickness, traditional joints are not practical.

Methods should use applied strips and/or blocks to which the sides could be pinned or
screwed and glued.
Butt + glue = 1 mark. Butt + pin + glue = 1 mark. Butt only = 0. Mitre = 1 mark.
(g) Two functional improvements:

more partitions for increased storage, feet to lift off flat surface,
handholds to assist lifting.
Accept any sensible improvement showing understanding of the term
‘functional’. 2×1 [2]
(h) Two advantages: ready coloured, easily moulded to shape, attractive colours available,
durable material, requires no applied finish, easy to maintain/clean 2×1 [2]



Section A
1 vice cast iron 1

nuts and bolts mild steel or brass 1
saucepan aluminium 1 [3]
2 to protect the surface of the bench 1

to support the underside of the work piece to prevent splitting, clean hole 1 [2]
3
Surform, rasp Quick removal of wood
Dividers Mark out circles on metal and plastic
4×1 [4]
4 completed drawing should include extended straight edge 1

slot and end drawn appropriately 1
Award 0–2 dependent on technical accuracy [2]
5 A cross filing / diagonal filing 1

B draw filing 1 [2]
6 (a) flexible, absorbs impact, tough [1]
(b) to make it easier to hold short nails when hitting them [1]
7 (a) outer shell: polycarbonate, ABS, carbon fibre, GRP [1]
(b) inner shell: [expanded] polystyrene [1]
(c) buckle: polypropylene [1]
8 (a) warping, cupping [1]
(b) poor seasoning, uneven shrinkage [1]

9 (a) pocket screwing, counterboring, button, plate bracket

Award 0–2 dependent on technical accuracy
Accept use of more than 1 screw
Award 0 for screw through top [2]
(b) benefit is that the method allows for disassembly, stronger than nails, quick method of
joining [1]
10 (a) tin snips, snips, straight snips [1]
(b) increased pressure can be exerted, more control when cutting, hands free easier to move
sheet around, more stable, gives straight cut [1]

Section B
11 (a) 2 features include: large play surface, appropriate height, curved edges, edges prevent
objects rolling off 2×1 [2]
(b) (i) 2 benefits include: quicker, can be used many times, more accurate than individual
marking out, easier to mark out 2×1 [2]
(ii) electrically powered saws include: band saw, jig saw [1]
(c) (i) 2 benefits include: better surface finish, easy to work, more consistent structure,
relatively cheap material, does not splinter, stable, available in sheet sizes 2×1 [2]
(ii) 2 advantages include: more even finish possible, no brush strokes, easier to cover a
large area 2 × 1 [2]
(d) (i) to make the surface more hardwearing, easier to wipe, protect the MDF, improve
appearance [1]
(ii) contact / impact adhesive, ‘Thixofix’ trade name or Evo Stik equivalent [1]
(e) Sketch 0–2

Additional notes 0–1
Accept any view of top and side: e.g. end view or 3D.
Accept sketch of one KD fitting for maximum marks.
Can be wooden block – does not have to be a pre-manufactured KD fitting. [3]
(f) use of applied wooden strips to all sides and ends 0–3
use of modesty block or similar 0–2
screw through edges 0–1
screw through top into support 0 [3]
(g) some form of hand hold shaped and positioned appropriately 0–2
award 1 mark for any additional detail 0–1 [3]
(h) legs shown 0–2

rails shown 0–2
accurate / appropriate sizes 0–1 [5]

12 (a) 1 advantage includes: cheaper than solid wood, easily cleaned, no surface finish required,
durable surface 1
1 disadvantage includes: more difficult to work, limited traditional constructions, less

attractive appearance than solid wood 1 [2]
(b) Suitable joints include: dowel, lapped joint, variety of KD fittings

Award 0–3 dependent upon accuracy of sketch 0–3
Mitre joint = 0–2
Butt = 0. Butt + pin or screw = 1. Butt + pin or screw + glue 2 marks.
Suitable joint named to match sketch 1 [4]
(c) (i) marking gauge, cutting gauge, try square, marking knife
accept any marking out tool appropriate to joint in (b) 2×1 [2]
(ii) Dependent on joint named in (b)

Do not penalise different marking out tools as long as appropriate to named joint
accept variety of tools including: tenon, vibro / Hegner saw or equivalent,
chisels, drill bits 2×1 [2]
(d) Suitable permanent joints include: dowel, housing

Award 0–3 dependent upon accuracy of sketch 0–3
Suitable joint named to match sketch 1 [4]
(e) use of drilled holes with pegs, dowels, rods or pre-manufactured components
(f) 4 mm plywood needs to be made thicker to support weight of work station

Award 0–2 marks for practical solution such as added rail 0–2
Award 0–1 marks for method of fixing to the work station 0–1 [3]
(g) (i) possible uses for pre-manufactured components include: stays on door fall, lock on door
fall to lock against work station, use of KD fittings in the construction, shelf supports
3 × 1 [3]
(ii) 2 advantages include: quicker than making yourself, made-to-measure components,

manufactured to good quality, convenient 2 × 1 [2]

13 (a) 2 benefits include: wide variety of colours available, self-finished, easy to bend to shape,
attractive, can be joined easily 2 × 1 [2]
(b) (i) acrylic held in a vice or clamped down on bench 1

use of appropriate saw to cut shape: coping, tenon,
vibro / Hegner or equivalent 1
sawn edges filed flat 1
use of wet and dry to make smooth 1 [4]
(ii) Main stages include:

heat plastic using oven, strip heater, line bender 1
use of mould / former 1
retention of plastic while cooling 1
technical accuracy / quality of communication 0–2 [5]
(c)
Stage Process
1 Plastic granules fed into hopper
2 Granules heated up to liquid form
3 Forced by rotating screw into die
4 The extruded tube cools.

3×1 [3]
(d) Methods include the use of ‘brackets’ that attach the tray to the tube
Details of constructions and fittings 0–2 [5]
(e) (i) Base must be stable and take the tube

Details of constructions and fittings 0–2 [4]
(ii) Sketch showing try square against the tube and base to check for upright


Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some

Cambridge IGCSE – May/June 2015 0445 31
Section A
1 Marking gauge (1)

Micrometer (1)
Odd legs/odd leg calipers/Jenny[s] calipers. (1) [3]
Not calipers
2 Benefits: new blade is sharper, blades selected to cut different materials,

new blade rather than replace whole tool, broken/blunt blades can be replaced,
keeps blade sharp.
Not different lengths. (2 × 1) [2]
3 Kevlar® (1)
Glass reinforced plastic (1) [2]
4 (a) brazing, welding, epoxy resin, Araldite (1)
(b) acrylic/plastic cement, Tensol [cement] (1) [2]

Not epoxy resin, Araldite
5 (a) A dowel joint (1)

B [corner] bridle joint, open mortise and tenon (1) [2]
(b) greater surface area to be glued (1) [1]
6 (a) A [circular split] die (1)

B tap, plug tap (1) [2]
(b) cut screw thread on rod/bar, external [male] thread, (1) [1]
(c) cut screw thread inside hole, internal [female] thread (1) [1]
If ‘cut a screw thread’ is used for (b) and (c) award 1 mark only.
7 Award 0–3 dependent upon technical accuracy (0–3) [3]

8 Hardwood not seasoned correctly, central heating,

table top fixed to legs/rails without allowance for movement (2 × 1) [2]
Award mark to answers relating to the wood drying out due to heat not excessive moisture.
9 Shape of sander fits into hand comfortably, quick replacement of abrasive paper,
dust collection for health and safety, appropriate size to handle (2 × 1) [2]
10 (a) [High density] polyethelene/polythene. [1]
(b) Can be recycled [1]

Not ‘it has been recycled’.

Section B
11 (a) 4 stages: 4 × 1 Award any practical stage in process:

mark out length, mark out centres for holes, cut to length, square cut end,
drill holes (4)
Do not reward references to glasspaper/cork block
Award 0–1 for technical accuracy (1)

Award 1 mark for Technical Accuracy only if minimum 3 stages are given
If no sketches are provided maximum mark 3 dependent on overall
quality of answer. [5]
(b) Jig with minimum of 3 holes correctly spaced (0–2)

Award 1 mark for 1 or 2 holes shown only.
Award 1 mark only if not correctly spaced.
Jig fits over width of strip and block or fits into base board (0–2)
Award 1 mark only if not positively located.
‘Stopped’ at one end (0–2)

Named materials (0–1) [7]
(c) (i) Advantage: preserve, protect, enhance appearance, create interest,

more durable/hardwearing (1)
(ii) Disadvantage: paint or varnish can chip and look unattractive,

children may put in their mouth (1) [2]
Not ‘increased cost’ or ‘takes longer’.
(d) Specific materials used (0–1)

Appropriate processes (0–3)
2 relevant/appropriate sizes: e.g. minimum Ø50 of wheel (0–2)
Technical accuracy (0–2) [8]
If CAM/CNC machining is given answers must include details of process;

e.g. designed by CAD and downloaded to machine, machine parameters set,
material positioned in machine.
(e) Round section wood: dowel [1]
(f) Advantages: inherent colour, self-finished, moulded/intricate shapes possible,

hygienic, lightweight, no splinters, durable/hardwearing,
better resistance to weathering/external use. (2 × 1) [2]
Not cheaper, more attractive, easy to mass produce.

12 (a) 4 bend lines (4 × 1) [4]

Award 4 marks for correctly stated sizes even if drawing is not accurately proportioned.
(b) 3 stages, in correct sequence include:

use of scraper,
wet and dry [silicon carbide] abrasive paper [medium grit],
wet and dry abrasive paper [silicon carbide] [fine grit],
polishing mop and compound
Brasso, acrylic polish. (3 × 1) [3]
Do not award marks for any filing process.

Do not award marks for emery cloth.
Award 2 stages with different grades of wet and dry paper only.
Do accept ‘wet and dry sand paper’.
(c) (i) Do not award marks for marking out.

drill hole in acrylic (1)
insert blade of coping saw, Hegner saw, abra file and cut out waste (1)
file edges smooth or use of wet and dry paper (1) [3]
If chain drilling is described, award 2 marks for chain drilling and 1 mark for filing.

(ii) 2 precautions: appropriate drill speed, clamp acrylic securely,

slow feed for drill, support under acrylic, use of masking tape, drill pilot hole,
use gradually increasing diameters of drill, little pressure (2 × 1) [2]
(d) Method of softening acrylic: strip heater or line bender (1)

Do not accept oven or hot air gun to heat acrylic.
Appropriate shaped former (1)

Clamp acrylic to retain shape (1)
Award 1 mark for Technical Accuracy only if minimum 2 stages are provided.
(e) Practical idea: some form of ‘shelf’ or extended base. (0–2)
Appropriate materials and constructions (0–2) [4]

Allow use of Araldite/epoxy resin only to join acrylic to wood or acrylic to metal.

(f) Do not award marks for marking out.

Accept any 3 stages: (3 × 1)
Use of a wooden former/folding bars/jig

Aluminium sheet secured while bent to shape [vice or cramps]
Method of force: mallet or hammer and scrap wood.
Do not award marks for hammer without scrap wood. [3]

Accept bending machine: for maximum marks details must be provided. (0–3)
(g) Self-finished: no applied finish (1)

material is cleaned and prepared with appropriate abrasives (1) [2]
13 (a) Smooth finish, consistent density, relatively easy to cut and shape, no splinters,
takes paint well, easier to work with, better finish, finer grain, no need to glasspaper,
(2 × 1) [2]
Not ‘cheaper’.
(b) Rounded corners, appropriate size, interesting puzzle shapes, different colours,
lightweight, simple puzzle, tray to keep pieces, pieces too small to swallow (3 × 1) [3]
(c) (i) Construction shown clearly (0–2)

Notes to explain alternating grain producing stability/strength (0–1) [3]
(ii) Do not award marks for marking out or use of a hole saw to remove shape.
Accept any 3 stages from the following:

Drill hole inside circular shape
Insert blade of appropriate saw and cut out shape or use of Surform tool or rasp
to remove most of waste
Use of file to make smooth [not rasp]
Use of abrasive paper to make smooth (3 × 1)
Technical accuracy:
appropriately named saw and file and wood held securely (0–2) [5]
e.g. coping, Hegner, scroll, fret, pad
e.g. half-round, round or rat tail file

(iii) Top and bottom pieces of plywood shown clamped together (0–2)
At least 2 cramps shown or statement refers to use of cramps plural.
Suitable glue: PVA, Cascamite, synthetic resin, Gorilla glue. (1)
Do not award marks for Araldite/epoxy resin.
Suitable cramps: G cramps, F cramps. (1) [4]
(iv) Two advantages: speed of production, lighter weight, colours available,

comfortable moulded shape, coloured without painting, easier to clean,
consistent quality when batch produced. (2 × 1) [2]
Do not award marks for ‘easier to make’, ‘cheaper’.
(d) Computer Aided Design/Drafting (1)
Computer Aided Manufacture/Machining (1) [2]
(e) Two quality control checks applied to the puzzle and/or the tray:
checks for dimensional accuracy/sizes/tolerances, overall finish,
surface finish, consistency of materials used. (2 × 1) [2]
(f) Manufactured boards can be made from recycled materials,

therefore reducing the impact on the number of trees grown.
Use of manufactured boards can reduce need for oil based products,
plastics do not decompose, some manufactured boards use waste materials. (2 × 1) [2]



Section A
1 Marking gauge (1)

Micrometer (1)
Odd legs/odd leg calipers/Jenny[s] calipers. (1) [3]
Not calipers
2 Benefits: new blade is sharper, blades selected to cut different materials,

new blade rather than replace whole tool, broken/blunt blades can be replaced,
keeps blade sharp.
Not different lengths. (2 × 1) [2]
3 Kevlar® (1)
Glass reinforced plastic (1) [2]
4 (a) brazing, welding, epoxy resin, Araldite (1)
(b) acrylic/plastic cement, Tensol [cement] (1) [2]

Not epoxy resin, Araldite
5 (a) A dowel joint (1)

B [corner] bridle joint, open mortise and tenon (1) [2]
(b) greater surface area to be glued (1) [1]
6 (a) A [circular split] die (1)

B tap, plug tap (1) [2]
(b) cut screw thread on rod/bar, external [male] thread, (1) [1]
(c) cut screw thread inside hole, internal [female] thread (1) [1]
If ‘cut a screw thread’ is used for (b) and (c) award 1 mark only.
7 Award 0–3 dependent upon technical accuracy (0–3) [3]

8 Hardwood not seasoned correctly, central heating,

table top fixed to legs/rails without allowance for movement (2 × 1) [2]
Award mark to answers relating to the wood drying out due to heat not excessive moisture.
9 Shape of sander fits into hand comfortably, quick replacement of abrasive paper,
dust collection for health and safety, appropriate size to handle (2 × 1) [2]
10 (a) [High density] polyethelene/polythene. [1]
(b) Can be recycled [1]

Not ‘it has been recycled’.

Section B
11 (a) 4 stages: 4 × 1 Award any practical stage in process:

mark out length, mark out centres for holes, cut to length, square cut end,
drill holes (4)
Do not reward references to glasspaper/cork block
Award 0–1 for technical accuracy (1)

Award 1 mark for Technical Accuracy only if minimum 3 stages are given
If no sketches are provided maximum mark 3 dependent on overall
quality of answer. [5]
(b) Jig with minimum of 3 holes correctly spaced (0–2)

Award 1 mark for 1 or 2 holes shown only.
Award 1 mark only if not correctly spaced.
Jig fits over width of strip and block or fits into base board (0–2)
Award 1 mark only if not positively located.
‘Stopped’ at one end (0–2)

Named materials (0–1) [7]
(c) (i) Advantage: preserve, protect, enhance appearance, create interest,

more durable/hardwearing (1)
(ii) Disadvantage: paint or varnish can chip and look unattractive,

children may put in their mouth (1) [2]
Not ‘increased cost’ or ‘takes longer’.
(d) Specific materials used (0–1)

Appropriate processes (0–3)
2 relevant/appropriate sizes: e.g. minimum Ø50 of wheel (0–2)

(e) Round section wood: dowel [1]
(f) Advantages: inherent colour, self-finished, moulded/intricate shapes possible,

hygienic, lightweight, no splinters, durable/hardwearing,
better resistance to weathering/external use. (2 × 1) [2]
Not cheaper, more attractive, easy to mass produce.

12 (a) 4 bend lines (4 × 1) [4]

Award 4 marks for correctly stated sizes even if drawing is not accurately proportioned.
(b) 3 stages, in correct sequence include:

use of scraper,
wet and dry [silicon carbide] abrasive paper [medium grit],
wet and dry abrasive paper [silicon carbide] [fine grit],
polishing mop and compound
Brasso, acrylic polish. (3 × 1) [3]
Do not award marks for any filing process.

Do not award marks for emery cloth.
Award 2 stages with different grades of wet and dry paper only.
Do accept ‘wet and dry sand paper’.
(c) (i) Do not award marks for marking out.

drill hole in acrylic (1)
insert blade of coping saw, Hegner saw, abra file and cut out waste (1)
file edges smooth or use of wet and dry paper (1) [3]
If chain drilling is described, award 2 marks for chain drilling and 1 mark for filing.

(ii) 2 precautions: appropriate drill speed, clamp acrylic securely,

slow feed for drill, support under acrylic, use of masking tape, drill pilot hole,
use gradually increasing diameters of drill, little pressure (2 × 1) [2]
(d) Method of softening acrylic: strip heater or line bender (1)

Do not accept oven or hot air gun to heat acrylic.
Appropriate shaped former (1)

Clamp acrylic to retain shape (1)
Award 1 mark for Technical Accuracy only if minimum 2 stages are provided.
(e) Practical idea: some form of ‘shelf’ or extended base. (0–2)
Appropriate materials and constructions (0–2) [4]

Allow use of Araldite/epoxy resin only to join acrylic to wood or acrylic to metal.

(f) Do not award marks for marking out.

Accept any 3 stages: (3 × 1)
Use of a wooden former/folding bars/jig

Aluminium sheet secured while bent to shape [vice or cramps]
Method of force: mallet or hammer and scrap wood.
Do not award marks for hammer without scrap wood. [3]

Accept bending machine: for maximum marks details must be provided. (0–3)
(g) Self-finished: no applied finish (1)

material is cleaned and prepared with appropriate abrasives (1) [2]
13 (a) Smooth finish, consistent density, relatively easy to cut and shape, no splinters,
takes paint well, easier to work with, better finish, finer grain, no need to glasspaper,
(2 × 1) [2]
Not ‘cheaper’.
(b) Rounded corners, appropriate size, interesting puzzle shapes, different colours,
lightweight, simple puzzle, tray to keep pieces, pieces too small to swallow (3 × 1) [3]
(c) (i) Construction shown clearly (0–2)

Notes to explain alternating grain producing stability/strength (0–1) [3]
(ii) Do not award marks for marking out or use of a hole saw to remove shape.
Accept any 3 stages from the following:

Drill hole inside circular shape
Insert blade of appropriate saw and cut out shape or use of Surform tool or rasp
to remove most of waste
Use of file to make smooth [not rasp]
Use of abrasive paper to make smooth (3 × 1)
Technical accuracy:
appropriately named saw and file and wood held securely (0–2) [5]
e.g. coping, Hegner, scroll, fret, pad
e.g. half-round, round or rat tail file

(iii) Top and bottom pieces of plywood shown clamped together (0–2)
At least 2 cramps shown or statement refers to use of cramps plural.
Suitable glue: PVA, Cascamite, synthetic resin, Gorilla glue. (1)
Do not award marks for Araldite/epoxy resin.
Suitable cramps: G cramps, F cramps. (1) [4]
(iv) Two advantages: speed of production, lighter weight, colours available,

comfortable moulded shape, coloured without painting, easier to clean,
consistent quality when batch produced. (2 × 1) [2]
Do not award marks for ‘easier to make’, ‘cheaper’.
(d) Computer Aided Design/Drafting (1)
Computer Aided Manufacture/Machining (1) [2]
(e) Two quality control checks applied to the puzzle and/or the tray:
checks for dimensional accuracy/sizes/tolerances, overall finish,
surface finish, consistency of materials used. (2 × 1) [2]
(f) Manufactured boards can be made from recycled materials,

therefore reducing the impact on the number of trees grown.
Use of manufactured boards can reduce need for oil based products,
plastics do not decompose, some manufactured boards use waste materials. (2 × 1) [2]



Section A
1 Three safety precautions: [3]

visor, work clamped, chuck guard, apron, fingers behind work, hair back, no loose jewellery
NOT ear defenders 3×1
2 Two advantages of chipboard: [2]

stable/will not warp, cheaper than solid wood, availability, wide boards, recycled wood, fewer
defects, can be veneered to look like solid wood, environmentally friendly
2×1
NOT durable, easy to work, doesn’t splinter, stronger, cheap
3 [3]
Use Adhesive
gluing plastic laminate to a

Impact / contact adhesive, ‘Thixofix’
manufactured board table top
wooden boat building Synthetic resin, ‘Cascamite’, waterproof PVA
gluing metal parts together Epoxy resin, ‘Araldite’ NOT superglue
4 aluminium comb: anodised 1 [3]

NOT self-finished, electoplating
wooden chopping board vegetable/olive oil / no finish 1
NOT teak oil
handle of junior hacksaw: plastic / dipcoated/ powder coat 1
5 Two advantages of die casting: intricate designs possible, reusable moulds, little or no [2]
machining necessary, fast process, identical multiple parts, mass production possible
2×1
NOT accurate, water resistance
6 Riveting / pop riveting [1]
7 (a) stronger, avoid splitting, more stable [1]
(b) round wire, French wire, oval wire/brad, panel pin [1]
(c) pincers, claw hammer [1]
8 Completed marking out of mortise and tenon joint. 3×1 [3]

1 mark = tenon, 1 mark = mortise, 1 mark correct spacing
Award 1 mark for drawing of completed M&T joint

9 A facing off B parting off 2×1 [2]
10 Food tray polypropylene, GRP, melamine 1 [3]

Plumbing pipe MDPE, polythene, PVC, ABS 1
Curtain track nylon, polypropylene, polythene NOT HDPE 1

Section B
11 (a) [4]
Tool / item of
Stage Use
equipment
1 Scriber Mark lines to be sawn
2 Hegner or scroll saw Cut off waste
3 Hand file Make edges flat / smooth/accurate shape
4 Wet and dry paper Fine finishing
(b) Two safety precautions: well-ventilated area, face mask, gloves or barrier cream, [2]
safety glasses, use tool to apply it 2×1
NOT apron
(c) Two properties of aluminium: easily bent, self-finished, attractive, malleable [2]
2×1
NOT does not rust, waterproof, lightweight, durable
(d) Award 3×1 stages: Do not reward marking out [5]

• Drill hole 1
• Insert abra file blade, Hegner saw [or equivalent] piercing
saw to saw to line 1
• File flat and smooth 1
• Technical accuracy: 2 correctly named tools / equipment 0–2
Use of cold chisel/hacksaws/ tinsnips: award maximum 4 marks

NOT laser cutter
(e) Correct sequence of stages include: [3]

degrease, steel wool, wet and dry [medium grit], wet and dry [fine grit], polishing mop,
polishing compound, metal polish [Brasso] 3×1
NOT use of files, emery cloth, applied finishes
(f) Wooden former / jig / folding bars required 1 [5]

Method of securing former / jig 1
Application of force: mallet or hammer and scrap wood 1
Ease to batch produce 1
Technical accuracy 1
NOT use of bending machine

(g) (i) CAD accuracy, ease of editing, on-screen modelling, send designs electronically to [2]
clients, fully dimensioned drawings, can be outputted to linked machines
NOT quicker, faster
(ii) CAM consistent quality, repetitive accuracy, quicker production times, complex [2]
shapes can be created, minimum waste
12 (a) Durable, hardwearing, water/weather resistant, attractive, tough [1]
(b) Wide range of hardwoods available: elm, oak, mahogany, teak and [2]
softwoods including Douglas fir, cedar, pine 2×1
NOT beech
(c) Paint, wood preservative, polyurethane varnish, oil, teak oil, lacquer [2]
2×1
NOT beeswax
(d) Modifications include added handles, cut out hand holds, rope and drilled holes [4]
Practical idea 0–2
Details of materials used AND/OR method of construction 0–2
(e) (i) For maximum 4 marks for each, full details must be provided and must be [12]
appropriate to the specific parts of the planter
Wood screws:
rail---leg rail---base lower side---base
NOT sides---ends leg---lower side
Nuts and bolts:

rail---leg rail---base
Dowels and adhesive:

top side---lower side sides---ends leg---lower side rail---base
Look for technical accuracy, appropriate construction 3×4

Award 1 mark if only the parts of the planter are shown
(ii) Stages include: [4]

4×1
Top and lower sides to ends
Top side to lower sides
Rails to legs
Rail to base
Leg to lower side
Base to ends and/or lower sides
Rails and legs to base
Correct sequence not essential as the parts can be assembled in different ways.

13 (a) Award 3 areas of research identified: [3]

3×1
Available resources/materials
Relevant sizes of magazines, types and quantity required. Allow sizes only once.
User preferences
Location/environment
Costs
Existing products
NOT weight of magazines
(b) speed, accuracy, awkward shapes can be repeated quickly, fewer mistakes means less [2]
waste
2×1
(c) (i) heated by means of strip heater/line bender 1 [3]

use of former to bend around 1
retain while acrylic cools 1
NOT left under water to cool
(ii) the oven heats the whole of the acrylic 1 [2]

making it difficult to achieve the sharp bend achieved by either
the strip heater or the line bender 1
(d) (i) Principle is to use some form of jig or to tape the strips together. [2]
After using one strip use it as a measure for next strip.
Award 0–2 marks dependent on technical appropriateness.
NOT laser cutter, template
(ii) Award 0–2 marks for showing how the strips could be fixed and equally spaced [4]
Award 0–2 marks for showing how the strips would be held while the cement sets
Equal spacing requires some form of spacer the same size 0–2
as the strip
Method of fixing in position using cramps 0–2
NOT use of a rule to measure gap
(e) (i) Ends shaped and made from specific named manufactured board: [6]
plywood, MDF 0–2
Strips shaped and made from specific named solid wood:

wide variety available 0–2
Methods of construction: use of pins and/or screws with glue 0–2
Award maximum 3 marks for total redesign

(ii) Answers may include reference to specific points including:
Some plastics are not recyclable
Plastics are not biodegradable

Plastics made from oil, finite source
Plastics give off poisonous fumes during manufacture
Wood used to manufacture can be replaced

Woods can be recycled into manufactured boards
Award 1 mark for each relevant point made 0–3 [3]


Cambridge is publishing the mark schemes for the October/November 2015 series for most

Section A
1 A Scroll saw, Hegner, vibro

B Jigsaw (2 × 1) [2]
2 A Phillips, posidrive, cross head

B Straight/slotted/flat slot (2 × 1) [2]
3 (a) Polyester resin (1)
(b) Epoxy resin (1) [2]
4 (a) Riveting [not pop riveting] (1)
(b) Soldering, brazing, welding (1) [2]
5 A Tool post/holder
B Tailstock
C Bed (3 × 1) [3]
6 Completed drawing of tee hinge

Award (0–2) dependent on technical accuracy [2]
7 Two benefits: high tensile strength, lightweight, flexible, complex shapes,

shock/impact resistant (2 × 1) [2]
8
Tool Specific name Specific use
Cross pein, warrington, Hammering in pins

pin hammer Starting off nails
Pulling out nails

Claw hammer
Hammering in nails
[4]

9 A Mould
B Hopper
C Feed screw (3 × 1) [3]
10 Template with 2 holes drilled (1)

Located against 1 end/edge (1)
Located against 1 end and 1 edge (1) [3]
Accept genuine drilling jigs
Section B
11 (a) (i) Correct length of tray including shaped ends (1)

Correct width of tray (1)
Corners to be cut out shown (1)
Correct bend lines (1)
Correct cut lines (1) [5]
(ii) Marker pen lines can be erased if errors are made, do not scratch [1]
(iii) Two reasons: to allow for better fitting bends, to clean tray
Improved appearance, ease of bending (2 × 1) [2]
(b) Three stages include: draw file, use of wet and dry [silicon carbide paper],
different grades used, scraper, buffing/polishing machine, polishing mop,
polishing compound (3 × 1) [3]
(c) (i) 4 stages:

Drill hole
Insert coping saw blade or Hegner saw blade [or equivalent] and saw to line
File shape smooth
Use of wet and dry [silicon carbide] paper (4 × 1) [4]
Accept laser cutter. For maximum marks details must be given.
(ii) Consideration of how a person would grip/hold the tray for carrying [1]
(d) Stages include:

Heat plastic on strip heater/line bender (1)
Shape around a mould/former (1)
Retain in position while plastic cools down (1) [3]
(e) Details of the material from which the handle is made and sizes (0–2)
How the handle would be made in a school workshop (0–2)
The method of attaching the handle securely to the tray (0–2) [6]

12 (a) Chipboard, plywood, MDF, laminboard, blockboard [1]
(b) Veneer can become chipped, split or damaged – not easily repaired [1]
(c) Practical idea: some form of lipping, edging, ‘frame’ (0–2)

Named materials appropriate (1)
Methods of construction (1)
3 sizes (1) [5]
(d) Some form of metal plate, welded tube, brackets or block of wood
attached to underside (0–2)
Stand joined appropriately to plate, tube, brackets or block (0–2)
Accuracy of technical detail inc. sizes, materials (0–1) [5]
(e) Practical method: gusset plate, brace in 2 directions (0–2)
Materials, sizes and constructions (0–2) [4]
(f) Inner and outer tubes [or equivalent] give adjustment (0–2)
Method of adjustment and locking: screw, nut and bolt, spring pin (0–2)
Materials, sizes and constructions [accept 2 from 3] (0–2) [6]
(g) Reference to dimensions of human form (1)

Reference to specific dimensions: e.g. reach (1)
How this is related to the design of the bedside table (1) [3]
For maximum marks explanation must say HOW it is used.
13 (a) Three specification points must be written as a specification:

appropriate dimensions [accept only one of length, width, height] adequate surface for drinks
etc. surface for magazines/newspapers/books.
Accept any sensible point that a designer would consider. (3 × 1) [3]
(b) Use of male and female formers (2)

Veneers and glue (1)
Cramps (1)
Technical detail (1) [5]
(c) (i) Marking knife, try square, marking gauge, cutting gauge (2 × 1) [2]
(ii) Scroll saw or Hegner saw used to cut out (1)

Use of mallet and chisel to cut out waste (1) [2]

(d) (i) The glasspaper is wrapped around the cork block to apply even pressure (1)
(ii) A damp cloth is used to remove sawdust (1)
(iii) Two different grades of glasspaper are used to produce a smoother surface (1) [3]
(e) (i) To protect against spillages, preserve, better appearance (2 × 1) [2]
(ii) [Polyurethane] varnish, wax, variety of oils/polishes [1]
(iii) No runs, drips, brush strokes same direction [1]
(f) Two advantages of laminated construction:

stronger overall form since no joints are used, quicker to batch produce as formers can be
reused, smoother/rounded shape (2 × 1) [2]
(g) (i) Computer can be used to research existing products via internet, can be used to
collate data from questionnaires and produce results in table or chart form [2]
(ii) CAD software can be used to design the coffee table making available a
wide range of on-screen modelling techniques [2]



Section A
1 Three pieces of information: length, thread diameter, type of head, quantity, material
(3 × 1) [3]
2 Completed drawing of coping saw

3 (a) Sash cramp/F cramp (1)
(b) To protect, apply even pressure (1) [2]
4 Polymorph, nitinol (2 × 1) [2]
Tool Specific name Specific use
Outside calipers Measuring outside

diameters
Brace Drilling/boring holes
[4]
6 (a) Allows cheaper manufactured boards to appear as solid wood (1)
(b) Less durable, can be damaged easily (1) [2]
7 Corner strengthened: triangular plates, corrugated fastener, dowel, metal pins, feather,
wooden block, modesty block
Use of nails: award 1 mark only if 2 nails are shown
Do not accept use of screws or bolts through end
8 (a) [sand] Casting, die-casting (1)
(b) Self-finished, anodised, spray paint, dip coat, lacquer (1) [2]

9 Accept any 3 from: drill hole, insert blade of coping or scroll saw and cut out waste, file
flat, chisel, glasspaper (3 × 1) [3]
10 (a) Lamination, steam bending (1)
(b) Mortise and tenon, dowel (1)
(c) Less constructions to produce, stronger overall form,

inherent flexibility in chair, more stable, more comfortable (1) [3]
Section B
11 (a) (i) Lower costs than ready assembled furniture, ready collected, satisfaction of
assembling at home (2 × 1) [2]
(ii) Less storage space required, fewer manufacturing processes means quicker
production, competitive costs (2 × 1) [2]
(b) Recognised KD fitting: corner/modesty block (0–2)

Added notes (0–2) [4]
Use of dowel or screws award 1 mark max.
(c) Accurate sketch of pre-manufactured component runner or use of grooves [cut or applied]
Award (0–2) dependent on technical accuracy (0–2)
Additional notes (0–2) [4]
(d) (i) Two advantages: even application possible, no brush strokes, faster, smoother
(2 × 1) [2]
(ii) Well ventilated room, face mask, safety glasses (2 × 1) [2]
(e) Accept any sensible positive or negative evaluative comments about computer
desks generic
(i) Safety: corners are rounded, the desk is stable in use [2]
(ii) Good space for keyboard monitor etc. attractive painted finish, clean simple
form [2]
(iii) Use of manufactured board is economical, minimal constructions/self-assembly

reduces cost of product [2]

(f) Limited lifetime issues include:
• materials such as manufactured board may not be as long lasting as solid wood
• constructions such as KD fittings dependent on strength of screw thread may not

be considered long lasting; over time, in use, KD fittings may become worn
• fashion can dictate the change for furniture of this type
• technological developments means that tables to accommodate computers etc.

may become obsolete
Award (0–3) dependent on quality of explanation [3]
12 (a) Durable metal, relatively cheap, easily worked/shaped, resist high temperatures
(2 × 1) [2]
(b) Steel will rust if not protected, improved appearance [1]
(c) Cutting: mild steel sheet cut using bench shears or tinsnips (0–2)
partial success using hacksaw or cold chisel (1 maximum)
Award 1 mark for sketch of correct tool
Award 1 mark for correctly named tool
Holding: mild steel sheet held by hand or clamped to a bench (0–2) [4]
(d) Mild steel sheet held in vice (1)

Use of former/block of wood (1)
Method of force: hammer and scrapwood or mallet (1) [3]
(e) Sketch showing use of: riveting, weld, braze (0–2) [2]
(f) Practical idea for support (0–2)
Named materials (0–2)
Two important sizes [500 mm height given] (0–2)
Method of joining temporarily (0–2) [8]
(g) Practical idea: three tools safely held allowing for ease of access (0–3)
Details of materials and constructions (0–2) [5]
Use of wood joined to barbecue body inappropriate

13 (a) (i) Polystyrene, acrylic, polypropylene, ABS, HIPS [1]
(ii) No grain marks, stable, will not warp, smooth surface, easy to shape,
no splinters (2 × 1) [2]
(iii) Draft angle, rounded corners, no undercuts, smooth finish, air vents (2 × 1) [2]
(b) Award 0–5 for specific stages: (0–5)

Place mould in machine [on platen]
Clamp plastic in place
Bring heater across to soften plastic
Check flexibility of plastic
Bring up mould into soft plastic
Turn pump on to remove air
Remove from moulded plastic
Lower mould [on platen] and leave to cool
Award (0–3) for technical quality of sketches (0–3) [8]
(c) (i) Injection moulding [1]
(ii) Manufactured board top needs to be clamped down on drilling machine table
or to a workbench (1)
Use of scrap wood under work piece (1)
Method of clamping (1) [3]
(iii) Appropriate method:

pin or screw (1)
glue top to sides (1)
Added details (0–2) [3]
(d) Practical idea showing 3 paintbrushes safely stored with ease of access (0–3)
Details of materials, constructions, sizes (0–2) [5]

Cambridge International Examinations
DESIGN AND TECHNOLOGY 0445/31

Paper 3 Resistant Materials May/June 2016
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 is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.
This document consists of 5 printed pages.
© UCLES 2016 [Turn over

Section A
1 (a) Smoothing: not jack [1]
(b) Grain shown either horizontal or emerging from right to left.

Do not accept an arrow. Grain must be drawn on wood. [1]
2 3 specification points. The desk tidy must:

store a variety of items, be attractive, allow for easy access of items, be stable,
fit specific location, easy to move, compact, easy to clean
Accept any other valid points 3×1 [3]
3 Carbon steel [1]
4 Award 0–3 dependent upon accuracy of sketch 0–3 [3]
5 (a) Polystyrene, polypropylene [1]
(b) (i) Keeps food hot 1
(ii) Can produce litter, cannot be recycled, does not decompose 1 [2]
6 (a) Mortise [1]
(b) Thick handle, squarer/stronger blade, [leather] washer/shock absorber

Handle with ferrule to withstand blows from matter. 2×1 [2]
7 3 ergonomic features: buttons easy to see, comfortable/rounded shape in hand,

appropriate size to fit in hand, colour coded buttons for ease of operation,
rubber buttons for better selection. 3×1 [3]
9 (a) Steam bending, laminating [1]
(b) Fewer joints to construct, sturdier construction, attractive curved appearance,

less waste, stronger must be qualified [1]

10
[3]
Section B
11 (a) (i) Redwood, pine, parana pine, whitewood, fir [1]
(ii) Manufactured board: hardboard, plywood, MDF [1]

Suitable thickness: 4.6 or 9mm standard thickness [1]
(b) (i) 2 benefits: ready-made, available from D-I-Y centres, professional finish,
variety of materials, range of sizes 2×1 [2]
(ii) Award 1 mark for correct position in the cabinet and 1 mark for brief description
of how it would be fitted.
Handle: attached to either left or right side of vertical rail [stile] of door using
screws and/or glue. [2]
Butt hinge: attached to any part of the door frame using screws. [2]
Magnetic catch: 2 parts attached to side opposite butt hinge using screws. [2]
Wall plate: screwed to the back of the cabinet then screwed to the wall. [2]
(c) Suitable permanent joint, butt pinned and glued, half lap, dovetail, finger [comb]
joint, dowel named
Award 0–3 dependent upon accuracy of sketch 0–3 [4]
(d) Use of pegs or pins or pre-manufactured studs 1

3 different positions 1
Technical accuracy: materials, spacing, sizes 1 [3]
(e) (i) Suitable join: dowel, mortise and tenon, corner halving, corner bridle named [1]
(ii) Use of rebate, groove or applied beads 0–1

Method of production 0–1
Correct size/proportion 0–1 [3]
(f) Benefit: lighter weight, see-through is convenient, could be cheaper [1]

12 (a) (i) Mild steel: stronger, less likely to bend, cheaper, durable 1
OR
Aluminium: lighter, does not corrode, needs to finish 1 [1]
(ii) Some form of insert/bush/sleeve/plate 0–2

Materials named. Not rubber. 0–1 [3]
(b) (i) Epoxy resin mixed in equal quantity with hardener 1

Epoxy resin applied to both parts and held while resin sets 1 [2]
(ii) Add hot water to granules of polymorph to soften them 1

Remove from water and wrap it around the metal rod 1
Mould to shape of hand grip 1 [3]
(c) (i) Use of grub screw, pin, rivet 0–1

Technical accuracy of sketch and added notes 0–2 [3]
(ii) 4 stages:
Granules fed into hopper 1
Plastic granules heated to liquid form 1
Forced by screw into injector 1
Injected into mould 1 [4]
Accept any valid intermediary stages given by candidates
(iii) Cost of tooling is very expensive to produce 1

Large quantities are needed to recover the costs 1 [2]
(d) [Sand] casting [1]
(e) Scoring system must meet spec points:

Use of rods/sliding counters, flip cards or similar to show score 0–2
Fixed to cabinet 1
Record maximum 5 goals scored 1
Materials and fittings used 0–2 [6]
13 (a) (i) 2 benefits: quicker, more accurate, easier to mark out on paper/card and
transfer, can be used as a model, wastes less material 2×1 [2]
(ii) When large quantities are to be marked out a paper or card template would not
last. 1
Therefore a resistant material that would stand up to wear is required. 1 [2]
(b) (i) Self-finished means no applied finish 1

The material can be cleaned and buffed to a high quality 1 [2]

(ii)* Aluminium
Cut out using combination of:
Abra file aw, tinships, junior hacksaw 0–2
Edges smooth using files and emery cloth 0–2
Tools and equipment named 0–1 [5]
*OR
Acrylic
Cut out using coping, Hegner, scroll, band, tenon saw 0–2
Edges smooth using files and wet and dry paper 0–2
(c) (i) Bending acrylic:

strip heater/line bender 1
use of former 1
method of retention 1 [3]
(ii) Bending aluminium:

use of folding bars, vice and scrap wood 1
use of former 1
method of force: mallet or hammer and scrap wood 1 [3]
(d) Countersink head screws remove thickness from the material making it too thin. 1
Round head screws make no impact on thickness of material and support the
material. 1 [2]
(e) The hardwood shelf can expand and contract depending on room temperature and
humidity and therefore must have allowance for movement. 1
No allowance for movement is provided when glued, therefore there is a danger that
the hardwood will split. 1 [2]
(f) Modifications include: recessed or housed slot in shelf or additional folds to a modified
bracket
Security front to back 1
Security vertically up and down 1
Technical accuracy/added notes 0–2 [4]


MARK SCHEME
Maximum Mark: 50
Published
Teachers.
Cambridge International A and AS Level components and some Cambridge O Level components.

Section A
1 (a) Smoothing: not jack [1]
(b) Grain shown either horizontal or emerging from right to left.

Do not accept an arrow. Grain must be drawn on wood. [1]
2 3 specification points. The desk tidy must:

store a variety of items, be attractive, allow for easy access of items, be stable,
fit specific location, easy to move, compact, easy to clean
Accept any other valid points 3×1 [3]
3 Carbon steel [1]
5 (a) Polystyrene, polypropylene [1]
(b) (i) Keeps food hot 1
(ii) Can produce litter, cannot be recycled, does not decompose 1 [2]
6 (a) Mortise [1]
(b) Thick handle, squarer/stronger blade, [leather] washer/shock absorber

Handle with ferrule to withstand blows from matter. 2×1 [2]
7 3 ergonomic features: buttons easy to see, comfortable/rounded shape in hand,

appropriate size to fit in hand, colour coded buttons for ease of operation,
rubber buttons for better selection. 3×1 [3]
9 (a) Steam bending, laminating [1]
(b) Fewer joints to construct, sturdier construction, attractive curved appearance,

less waste, stronger must be qualified [1]

10
[3]
Section B
11 (a) (i) Redwood, pine, parana pine, whitewood, fir [1]
(ii) Manufactured board: hardboard, plywood, MDF [1]

Suitable thickness: 4.6 or 9mm standard thickness [1]
(b) (i) 2 benefits: ready-made, available from D-I-Y centres, professional finish,
variety of materials, range of sizes 2×1 [2]
(ii) Award 1 mark for correct position in the cabinet and 1 mark for brief description
of how it would be fitted.
Handle: attached to either left or right side of vertical rail [stile] of door using
screws and/or glue. [2]
Butt hinge: attached to any part of the door frame using screws. [2]
Magnetic catch: 2 parts attached to side opposite butt hinge using screws. [2]
Wall plate: screwed to the back of the cabinet then screwed to the wall. [2]
(c) Suitable permanent joint, butt pinned and glued, half lap, dovetail, finger [comb]
joint, dowel named
Award 0–3 dependent upon accuracy of sketch 0–3 [4]
(d) Use of pegs or pins or pre-manufactured studs 1

3 different positions 1
Technical accuracy: materials, spacing, sizes 1 [3]
(e) (i) Suitable join: dowel, mortise and tenon, corner halving, corner bridle named [1]
(ii) Use of rebate, groove or applied beads 0–1

Method of production 0–1
Correct size/proportion 0–1 [3]
(f) Benefit: lighter weight, see-through is convenient, could be cheaper [1]

12 (a) (i) Mild steel: stronger, less likely to bend, cheaper, durable 1
OR
Aluminium: lighter, does not corrode, needs to finish 1 [1]
(ii) Some form of insert/bush/sleeve/plate 0–2

Materials named. Not rubber. 0–1 [3]
(b) (i) Epoxy resin mixed in equal quantity with hardener 1

Epoxy resin applied to both parts and held while resin sets 1 [2]
(ii) Add hot water to granules of polymorph to soften them 1

Remove from water and wrap it around the metal rod 1
Mould to shape of hand grip 1 [3]
(c) (i) Use of grub screw, pin, rivet 0–1

Technical accuracy of sketch and added notes 0–2 [3]
(ii) 4 stages:
Granules fed into hopper 1
Plastic granules heated to liquid form 1
Forced by screw into injector 1
Injected into mould 1 [4]
Accept any valid intermediary stages given by candidates
(iii) Cost of tooling is very expensive to produce 1

Large quantities are needed to recover the costs 1 [2]
(d) [Sand] casting [1]
(e) Scoring system must meet spec points:

Use of rods/sliding counters, flip cards or similar to show score 0–2
Fixed to cabinet 1
Record maximum 5 goals scored 1
Materials and fittings used 0–2 [6]
13 (a) (i) 2 benefits: quicker, more accurate, easier to mark out on paper/card and
transfer, can be used as a model, wastes less material 2×1 [2]
(ii) When large quantities are to be marked out a paper or card template would not
last. 1
Therefore a resistant material that would stand up to wear is required. 1 [2]
(b) (i) Self-finished means no applied finish 1

The material can be cleaned and buffed to a high quality 1 [2]

(ii)* Aluminium
Cut out using combination of:
Abra file aw, tinships, junior hacksaw 0–2
Edges smooth using files and emery cloth 0–2
*OR
Acrylic
Cut out using coping, Hegner, scroll, band, tenon saw 0–2
Edges smooth using files and wet and dry paper 0–2
(c) (i) Bending acrylic:

strip heater/line bender 1
use of former 1
method of retention 1 [3]
(ii) Bending aluminium:

use of former 1
method of force: mallet or hammer and scrap wood 1 [3]
(d) Countersink head screws remove thickness from the material making it too thin. 1
Round head screws make no impact on thickness of material and support the
material. 1 [2]
(e) The hardwood shelf can expand and contract depending on room temperature and
humidity and therefore must have allowance for movement. 1
No allowance for movement is provided when glued, therefore there is a danger that
the hardwood will split. 1 [2]
(f) Modifications include: recessed or housed slot in shelf or additional folds to a modified
bracket
Security front to back 1
Security vertically up and down 1
Technical accuracy/added notes 0–2 [4]


Paper 3 Resistant Materials October/November 2016
MARK SCHEME
Maximum Mark: 50
Published
Teachers.
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

Section A
1 Metal can: tin[plate], [mild]steel, aluminium (1)

Plastic gears: nylon (1)
Outdoor hinge: brass, aluminium, stainless steel (1) [3]
2 Award 0-2 dependent upon accuracy of sketch (0–2) [2]
3 (a) Bench hook, sawing board (1) [1]
(b) Saw shown cutting wood held up against the bench hook
Award 0–2 dependent upon accuracy of sketch (0–2) [2]
4 Award 0–2 dependent upon accuracy of sketch (0–2) [2]
5 (a) Extrusion [1]
(b) Anodise, paint, lacquer, powder coat/dip coat, electroplating (2×1) [2]
6 Tenon saw: small scale general woodworking processes (1)

Coping saw: cutting curves in thin wood (1)
Hacksaw: cutting metal sections (1) [3]
7 2 stages include: set distance between spurs [with chisel],

set distance from stock to first spur/pin
lock stock (2 × 1) [2]
8 (a) Plastic: injection moulding (1)
(b) Metal: die-casting, pressed (1) [2]
9 2 faults: end splits, splits/cracks along the grain, warping, shrinkage (2 × 1) [2]
10 (a) Laminating [1]
(b) A: former, mould

B: [sash/F] cramp (2 × 1) [2]
© UCLES 2016
Section B
11 (a) 2 benefits: cheaper than pre-assembled products, can be transported home, compact,
satisfaction of self-assembly. (2 × 1) [2]
(b) Drill hole for saw blade, insert saw blade and reconnect, saw out waste, file edge smooth
and flat. Power router. (3 × 1)
(c) Methods include use of added strips or blocks [above or below] (0–2)
Appropriate method of permanent fixing (0–2) [4]
(d) (i) Min. 6mm–12mm max.(1) [1]
(ii) Spacing must not set dowels closer than 15mm from ends
and be centrally positioned (0–2) [2]
(e) Material: steel or brass (1)

Length: minimum 19mm – maximum 35mm (1)
Type of head: countersunk (1)
Number required: minimum 2 – maximum 4 (1)
Technical accuracy of sketch (0–2) [6]
(f) (i) Explanation:

B is made from 2 pieces of wood joined together and is stronger (1)
A is made from a single piece with the grain weaker (1) [2]
(ii) Explanation: A would be made from a single piece of wood

that would need to be cut out to shape (1)
The piece cut out would produce waste. (1) [2]
(g) 2 properties: must be hardwearing, attractive, stainproof, heatproof, waterproof (2 × 1) [2]
12 (a) 2 properties: range of colours, inherent colour, easily formed, easily worked,
cleaned easily, self-finished, attractive (2 × 1) [2]
(b) 2 items of research: sizes of items to be stored, number of items, location (2 × 1) [2]
(c) 2 reasons: easier to drill while flat, quicker, more accurate, safer (2 × 1) [2]
(d) Use of saw to cut shape (1)

Use of file to make smooth (1)
Correct names of appropriate saw and file (1) [3]
© UCLES 2016
(e) Use of strip heater or line bender (1)

Appropriate former (1)
(f) Pencils prevented from sliding: use of holes in base or additional

shelf added with holes drilled for pencils to locate (0–2)
Method of storing paper clips: some form of container (0–2) [4]
(g) (i) 1 benefit: hardwood is hardwearing, attractive, gives base weight/stability [1]
(ii) Suitable thickness: minimum 10mm – maximum 20mm [1]
(iii) Hardwood held in vice (1)

Use of plane to remove waste (1)
Technical accuracy of sketch/named tools and equipment (1)
Power router (0–3) [3]
(iv) Method of joining must include use of screws not adhesive

Award 0–3 dependent on accuracy of spacing, number of screws and added explanatory
notes [3]
13 (a) 2 reasons: aluminium can be shaped easily, does not corrode, lightweight (2 × 1) [2]
(b) (i) 2 marking out tools: scriber, rule, try square, odd legs (2 × 1) [2]
(ii) Shape cut out using combination of: tinsnips, guillotine, hacksaw
Award 0–3 dependent on appropriately named tools and their use. [3]
(iii) Aluminium sheet held securely in vice or clamped to bench (1)

Appropriate use of former (1)
Method of force: mallet or hammer and scrap wood (1)
(c) (i) Description includes: holes drilled in roof and back of feeder (1)
Rivet is pushed into rivet gun (1)
Rivet is pushed into pre-drilled holes and trigger squeezed (1) [3]
(ii) Pop riveting is quicker than traditional riveting, easier, less distortion [1]
© UCLES 2016
(d) (i) Award 0–3 for a practical container:

appropriate size (1)
appropriate shape (1)
suitable method of attachment to feeder (1) [3]
(ii) Mould must conform to design in previous part.

Draft angles (1)
Rounded corners/edges (1)
Appropriate depth (1) [3]
(iii) polystyrene, ABS, acrylic [1]
(e) Practical solution includes the use of some form of ‘hook’ (1)
Materials and fittings used (0–2) [3]
© UCLES 2016

MARK SCHEME
Maximum Mark: 50
Published
Teachers.
components.

Section A
1 A rip saw, cross cut saw, panel saw (1)

B tenon saw, dovetail saw [not backsaw] (1)
C coping saw (1) [3]
2 Metal spoon: stainless steel (1)

Metal wire: copper, aluminium (1)
Plastic bowl: polypropylene, PP, HDPE (1) [3]
4 Marking gauge (1)

Scriber (1)
Odd legs, odd leg calipers [not calipers] (1) [3]
5 (a) Lines to be sawn down use a marking knife. Wood fibres are cut [1]
(b) Sliding bevel, mitre square, combination square [1]
6 Channel: extrusion (1)

Container: blow moulding (1) [2]
7 (a) Sketch shows tenon (1)

Sketch shows haunch (1) [2]
Must be shown in correct orientation
(b) To lock the tenon to prevent it from moving/twisting

stability/ more gluing area/increased strength [1]
8 A Countersink drill (1)

B Flat bit (1) [2]
9 [Cold] chisel (1)

Guillotine (1)
Tinsnips (1) [3]
10 (a) Pine: wide range of adhesives. Accept generic and trade names such as PVA and Evo Stik
Resin W, Cascamite, synthetic resin, Gorilla glue, contact/impact adhesive (1)
(b) Epoxy resin, Araldite (1) [2]
© UCLES 2016
Section B
11 (a) 2 specification points: must be large enough to be seen at distance,

must have clear and easy to read numbers, must be able to move hands freely,
must be freestanding/wall-mounted
Accept any sensible spec. points 2×1 [2]
(b) (i) 2 safety precautions include: wear safety glasses, mask, secure work, no trailing
leads, tie hair/clothing out of the way, no obstructions below work piece
2×1 [2]
(ii) Award 0–2 on quality of description: for example, use of sanding disc fully described
with plywood rotated against the disc to ensure smooth finish.
Accept use of files. [2]
(c) Use of:

coping saw, Hegner saw or equivalent, junior hacksaw saw to cut out waste (1)
files to achieve shape (1)
wet and dry paper to achieve smooth surface (1)
polishing mop/compound to produce high quality finish (1) [4]
(d) Benefit: range of colours, inherent colours/self-finished, attractive [1]
(e) Some form of screw, bolt, pin or dowel (1)

Hands retained at back and front (1)
Spacers/washers to allow for movement (1) [3]
(f) CAD to design numbers: easy to change design, wide variety of fonts to try out. [1]
CAM to make numbers: extremely accurate, more professional appearance and quicker to
produce than alternative methods, identical quality. [1]
Not faster/quicker without qualification.
(g) Some form of practical stand or support 0–3

For maximum marks the stand/support must be clearly drawn showing how it functions
Materials, fittings and constructions 0–2 [5]
(h) Some form of practical bracket attached to the back of the clock with provision for fixing
to wall. Alternative method: plate with keyhole slot.
Award 0–2 dependent upon accuracy of drawing. 0–2
© UCLES 2016
12 (a) 2 advantages: cheaper, does not warp/shrink, more readily available.

2×1 [2]
(b) (i) Use of blocks and pegs to position the mild steel rod against former 0–2
Retention of end of rod (1) [3]
(ii) Work hardened: metal is shaped by hammering (1)

as a result metal becomes harder (1) [2]
(c) Preparation of ends before brazing: degreasing, filing, emery cloth

0–2
Accept 4 stages in brazing process:

Clamp ends together
Set up on hearth
Apply flux
Apply heat
Apply brazing rod/spelter
Allow to cool 4×1
Award 0–2 for technical accuracy of sketches 0–2 [8]
(d) Method of fixing allows for use of brackets, modifications to length and/or width
of shelves. Practical idea 0–2
Fix to shelf 0–1
Fix to end frame 0–1
Details of materials, fittings and fixings 0–2 [6]
(e) 2 reasons about aesthetics: for example, different appearance is more interesting, prefers
combination of materials, lighter appearance 2×1 [2]
(f) Environmentally friendly materials:

mild steel can be melted down and recycled [1]
veneered chipboard uses waste materials not requiring trees to be chopped down [1]
© UCLES 2016
13 (a) 2 properties: very hardwearing, tough, water resistant, attractive, gives a good finish
2×1 [2]
(b) Method of support: vice or bench stop shown (1)

Use of saw (1)
Use of glasspaper to make smooth (1)
Technical accuracy: for example, named plane, saw, different grades of glasspaper
0–1 [5]
(c) Some sort of bracket to which the rails can be attached 0–2
Use of pin, rod or dowel through rails to allow them to rotate 0–2
Method to keep rails apart: some form of spacer 0–2
Details of materials and fittings used 0–2 [8]
(d) Practical idea. For maximum marks the method must be clear 0–2
Holder must not rotate 0–1
Some form of bracket attached to the back of the towel holder
with provision for fixing to wall.
Alternative method: plate with keyhole slot.
(e) (i) 2 reasons: hardwearing, attractive, allows natural colour/grain of wood to be seen,
waterproof, protects wood 2×1 [2]
(ii) 3 stages include:

use of glasspaper [medium grade]
wipe down surface/ remove dust
use of glasspaper [fine grade]
use of cork rubber/block stated 3×1 [3]
© UCLES 2016

MARK SCHEME
Maximum Mark: 50
Published
Teachers.
components.

Section A
1 Metal can: tin[plate], [mild]steel, aluminium (1)

Plastic gears: nylon (1)
Outdoor hinge: brass, aluminium, stainless steel (1) [3]
2 Award 0-2 dependent upon accuracy of sketch (0–2) [2]
3 (a) Bench hook, sawing board (1) [1]
(b) Saw shown cutting wood held up against the bench hook
Award 0–2 dependent upon accuracy of sketch (0–2) [2]
4 Award 0–2 dependent upon accuracy of sketch (0–2) [2]
5 (a) Extrusion [1]
(b) Anodise, paint, lacquer, powder coat/dip coat, electroplating (2×1) [2]
6 Tenon saw: small scale general woodworking processes (1)

Coping saw: cutting curves in thin wood (1)
Hacksaw: cutting metal sections (1) [3]
7 2 stages include: set distance between spurs [with chisel],

set distance from stock to first spur/pin
lock stock (2 × 1) [2]
8 (a) Plastic: injection moulding (1)
(b) Metal: die-casting, pressed (1) [2]
9 2 faults: end splits, splits/cracks along the grain, warping, shrinkage (2 × 1) [2]
10 (a) Laminating [1]
(b) A: former, mould

B: [sash/F] cramp (2 × 1) [2]
© UCLES 2016
Section B
11 (a) 2 benefits: cheaper than pre-assembled products, can be transported home, compact,
satisfaction of self-assembly. (2 × 1) [2]
(b) Drill hole for saw blade, insert saw blade and reconnect, saw out waste, file edge smooth
and flat. Power router. (3 × 1)
(c) Methods include use of added strips or blocks [above or below] (0–2)
Appropriate method of permanent fixing (0–2) [4]
(d) (i) Min. 6mm–12mm max.(1) [1]
(ii) Spacing must not set dowels closer than 15mm from ends
and be centrally positioned (0–2) [2]
(e) Material: steel or brass (1)

Length: minimum 19mm – maximum 35mm (1)
Type of head: countersunk (1)
Number required: minimum 2 – maximum 4 (1)
(f) (i) Explanation:

B is made from 2 pieces of wood joined together and is stronger (1)
A is made from a single piece with the grain weaker (1) [2]
(ii) Explanation: A would be made from a single piece of wood

that would need to be cut out to shape (1)
The piece cut out would produce waste. (1) [2]
(g) 2 properties: must be hardwearing, attractive, stainproof, heatproof, waterproof (2 × 1) [2]
12 (a) 2 properties: range of colours, inherent colour, easily formed, easily worked,
cleaned easily, self-finished, attractive (2 × 1) [2]
(b) 2 items of research: sizes of items to be stored, number of items, location (2 × 1) [2]
(c) 2 reasons: easier to drill while flat, quicker, more accurate, safer (2 × 1) [2]
(d) Use of saw to cut shape (1)

Use of file to make smooth (1)
Correct names of appropriate saw and file (1) [3]
© UCLES 2016
(e) Use of strip heater or line bender (1)

Appropriate former (1)
(f) Pencils prevented from sliding: use of holes in base or additional

shelf added with holes drilled for pencils to locate (0–2)
Method of storing paper clips: some form of container (0–2) [4]
(g) (i) 1 benefit: hardwood is hardwearing, attractive, gives base weight/stability [1]
(ii) Suitable thickness: minimum 10mm – maximum 20mm [1]
(iii) Hardwood held in vice (1)

Technical accuracy of sketch/named tools and equipment (1)
Power router (0–3) [3]
(iv) Method of joining must include use of screws not adhesive

Award 0–3 dependent on accuracy of spacing, number of screws and added explanatory
notes [3]
13 (a) 2 reasons: aluminium can be shaped easily, does not corrode, lightweight (2 × 1) [2]
(b) (i) 2 marking out tools: scriber, rule, try square, odd legs (2 × 1) [2]
(ii) Shape cut out using combination of: tinsnips, guillotine, hacksaw
Award 0–3 dependent on appropriately named tools and their use. [3]
(iii) Aluminium sheet held securely in vice or clamped to bench (1)

Appropriate use of former (1)
Method of force: mallet or hammer and scrap wood (1)
(c) (i) Description includes: holes drilled in roof and back of feeder (1)
Rivet is pushed into rivet gun (1)
Rivet is pushed into pre-drilled holes and trigger squeezed (1) [3]
(ii) Pop riveting is quicker than traditional riveting, easier, less distortion [1]
© UCLES 2016
(d) (i) Award 0–3 for a practical container:

appropriate size (1)
appropriate shape (1)
suitable method of attachment to feeder (1) [3]
(ii) Mould must conform to design in previous part.

Draft angles (1)
Rounded corners/edges (1)
Appropriate depth (1) [3]
(iii) polystyrene, ABS, acrylic [1]
(e) Practical solution includes the use of some form of ‘hook’ (1)
Materials and fittings used (0–2) [3]
© UCLES 2016

MARK SCHEME
Maximum Mark: 50
Published
Teachers.
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
® IGCSE is a registered trademark.

0445/32 Cambridge IGCSE – Mark Scheme May/June 2017
PUBLISHED
Question Answer Marks
1 PVA 1
2 Point = 1 mark 2
‘Step’ = 1 mark
3 Smart 1
4 Award 1 mark for each correctly drawn groove and rebate 2
5 A nut and bolt 4

B [pop] rivet
C screw
D nail
Accept incorrectly named screw or nail. Not cut tack.
6 Completed drawing showing grain at 90° to previous layers 1
7 Electric plug body Urea/phenol formaldehyde 1 3

Plastic blister packaging Polythene, PVC, PET 1
Knife handle Phenol formaldehyde, ABS 1
8(a) Chipboard 1
8(b) Very small particles of scrap/wood chips 1 2

With an adhesive 1
Not sawdust. Ignore references to recycled wood
8(c) Cost 1
© UCLES 2017 Page 2 of 6

PUBLISHED
9(a) 1.5–3 mm. Do not accept ranges of thicknesses. 1
9(b) Two methods of permanent joining: brazing [soldering], welding, riveting 2

Not pop rivets, epoxy resin
10(a)(i) Stainless steel, mild steel 1
10(a)(ii) Aluminium, brass, copper 1
10(b) Base fitted: to collect crumbs, add rigidity to rack, stability 2

Prevent scratches to surfaces, pick up more easily
Not wider surface area.

PUBLISHED
Section B
11(a) Two good design features include: angled for comfort [ergonomics], storage 2
unit useful, ledge prevents pens/pencils/paper sliding off, rounded corners for
safety
11(b) Board plywood, faced chipboard only, MDF, 1 4

Blockboard, Laminboard, not chipboard
Storage unit PVC, ABS, HIPS, acrylic polystyrene 1
Ledge accept any suitable named hardwood 1
Support mild steel, stainless steel, aluminium, not steel 1
11(c)(i) Power saw: jig saw, circular saw 1
11(c)(ii) No trailing leads, no loose clothing, long hair tied back, work secured, 1
face mask, safety of hands, ear defenders
Not goggles, gloves
11(d)(i) Two features of mould design: draft angle, rounded edges/corners, no 2

undercuts
Not vent holes
11(d)(ii) If the plastic is overheated = 1 it will melt = 1 2

If the plastic is not hot enough = 1 it will not form to the mould = 1
Plastic can be moulded to the shape of the former = 1
Plastic is made soft = 1
11(e)(i) The drawing board is only 15mm thick and the metal rod would not be secure 2
or the holes would wear and the support work loose.
Additional blocks provide a thicker material to provide deeper holes
Makes more stable/stronger
Hole will be visible
11(e)(ii) Metal rod bent: 3

Held in vice or clamped to a bench 1
Vice, former or anvil around which the rod can be bent 1
Method of force hammer and scrap wood or mallet 1
Not hammer on its own
11(f) Practical method: 6

Angled 1
Stable and secure 0–2
Named materials 1
Constructions 0–2
Total redesign of board = max 3
11(g) Portable sander benefits: faster than by hand, more even pressure 2
exerted.
Produces a smooth surface, removes marks and scratches.

PUBLISHED
12(a) Two reasons include: easily formed, self-coloured, durable outdoors, 2

waterproof, easily cleaned, corrosion resistant, windproof
Not self-finishing.
12(b) Hole saw 1
12(c)(i) Hegner saw or equivalent, scroll saw, band saw, jig saw 1
12(c)(ii) Half-round file, round [rat tail] file, spokeshave, scraper, bobbin sander 1
12(c)(iii) Safety glasses, goggles, eye protection, no loose clothing, long hair tied 1
back, finger safety
12(d) Sketch showing: butt joint glued and pinned/screwed, dowel, half-lap, 3
dovetail, finger, biscuit
Award use of adhesive 1

Technical accuracy of joint 0–2
Not mitre joint, hot glue gun
12(e)(i) Two items of equipment: chinagraph pencil, marker pen, wax pencil, 2
crayon, pencil on protective paper, felt-tip pen.
Not scriber
12(e)(ii) lower acrylic in vice, support behind acrylic while sawing, fine tooth blade, 2
speed of sawing, clamping/securing acrylic.
Award 1 mark for 1 point and 1 mark for additional description OR

Award 2 marks for 2 separate points.
12(f) Method of shaping roof: 3 stages: 3 4

Heat plastic in oven, hot air ‘gun’ use of former over which to shape
acrylic
Method of retention
Technical accuracy of stages/equipment used 0–1
12(g)(i) Two features of mould include draft angle, smooth surfaces, radiused 2
edges/corners, no undercuts
12(g)(ii) Vacuum forming process involves numerous stages: 6
Position mould on platen, clamp plastic to machine, heat plastic, test for
flexibility, lift platen into plastic, turn on blower to suck out air, lower platen,
leave to cool, trim edges of plastic, finish edges appropriately
Award 1 mark for 6 specific stages

PUBLISHED
13(a) MDF, plywood, chipboard, blockboard, laminboard 1
13(a)(ii) Reason for choice: durable, hardwearing, stable, references to recycled 1

materials, cheaper than...[qualified], MDF [only] low risk of splinters
Not cheap.
13(b)(i) Suitable joint: mortise and tenon, dowel, bridle named 1 4

Technical accuracy of joining method 0–3
Not butt joint, screwed joint, mitre joint
Must be in correct orientation/proportion for maximum marks
13(b)(ii) Support joined using screws/KD fitting/nuts and bolts, brackets 1 3

technical accuracy of details provided 0–2
13(c)(i) Medium grade glasspaper: used to clean hardwood and remove small 4
scratches and marks 1
Fine grade glasspaper: used after medium grade to produce an even

smoother finish 1
Progression through 2 grades of glasspaper
Damp cloth: used to remove dust following glasspapering 1
Cork block: used to wrap glasspaper around to provide more even

pressure 1
13(c)(ii) Polyurethane varnish is hardwearing, tough, easily cleaned, stain resistant, 2

durable, gives protection, attractive/aesthetic, waterproof/resistant.
13(d)(i) Length of computer desk top dependent on items to be positioned on the top, 1
anthropometric measurements
13(d)(ii) Height of desk dependent on seat height of user 1
13(e) Drawer supported under desk top and made to slide in and out 6
Use of runners, rebates or grooves for drawer to run on and be

supported 0–2
Award 0–2 for practical idea
Joined to supports = 1 mark
Two important sizes 0–2
Details of materials and constructions used 0–2
13(f) Two drawbacks: some methods of construction may not be as durable, parts 2
sometimes missing, limited consumer skill, difficult instructions, tools not
available.
References to strength of materials and/or constructions must be qualified

otherwise 0 marks.


MARK SCHEME
Maximum Mark: 50
Published
Teachers.
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

PUBLISHED
Section A
1 bench hook G cramp vice bench stop 4×1 4
2 Mask – accept any dust related or toxic related process 1 2

Gloves – accept any heat or chemical related process 1
Must be a specific process: e.g. using a sanding disc, welding
3 SMA – heated 1
4(a) solid wood boards not available in required width 1
4(b) end grain inverted on 2. 1 2

end grain on 3 should match that shown on 1 1
4(c) sash, F cramps 1
5 stainless steel cast iron aluminium 3×1 3
6 Completed drawing of chamfer 1 2

Completed drawing of bevel 1
7(a) screws, nuts and bolts 1 1
7(b) acrylic cement, plastic welding [not welding], rivet 1 1
8 tongue and groove 1

PUBLISHED
9(a) casting, die casting 1
9(b) aluminium, zinc 1
10 Award 1 mark for completed drawing and 1 mark for correct use 4×1 4

PUBLISHED
Section B
11(a)(i) Softwood: pine, red deal, whitewood, parana pine, yew 1 2

Manufactured board: plywood, chipboard, blockboard, MDF 1
11(a)(ii) Benefit: more efficient use of materials, quicker manufacture, 1

less waste, can be produced more cheaply
11(b) Two ways of making top durable: apply hardwearing finish: polyurethane 2
varnish, lacquer or paint, apply plastic laminate 2×1
11(c)(i) Counterbored hole: 3

diameter for screw head 1
diameter for screw shank 1
appropriate depths 1
Countersink = 1–2 max
11(c)(ii) Use of recognised KD fitting 1 3

Correct position 1
11(d)(i) Two benefits: speed, repetitive accuracy, no need for preparatory marking 2
could keep drill vertical 2×1
11(d)(ii) jig located against end of rail in one direction 1 4

jig located against end of rail in two directions 1
holes positioned correctly 1
additional explanatory notes 1
11(e)(i) drill hole in area to be removed 1 4

insert saw blade [vibro saw] router 1
use of file 1
glasspaper to smooth edges 1
Do not reward marking out stage
11(e)(ii) practical idea 1 4

some form of lipping to prevent container falling through top 1
materials and constructions used 0–2

PUBLISHED
12(a) Two items include: various dimensions of cycle; e.g. diameter of seat post, 2
distance from wall, height off ground, parts of bike to be supported,
consumer research
Accept any genuine item. 2×1
12(b) Suitable joint: dowel, housing, M and T named 1 4

Accuracy of completed joint drawn 0–3
Butt joint pinned and glued maximum 3 marks
12(c)(i) 4
2 bend lines 2×1

1 slot 1
2 shaped ends 1
12(c)(ii) Two advantages: non-ferrous metal does not rust, easier to bend to shape 2
2×1
12(d)(i) drill hole/s for slot diameter/use of round file 1 4

use of tin snips, shears to remove waste 1
use of file/emery cloth/wet and dry paper to smooth edges 1
technical accuracy 1
Do not reward marking out stage
12(d)(ii) sheet metal held between folding bars, scrap wood 1 3

secured in vice 1
use of mallet, hammer and scrap wood to bend to shape 1
12(e) Method of locking: some form of nut and bolt [principle], bolt/rod 0–2 3
details of type of head method of tightening 0–1
12(f) Method includes the use of pins or slots into which the straps 3
could be hooked over/through
Award 0–3 dependent upon accuracy of a practical modification 0–3

PUBLISHED
13(a) Accept any three sensible specification points, including: 3

references to safety in terms of shape, size, finish, appealing in terms of
movement, tip up feature, possible use of colour 3×1
13(b)(i) Four stages woodturning: 4

Set up procedure on lathe including diagonals, saw cut, removal of corners.
Turning using gouge/scraper, check diameter with calipers, sanding smooth,
parting tool/saw off wheel 4×1
OR
Four stages injection moulding:
Granules fed into hopper, rotating screw takes granules into heating
chamber where it is melted, hydraulic pressure moves the ram to force the
molten plastic into the mould, allows to cool. 4×1
13(b)(ii) Some form of axle 1 3

Method of securing axle to base of lorry/wheel 1
Free to rotate 1
13(c) Shape of mould: inverted shape of hopper 0–2 4

Rounded corners/edges 1
Draft angles 1
13(d) Practical method of tipping includes use of pivots/pins/supports/hinges at 6

back of hopper
Award 0–3 for practical method 0–3

Award 0–3 for details relating to appropriate use of materials and
constructions 0–3
13(e)(i) Paint makes toys appealing/attractive. Colour used as the focus of a toy; 1
e.g. shape sorting, counting, jig saws 1
13(e)(ii) Use of varnish to enhance the appearance by showing off features of the 1
wood 1
13(f) Benefits to manufacturer: when moulds [tools] have been produced and set 3
up volume production can be quick and therefore profits can be made.
Wood-based materials often require fabrication which can be costly in terms
of materials and their construction.
Award 0–3 dependent on quality of explanation.

Cambridge Assessment International Education

MARK SCHEME
Maximum Mark: 50
Published
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
components.

0445/31 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2017
1 Three safety features: hardwearing materials, strong joints, no sharp 3

corners/edges,
no ‘trapping’ places, appropriate sizes for key parts- handlebars, footrest,
brake, grips on handlebars, footrest.
Accept any sensible safety feature. 3×1
2 Cold chisel: cutting sheet metal 1 2

Bevel-edge chisel: cutting joints in wood 1
3 Award 0–2 dependent on technical accuracy 2

Award 1 mark for shape of blade.
Award 1 mark for back drawn.
4 Alloy 1
5 F E C H 4×1 4
6(a) Polyethylene, polythene, polyether terephthalate 1
6(b) plastics are non-biodegradable, some plastics cannot be recycled [easily] 1

give off toxic fumes when burnt, pollution, decompose extremely slowly
8 Non-ferrous is a metal that does not contain iron 1 2

Alloy is a mixture of two or more pure metals 1

PUBLISHED 2017
9 Advantage: convenient, quick to use, precise placement of adhesive 1 2

glue dries quickly.
Disadvantage: not very strong, possible danger with heat from gun 1
10 Fastening device: nut [hexagonal] [lock] 1 4

Method of tightening: spanner, wrench, socket 1
Fastening device: wing nut 1

Method of tightening: fingers 1
11(a) Thermoplastic: acrylic, ABS 1 4

Thickness: 3–5 mm 1
Ferrous metal: mild steel, stainless steel 1
Thickness: 1.5–2.0 mm 1
11(b)(i) Thermoplastic: marker pen, chinagraph pencil, pencil on paper covering 1
11(b)(ii) Ferrous metal: scriber 1
11(c)(i) Bending thermoplastic: 3

strip heater/line bender/hot air gun 1
use of former 1
method of retention 1
11(c)(ii) Bending ferrous metal: 3

use of former 1
method of force: mallet or hammer and scrap wood 1
11(d)(i) Join thermoplastic using acrylic cement, ‘Tensol’ 1 3

Apply to surface and join 1
Apply pressure, weight or clamping 1
Award 1 mark if safety consideration is stated
Join ferrous metal using epoxy resin or by brazing

Epoxy resin: mix equal amounts hardener and resin 1
Mix thoroughly and apply 1
or
Brazing: clean/prepare joint 1

Apply flux and heat 1
Apply brazing rod/spelter to joint 1
Award marks for other intermediate relevant stages

PUBLISHED 2017
11(d)(ii) Practical method: use of additional ‘clips’, cut out slots and ‘lugs’ 3
Award 0–3 dependent upon technical accuracy
11(e)(i) Self-finished means no applied finish 1 2

The material can be cleaned and buffed to a high quality 1
11(e)(ii) Heat metal in an oven 1 3

Plunge metal into tank of ‘fluidised’ polythene 1
Reheat metal to produce an even finish 1
11(f) Two benefits: less material used means lower costs 1 2

fewer processes means quicker production [more profit] 1
12(a)(i) Wide variety of hardwoods available for choice. 1

Award 1 mark for any recognised hardwood that could be used for the
sign.
12(a)(ii) A variety of saws could be used to cut out each area A B C 3

Award 1 mark for a different appropriately named saw for each area
including: Hegner, vibro, band, jig, tenon, coping saws.
12(a)(iii) Use of glasspaper, different grade/s, cork block, cloth to remove dust. 2
Award 0–2 dependent details provided.
12(a)(iv) Suitable finish: [polyurethane] varnish, shellac, wax, lacquer, various 1

oils/stains
How to achieve a high quality finish: brush strokes along the grain, no 2
runs or drips, brush not overloaded.
For oils: use of cotton wad, appropriate amount of oil onto wad,
appropriate action onto surface of wood. 0–2
12(b) Some form of bracket attached to the back of the clock with provision for 5
fixing to wall.
Not visible from front 1
Award 0–2 dependent upon accuracy of practical idea. 0–2
Materials and constructions 0–2
12(c) Stand with stable base [solid or legs] Practical idea. 0–2 8
Method of joining sign to stand 0–2
Two important sizes 2×1
Named materials and constructions: 0–2
12(d) CAD used to model different font styles, size and spacing, colour. 3
CAD allows for on-screen modelling, trialling before manufacture.
Award 0–3 for any practical knowledge of using CAD.

PUBLISHED 2017
13(a) ash 1
13(b) Edge/butt joint, tongue and groove, dowel or biscuit joint process 0–1 6
Preparation: wood held in vice, edges planed 0–2
Gluing and clamping 0–2
Technical accuracy 0–1
13(c) Suitable joint: dowel, M&T named 1 4

Award 0–3 dependent on technical accuracy 0–3
13(d) Use of coping saw, Hegner saw or equivalent, band saw 1 3
Use of files/glasspaper to make smooth 1
Technical accuracy: wood held securely, correctly named file 1
13(e)(i) Accept saw tooth or forstner bit 1
13(e)(ii) Wood should be shown on top of scrap wood 1 3

Securely clamped in position 1
13(f) Application of some form of non-slip material. 2

Award 0–2 dependent on technical quality of description.
13(g)(i) polypropylene 1
13(g)(ii) injection moulding, rotational moulding 1
13(g)(iii) Wooden stool more expensive than plastic stool: 3

More materials used, more constructional process take longer to produce
Longer production times means greater costs compared to speed of
production of plastic stool.
Award 0–3 dependent on quality of explanation and points made.


MARK SCHEME
Maximum Mark: 50
Published
Teachers.
components.

PUBLISHED 2017
Section A

Top and bottom plies =1
Strips shown correctly =1
Blocks drawn on 2 edges =0
2(a) cast iron. 1
2(b) hard, hardwood, hardwearing. Not durable 1
3 temperature 1
4(a) injection moulding, blow moulding 1
4(b) mild steel will rust when in contact with water 1 2

galvanising mild steel prevents rusting 1
4(c)(i) A 1
4(c)(ii) injection moulding is a quick process, fewer processes, mould can be 1

reused, whereas B would require fabrication of parts taking longer to make
and involve more material
5 Award 0–2 dependent on technical accuracy. 2

2 curved legs = 2
with points = 1 only
6 Joining acrylic 4
Danger – flammable, toxic fumes, irritant to skin 1
Prevention – ventilation, wear gloves, barrier cream, mask [any form
accepted] 1
Pouring molten aluminium

Danger – ‘spitting’ of hot metal, spillages 1
Prevention – wear visor, gauntlets, leather apron, overshoes 1
Must be specific equipment

PUBLISHED 2017
7 A diameter/gauge of thread 1 3
B length/height of screw 1
C type of head/countersink head. Not type of screw 1

Tongue = 1
Groove = 1
Award 1 mark for separate tongue
9(a) to dry out wood, remove moisture, to minimise shrinkage/warping/rotting 1

Minimise attack from woodboring insects
9(b) kiln, artificial 1
10 phenol formaldehyde 1 2
nylon 1

PUBLISHED 2017
Section B
11(a) The types of [suitable] outdoor materials and finishes,, constructions, 3

appropriate dimensions to consider, the sizes of car ‘boots’, space saving
devices to make the table compact 3×1
11(b)(i) mild steel, aluminium 1
11(b)(ii) two heat processes: soldering or brazing, welding 2

Aluminium: award 1 mark only for welding.
Award 2 marks for 2 different types of welding. 2×1
11(c) Plastic laminate: heatproof, stainproof, waterproof, attractive, easier to 2

clean. 2×1
11(d)(i) Some form of hinge or pivot method 0–2 4

Use of hinge or similar method shown without description 1
Clear sketch [and name if appropriate] 2
Details of materials, fittings and constructions 0–2

Named material/s 1
Fittings/constructions:
e.g. award 1 mark for stating screws, named, braze 1
11(d)(ii) Some form of ‘catch’/bracket to support end frames 0–2 4

Accurate sketch showing method clearly 2
Materials named 1
Fittings and constructions named 1
11(e) Method to remain level 0–3 5

some form of adjustment to legs/‘telescopic’ principle 1
method of locking/securing 1
details of rods, pins, screws, nuts and bolts 1
Details of materials, fittings and constructions 0–2

e.g. length of rod/pin, types of head of screw, named materials
12(a)(i) Sliding bevel evident in sketch 0–1 2

Correct position of sliding bevel 0–1
12(a)(ii) Wide variety of saws: tenon, coping, jig, band, Hegner or equivalent 1
12(a)(iii) Jack, smoothing plane, block 1
12(b)(i) Nail: round wire, round, oval, panel pin 1
12(b)(ii) Outdoor adhesive: PVA, Cascamite. Accept any appropriate trade names 1 2
Not superglue or Araldite [epoxy resin]
Time to set must correspond with named adhesive 1

PUBLISHED 2017
12(c) Suitable hinge: butt or piano 4

Award 0–3 dependent on technical accuracy of sketch of hinge 0–3
Correctly named 1
12(d)(i) acrylic held securely in vice or clamped to bench 1 3

use of coping saw, Hegner saw or equivalent, band saw 1
use of files to make flat and smooth 1
12(d)(ii) acrylic window fitted by means of grooves or applied beads 4

Constructional details: tools used, sizes, processes involved 0–2
12(e) Method of attachment: some form of screw thread and nut to fasten parts 3
together
Award 0–3 dependent on technical accuracy
Award max. 0–2 for simple bend dependent on added notes
Award 1 mark for simple ‘stop’
Award 1 mark for details of ‘stop’: e.g. method of fixing to rod
Award 1 mark for details of materials
12(f) Problems include: climate [heat, cold, wet, wind], theft, vandalism 4
Solutions include: weather resistant materials, protective finishes, secure

mounting of products and ‘vandal proof’/tough/durable materials
Award 1 mark for any sensible problem identified and award

1 mark for any practical solution. 4×1
13(a) MDF is more stable, cheaper, readily available, larger sheets, easier to 2
cut/work
Not lighter in weight 2×1
13(b)(i) Quicker, easier, accurate, repetitive accuracy 1
13(b)(ii) Coping, band, jig, Hegner or equivalent 1
13(b)(iii) Half-round file, round/rat tail file. Must be specific name 1
13(c)(i) positions drawn along centre of thickness 1 3

accept holes drawn in appropriate position
positions for centres 20–50 mm in from each edge 1
dimensions noted on drawing 1
13(c)(ii) Ø6 or Ø9 dowel 1
13(c)(iii) chamfer: to help guide the dowel into the hole 1 2

Grooves: to provide space for the glue 1

PUBLISHED 2017
13(c)(iv) template + 2 inaccurately drawn holes shown 1 4

template + 2 accurate holes shown 2
template + 2 accurate holes shown with location in one direction 3
template + 2 accurate holes shown with location in two directions 4
13(c)(v) Quality of explanation of use 0–2 2
13(d) Use of drill to drill out one or more holes 1 4

Use of piercing saw or Hegner [with metal cutting blade] to cut out 1
Use of files to achieve shape 1
Correctly named tools 1
13(e) MDF is unattractive without some form of opaque ‘covering’. 2

Paint used can be colourful and vibrant 1
Clear varnish would not hide the unattractive surface 1
13(f) Self-assembly products popular: 2

Can be collected and transported immediately, self-satisfaction of
assembling correctly, wide range of purpose built products, good value for
money/generally cheaper than some ready-assembled products 2×1


MARK SCHEME
Maximum Mark: 50
Published
Teachers.
components.

PUBLISHED 2017
1 Three safety features: hardwearing materials, strong joints, no sharp 3

corners/edges,
no ‘trapping’ places, appropriate sizes for key parts- handlebars, footrest,
brake, grips on handlebars, footrest.
Accept any sensible safety feature. 3×1
2 Cold chisel: cutting sheet metal 1 2

Bevel-edge chisel: cutting joints in wood 1

Award 1 mark for shape of blade.
Award 1 mark for back drawn.
4 Alloy 1
5 F E C H 4×1 4
6(a) Polyethylene, polythene, polyether terephthalate 1
6(b) plastics are non-biodegradable, some plastics cannot be recycled [easily] 1

give off toxic fumes when burnt, pollution, decompose extremely slowly
8 Non-ferrous is a metal that does not contain iron 1 2

Alloy is a mixture of two or more pure metals 1

PUBLISHED 2017
9 Advantage: convenient, quick to use, precise placement of adhesive 1 2

glue dries quickly.
Disadvantage: not very strong, possible danger with heat from gun 1
10 Fastening device: nut [hexagonal] [lock] 1 4

Method of tightening: spanner, wrench, socket 1
Fastening device: wing nut 1

Method of tightening: fingers 1
11(a) Thermoplastic: acrylic, ABS 1 4

Thickness: 3–5 mm 1
Ferrous metal: mild steel, stainless steel 1
Thickness: 1.5–2.0 mm 1
11(b)(i) Thermoplastic: marker pen, chinagraph pencil, pencil on paper covering 1
11(b)(ii) Ferrous metal: scriber 1
11(c)(i) Bending thermoplastic: 3

strip heater/line bender/hot air gun 1
use of former 1
method of retention 1
11(c)(ii) Bending ferrous metal: 3

use of former 1
method of force: mallet or hammer and scrap wood 1
11(d)(i) Join thermoplastic using acrylic cement, ‘Tensol’ 1 3

Apply to surface and join 1
Award 1 mark if safety consideration is stated
Join ferrous metal using epoxy resin or by brazing

Epoxy resin: mix equal amounts hardener and resin 1
Mix thoroughly and apply 1
or
Brazing: clean/prepare joint 1

Apply flux and heat 1
Apply brazing rod/spelter to joint 1
Award marks for other intermediate relevant stages

PUBLISHED 2017
11(d)(ii) Practical method: use of additional ‘clips’, cut out slots and ‘lugs’ 3
Award 0–3 dependent upon technical accuracy
11(e)(i) Self-finished means no applied finish 1 2

The material can be cleaned and buffed to a high quality 1
11(e)(ii) Heat metal in an oven 1 3

Plunge metal into tank of ‘fluidised’ polythene 1
Reheat metal to produce an even finish 1
11(f) Two benefits: less material used means lower costs 1 2

fewer processes means quicker production [more profit] 1
12(a)(i) Wide variety of hardwoods available for choice. 1

Award 1 mark for any recognised hardwood that could be used for the
sign.
12(a)(ii) A variety of saws could be used to cut out each area A B C 3

Award 1 mark for a different appropriately named saw for each area
including: Hegner, vibro, band, jig, tenon, coping saws.
12(a)(iii) Use of glasspaper, different grade/s, cork block, cloth to remove dust. 2
Award 0–2 dependent details provided.
12(a)(iv) Suitable finish: [polyurethane] varnish, shellac, wax, lacquer, various 1

oils/stains
How to achieve a high quality finish: brush strokes along the grain, no 2
runs or drips, brush not overloaded.
For oils: use of cotton wad, appropriate amount of oil onto wad,
appropriate action onto surface of wood. 0–2
12(b) Some form of bracket attached to the back of the clock with provision for 5
fixing to wall.
Not visible from front 1
Award 0–2 dependent upon accuracy of practical idea. 0–2
Materials and constructions 0–2
12(c) Stand with stable base [solid or legs] Practical idea. 0–2 8
Method of joining sign to stand 0–2
Two important sizes 2×1
Named materials and constructions: 0–2
12(d) CAD used to model different font styles, size and spacing, colour. 3
CAD allows for on-screen modelling, trialling before manufacture.
Award 0–3 for any practical knowledge of using CAD.

PUBLISHED 2017
13(a) ash 1
13(b) Edge/butt joint, tongue and groove, dowel or biscuit joint process 0–1 6
Preparation: wood held in vice, edges planed 0–2
Gluing and clamping 0–2
Technical accuracy 0–1
13(c) Suitable joint: dowel, M&T named 1 4

13(d) Use of coping saw, Hegner saw or equivalent, band saw 1 3
Use of files/glasspaper to make smooth 1
Technical accuracy: wood held securely, correctly named file 1
13(e)(i) Accept saw tooth or forstner bit 1
13(e)(ii) Wood should be shown on top of scrap wood 1 3

Securely clamped in position 1
13(f) Application of some form of non-slip material. 2

Award 0–2 dependent on technical quality of description.
13(g)(i) polypropylene 1
13(g)(ii) injection moulding, rotational moulding 1
13(g)(iii) Wooden stool more expensive than plastic stool: 3

More materials used, more constructional process take longer to produce
Longer production times means greater costs compared to speed of
production of plastic stool.
Award 0–3 dependent on quality of explanation and points made.


MARK SCHEME
Maximum Mark: 50
Published
Teachers.
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.
IGCSE™ is a registered trademark.

PUBLISHED
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

PUBLISHED
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).
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.

PUBLISHED
1 Attractive finish, protects against corrosion, matches existing fittings 2 × 1 2
2 Screws in left, right and centre = 3. 2 screws in left and 2 screws in right = 3. 3
1 screw in left and 1 screw in right = 2. 1 screw in centre = 3.
1 screw/bolt in centre with wing nut = 2.
From the top to bottom: 3

3
countersunk, centre, twist 3 × 1
4(a) Veneers 1
4(b) laminating 1
Examples of modifications include: knurling to edge, insertion of shaped piece into top surface of handle, saw cut to 2
provide space for screwdriver blade.
5
Award 1 mark for practical idea.
Award 1 mark for notes that expand upon drawing*

PUBLISHED
6 GRP, CFRP 2 × 1 2
As work is done to the metal it becomes hard and brittle = 1 2

7
Hammer/hammering stated = 1
Grooves or applied beads in top = 1 3

8 Grooves or applied beads in bottom = 1
Depth of grooves/beads in top twice as deep = 1
9 From the top to bottom: PVC melamine polystyrene 3 × 1 3
A reach from head to fingers for comfortable access to keyboard/desk = 1 3

10 B seat height set at comfortable height appropriate for the individual = 1
C desk height appropriate for individual seated at the computer with space for legs = 1

PUBLISHED
11(a)(i) Quicker than having to draw, more accurate, repeated accuracy, no risk of damaging acrylic 1
Holding acrylic: vice, clamped down = 1 4

Named saw; coping, hacksaw, Hegner [or equivalent], band = 1
11(a)(ii)
One precaution: low in vice, well supported, use of scrap wood to protect sides = 1
Technical accuracy: terms used, accuracy of sketches = 1
Acrylic shown above strip heater/line bender, oven 0–2 4

11(b)
Method of holding: use of strips/blocks and some form of clamping 0–2
11(c)(i) HIPS, polystyrene, ABS 1
11(c)(ii) Draft angle on sides, rounded edges/corners 2 × 1 2
11(c)(iii) Quicker process because the mould can be reused and provides repetitive accuracy, less waste 2
Well-ventilated area, no naked flames, wearing of PPE [e.g. nose and mouth masks, gloves, goggles], use of barrier 2
11(d)
cream 2 × 1
File, scraper, various grades of wet and dry [silicon carbide] paper, polishing mop, buffing wheel, 3
11(e)
polishing compound 3 × 1
11(f) Recognised base 1 6

Constructional details: e.g. how the rod is inserted, grooves routed, some form of rod or ball bearings/marbles
in a groove 0–2
Named materials appropriate 1
2 important sizes 2 × 1

PUBLISHED
12(a) Top rail = 790–820 Bottom rail =820–850 2 × 1 3

Hardwood: accept any named hardwood 1
12(b) Important areas of the guitar to measure to determine sizes, number of guitars to be stored, types of guitar, which areas 3
of the guitar are suitable for holding/supporting, environment in which the stand is located 3 × 1
12(c) Stage 1: coping, Hegner or equivalent, band, Scroll, jig saws = 1 3
Stage 2: half-round, round [rat-tail] files, spokeshave, Surform tools, bobbin sander = 1
Stage 3: glasspaper, sandpaper, bobbin sander = 1
12(d)(i) Jack, smoothing, block, moulding 1
12(d)(ii) To protect the guitar from scratches 1
12(e) 3
Head: countersink = 1 = 1

Material: steel, brass, copper, stainless steel = 1
12(f) 2 holes drilled in ‘plate’ = 1 5

location on 1 side = 1, location on 2 sides = 2, location on 3 sides = 3.
Named material = 1
12(g) Practical idea: some form of ‘foot’ accurately drawn 1 3

Method of attaching ‘foot’ 1
Appropriate material 1
12(h)(i) 2 different grades means one grade will be finer to remove scratches of previous grade 1
12(h)(ii) Hardwood is used to show off its colour, grain, figure that would be covered by paint, paint could chip/scratch, paint could 1
mark guitar
12(h)(iii) Wax finish is quicker to apply, more even finish, easy to maintain, easier to apply, does not chip/flake, quicker to dry 1

PUBLISHED
Saves material if errors are made, allows faults to be seen and rectified, gives visual impression of final design, can be 2
13(a)
used as a template
13(b)(i) Mild steel, stainless steel 1
13(b)(ii) Aluminium, brass, copper, duralumin 1
13(b)(iii) From the top to bottom: try square, engineers square, odd-legs[calipers], Jenny callipers, scriber 3 × 1 3
Hacksaw limited to the depth of the frame, thin sheet can bend = 1 2
13(b)(iv)
Tinsnips provide more control = 1
2 layers shown with same grain = 1 3 layers shown with same grain = 2 3
13(c)(i)
2 layers shown with alter. grain = 2 3 layers shown with alter. grain = 3
13(c)(ii) MDF, chipboard 1
13(c)(iii) Panel pin, round wire, oval nail/brad 1
13(c)(iv) Accept a single number between 15–25 mm 1
13(c)(v) PVA, Cascamite, Synthetic resin, Gorilla glue 1
13(c)(vi) Time must correspond to named adhesive: e.g. PVA 1–4 hours, Gorilla glue 1 hour 1
1 hook/bracket/screw = 1 3
2 screw holes only [no screws shown] = 1
2 screws + 2 holes in back of holder = 2
13(d)(i)
2 screws and 2 keyholes in back of holder = 3
Added hooks/brackets and screws = 3
Additional notes to expand on drawings = 1

PUBLISHED
Lid can be hinged or ‘lift-off’ design. 5

Practical design: 0–2
13(d)(ii)
Constructional details: 0–2
Named materials: 0–1


MARK SCHEME
Maximum Mark: 50
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

0445/31 Cambridge IGCSE – Mark Scheme October/November 2018
PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
Section A
1 Round rod, bar 1 2

Hexagonal bar 1
2(a) Surform/rasp 1
2(b) The teeth have a ‘cheese grater’ shape, sharp edges, very coarse teeth 1
3 A countersink 1 3
B clearance 1
C pilot 1
4 Hard plastic: acrylic, polystyrene 1 4

Manufactured board: plywood 1
Close-grained hardwood: beech, hickory, box, maple, lignum vitae 1
Corrosion resistant metal: brass 1
5(a) Thumbscrew shown 1
5(b) Pin or spur shown 1

044
45/31 Cambridg
ge IGCSE – Marrk Scheme Octob
ber/November 2018
PUBLISHED
Qu
uestion Answer Marrks
6(a) Presss forming, plug and

a yoke 1
6(b) To loccate the male an

nd female forme
ers 1
Qu
7 Woodd: hard wearing, stable, solid, no ot easily broken 1 2

Plastiic: colour will not chip, lightweigh
ht, moulded sha apes safe, comfo
ortable, water resistant, easily clleaned 1
Qu
8(a) Hardb
board corner pla
ate in correct possition [not inside
e frame] 1
8(b) Metall fastener in corrrect position 1
Qu
9 7.00 7.74 1 3
0.50 1
0.24 1

PUBLISHED
10(a) Polishing metal or plastic 1
10(b) Two safety precautions other than safety glasses: 2

hold work piece correctly, hair tied back, no loose clothing, fingers away from wheel, face mask 2 × 1

PUBLISHED
Section B
11(a) 4
Part Number Length × width × thickness Material
reqd.
Veneered
Top 1 450 × 350 × 19 chipboard
332 – 391 × 300 – 330 × 19 Veneered
Shelf 2
chipboard
481 – 486 × 350 × 19 Veneered
End 2
chipboard
11(b) Two advantages: cheaper, does not warp/shrink, more readily available, accept environmental advantages, large sheets 2
2 × 1
11(c) Component named: castor, skid 1 3

Sketch 0–2 dependent on technical accuracy 0–2
11(d) KD fitting: corner/modesty block drawn [Accuracy] 0–2 4

Appropriate number: maximum three under shelf
Method of fixing to unit 1
11(e) Solid lipping appropriate width and thickness shown 1 3

Method of fixing: use of adhesive or pin and glue 1
If iron-on lipping is used award one mark maximum
11(f) Practical idea: some form of ‘tidy’ clearly drawn 0–2 5

Position of modifications clearly shown 1
Details of materials, constructions and fittings 0–2
11(g) Method includes addition of a rail, back or ‘tray’: practical idea 0–2 4
Details of materials, constructions and fittings [screws, dowels, nails and use of an adhesive] 0–2

PUBLISHED
12(a) Two items of research: sizes of headphones weight of headphones, existing designs, location. Accept individual 2
dimensions for lead, width of headphone, depth, etc. 2 × 1
12(b) Two reasons: to check sizes, appearance, does it work, cheaper than making a mistake using acrylic, use as a 2
template/development [net] 2 × 1
12(c)(i) Use of a line bender, strip heater or heat gun 1 4

Appropriate former 1
Method of retention 1
12(c)(ii) Acrylic is a smart material because: 2

it can return to its original shape 1
when reheated 1
12(d)(i) Acrylic cement would be applied to both parts of the joint 1 2

The joint is clamped securely while the cement sets 1
Accept clamp together and apply cement along edge relying on capillary action
12(d)(ii) Two safety precautions: well-ventilated room, no naked flames, protective gloves worn, face mask worn, avoid contact with 2
skin 2 × 1
2(e)(i) Suitable joint: mortise and tenon, biscuit or dowel named. Not butt 1 4
Award 0–3 for sketch dependent on clarity and technical accuracy 0–3
2(e)(ii) Template/pattern 1
2(e)(iii) Two saws: coping saw, Hegner saw, scroll saw or equivalent, band saw, jig saw 2 × 1 2
2(f) Some form of bracket, rods, box, recessed back, added base or other relevant solution 4
Practical modification [0–2]
Details of materials, sizes, constructions [0–2]

PUBLISHED
13(a) Reason: difficult to clean surfaces after gluing, quicker, more efficient 1
13(b) Benefit: attractive appearance, does not corrode, easily cleaned, self-finished, covers chipboard edges 1
13(c)(i) Hardwood shelf needs allowance for movement 1 2

If no allowance is provided it could split 1
13(c)(ii) Some form of slot screw 0–2 2
13(d)(i) Sawing jog: 6

Method of holding/securing wood while sawn 0–1
Accurate sawing to length 0–2
Ease of use 0–1
Materials and fittings used 0–2
13(d)(ii) Mortise and tenon, dowel, corner bridle, corner halving named 1 4
Butt joint: for three marks butt must be pinned or screwed and glued
13(d)(iii) Three tools must relate to joint drawn in previous part (i) even if joint is inappropriate. 3
Do not accept marking out tools.
Examples include: tenon saw, coping saw, bevel edge chisel, mortise chisel, mallet, drill, dowel jog 3 × 1
13(e) One functional improvement to A: 2

lipping applied above shelf level to prevent item falling off, edges radiused to relieve sharp edges, fill in triangular brackets
to add strength, method of fixing shelf to bracket allows for movement, additional rail under shelf
13(f) Design A more expensive than Design B 2

More constructions means more labour time, therefore greater expense
Hardwood shelf more expensive than manufactured board shelf
OR
Design B is more expensive because of cost of stainless steel and welding processes involved

PUBLISHED
13(g)(i) Benefit to consumer: cheaper than pre-assembled products, self-satisfaction, compact, easy to transport, provides practical 1
experience
13(g)(ii) Benefit to manufacturer: takes up less storage, cheaper to manufacture, costs reduced 1



Section A
1 (a) (i) Length shown along whole of screw (1)
(ii) Length shown from under round head (1) [2]
(b) Gauge is the diameter of the screw thread [1]
2 (a) Acrylic, ‘perspex’, polystyrene, ABS [1]
(b) Two properties: easily moulded to shape, weather resistant, inherent colour,
durable, lightweight, transparent, translucent (2 × 1) [2]
3 Completed drawing of G cramp.

4 Plane off sharp edges using a plane/Surform/rasp/file (1)

Finish with glasspaper (1) [2]
Use of router with appropriate shaped cutter (0–2)
5 (a) Vacuum forming, injection moulding [1]
(b) For added strength and rigidity [1]
6 (a) [sand] Casting [1]
(b) Aluminium, brass, iron [1]
7 (a) Polystyrene, styrofoam [1]
(b) Two advantages: much quicker to produce, can be moulded to exact shape,
more comfortable, additional shaping not required (2 × 1) [2]
8 Completed drawing of jaws: 2 ‘vees’


9 Award 3 marks for each correct peg position (3 × 1) [3]
10 A Blowtorch (1)
B [fire] Bricks, hearth (1)
C Solder (1) [3]
Section B
11 (a) Two tools: marker pen, rule, try square (2 × 1) [2]
(b) Two precautions: correct drill speed, sheet clamped down, supported underneath (2 × 1) [2]
(c) Stages include:

Heat plastic on strip heater/line bender (1)
Shape around a mould/former (1)
Retain in position while plastic cools down (1) [3]
(d) Notes to include: plastic granules fed into hopper, a screw moves them along
the chamber, heated to make soft, forced through a die of the required shape (4 × 1) [4]
(e) Practical idea: partition of appropriate length and height shown on base (0–2)
Constructional details (0–2)
Sizes (0–1) [5]
(f) Hooks sawn to length using hacksaw and held in vice,

tenon saw and bench hook, Scroll/Hegner saw without vice (0–2)
Sawn ends filed (1) while held in vice (1) (0–2)
Hooks cemented into holes (0–1) [5]
(g) Some form of bracket attached to the wall and back of rack,
extended back folded and slotted (0–2)
Constructional details and sizes (0–2) [4]
12 (a) Figure and grain, colour, stability (2 × 1) [2]
(b) To prevent the wood from shrinking, twisting, warping [1]

(c) (i) To hide the unattractive edges and make it look like solid wood, less likely to chip [1]
(ii) Solid wood or [iron-on] veneer [1]
(d) Mortise and tenon, dowel

Completed drawing of joint: award (0–3) dependent on technical accuracy [3]
Named joint to correspond with sketch must be appropriate [1]
(e) (i) Jack or smoothing plane [1]
(ii) Leg shown at an angle in vice so that planing is horizontal

Vice drawn (1)
Leg at an angle (1) [2]
(f) Methods include: counterbored hole for screw, pocket screw, wooden button,
shrinkage plate, KD fitting, dowelled from underneath
Appropriate method (1)
Any holes through top = 0 marks
(g) (i) Stages include:

Drill hole for saw blade (1)
Cut out shape using a Scroll saw [or equivalent], jig saw (1)
Make smooth using a [small] plane, e.g. block plane and files (1)
Technical accuracy of method/sketch (0–1)
Allow router: for maximum marks details must be provided [4]
(ii) Beads along all 4 edges (1)

Pinned or screwed and glued to edges (1)
Appropriate sizes (1)
OR
Rebated edges (1)
Method of producing rebate (1)
Appropriate sizes (1) [3]
(h) Environmentally friendly:

using wood that can be replaced, reforestation, using recycled wood based materials [2]

13 (a) (i) Scriber, try square, rule, odd-legs, engineers blue (2 × 1) [2]
(ii) Three stages:

Drill hole to insert blade of abra file, jig saw, Scroll saw [with metal cutting blade],
cold chisel
Cut out waste
File flat and smooth
Award (0–2) marks for each stage shown clearly (3 × 2) [6]
(b) (i) Plastic/dip coated, [spray] painted [1]
(ii) Stages include: clean surface of metal, use of at least 2 different grit wet and dry
[silicon carbide] paper, use of polishing mop with appropriate compound [3]
(c) Stages include: use of former around which sheet metal will be shaped, held in position while
bent using a soft-faced mallet or hammer and scrapwood
Former (1)
Held in position (1)
Method of force (1)
(d) Modification to existing rack allows for quick and easy connection:
Clips, slides, overlaps (0–2)
Details of materials and sizes (0–2) [4]
(e) Modification will include some method of lifting the edges off the polished surface or will
cover the edges with a material that will not scratch, folded edges
Appropriate modification (0–2)
Details of materials and constructions (0–2) [4]
(f) Reason for limited lifetime is that DVDs will become obsolete as new technologies are
developed [1]


MARK SCHEME
Maximum Mark: 50
Published
Teachers.
components.

PUBLISHED 2018
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.
• 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
• 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.
Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.

PUBLISHED 2018
1(a) Marking gauge 1
1(b) Jack, smoothing, block 1
2 Extrusion 1
3 Dividers = 1, used to mark arcs/circles [on plastic/metal] = 1 4

Centre/dot punch = 1, make an indentation in metal before drilling = 1
4 2 slots drawn in A = 1, 2 slots drawn in B = 1, 2 biscuits drawn = 1 3
5 A urea formaldehyde B melamine C epoxy resin 3×1 3
6(a) References to turning: e.g. to hold round or hexagonal shaped metal 1
6(b) References to turning: e.g. to hold round, square or irregular shaped metal 1
7(a) Carbon fibre reinforced plastic [CFRP] 1
7(b) Good strength-weight ratio, lightweight, corrosion resistance, stiff, rigid, 2

good tensile strength, low density 2×1
8(a) Soft 1
8(b) Hard or silver 1

PUBLISHED 2018
9 Screw thread shown inserted into leg [left-to-right] =1 3

Barrel shown inserted into side of rail =1
Correct positioning/distances =1
10(a) Blow moulding, extrusion blow moulding 1
10(b) To make flat bottom a flat shape should be drawn on top of bowl shape = 1 1
11(a)(i) 4 bend lines drawn 4×1 4
11(a)(ii) Felt marker 1
11(b) Acrylic shown above strip heater/line bender or hot air gun or in an oven0–2 5
Use of a shaped former or 2 separate blocks 0–2
Technical accuracy of details 0–1
11(c) Waste removed: use of coping saw, Hegner or equivalent, Scroll, band = 1 4
Acrylic held appropriately: vice or clamped to bench =1
Rounded corners: use of flat/hand and round/rat tail or half-round files = 1
Technical accuracy of details =1
11(d)(i) Draw filing 1
11(d)(ii) Different grades means a finer grade can be used to remove the scratches 2
produced by the previous coarser grade 2×1
11(e)(i) Acrylic cement applied to both parts =1 2

Clamped using G cramps, sash cramps, vice or weights =1
11(e)(ii) Fumes given off by acrylic cement can be harmful to user 1
11(f) Practical idea: additional storage joined to appropriate part of holder 0–2 5
Details of appropriate processes 0–2
Technical accuracy of named tools and equipment 0–1
12(a)(i) Plywood, faced chipboard, MDF, blockboard, laminboard 1
12(a)(ii) 18–20 mm 1
12(a)(iii) Wide variety available: ash, oak, beech, mahogany, teak 1
12(a)(iv) anthropometrics 1

PUBLISHED 2018
12(b)(i) Steel rule, try square, marking gauge, mortise gauge, cutting gauge, 2
marking knife 2×1
12(b)(ii) Tenon saw, coping saw, chisel, mallet 2×1 2
12(c) Some form of added strip/blocks/brackets required 0–2 5

Processes describing methods of construction 0–2
Named adhesive 0–1
12(d)(i) Sash, bar, F, speed 1
12(d)(ii) Wide variety available: synthetic resin, PVA. Accept trade names: e.g. Evo- 1
Stik Resin W, Cascamite, Aerolite
12(d)(iii) 2 checks: joint pulled together, squareness, not in winding, removal of 2

surplus adhesive, cramps not over-tightened
12(e)(i) Advantage: no need for separate fabricated constructions, quicker =1 2

Disadvantage: wasteful of material =1
12(e)(ii) Jig saw, router 1
12(e)(iii) Check overall condition of tool before use, no trailing leads, no loose 2
clothing, work piece secure, hair tied back 2×1
12(f) Developments in flat-pack furniture design, self-assembly KD fittings, 3

social/technological trends; eg use of PCs.
13(a) Hardwood uprights: wide variety of suitable hardwoods =1 3

Metal rod: mild steel, stainless steel, aluminium, brass =1
Manufactured board: MDF, chipboard, plywood =1
13(b)(i) Benefit: gives appearance of solid wood, more attractive 1

Drawback: more easily damaged, veneer could peel off, less hardwearing
13(b)(ii) Drawback: more easily damaged, veneer could peel off, less hardwearing 1
13(c) Template with 3 holes drilled-no location =1 5

Template + 1 side located =2
Template + 2 sides located =3
Template + 2 sides + end located =4
Specific named material/s appropriate =1
13(d) Use of vice to support the metal rod =1 4

Method of force: hammer and scrap wood or mallet =1
Check correct angle of lower bend with former =1
90° angle checked against vice jaw/wooden former =1
13(e) Stages include: degrease metal if necessary. 3

Use steel wool [fine grade] or wet and dry [silicon carbide] paper [2 grades].
Use of polishing mop and appropriate compound to produce quality finish.

PUBLISHED 2018
13(f)(i) Marking and cutting gauges, marking knife, try square 1
13(f)(ii) Tenon saw, dovetail [tenon] saw 1
13(g) Threaded rod =1 4

Nut screws onto threaded rod =1
Nut inset into shelf to become hidden =1
Technical accuracy of method 0–1
13(h) Adjustable height of shelves, good use of relatively few materials, simple 2
design, straightforward to manufacture, easy to adjust height, easy to
maintain/clean 2×1


MARK SCHEME
Maximum Mark: 50
Published
Teachers.
components.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
Section A
1 Round rod, bar 1 2

Hexagonal bar 1
2(a) Surform/rasp 1
2(b) The teeth have a ‘cheese grater’ shape, sharp edges, very coarse teeth 1
3 A countersink 1 3
B clearance 1
C pilot 1
4 Hard plastic: acrylic, polystyrene 1 4

Manufactured board: plywood 1
Close-grained hardwood: beech, hickory, box, maple, lignum vitae 1
Corrosion resistant metal: brass 1
5(a) Thumbscrew shown 1
5(b) Pin or spur shown 1

044
45/33 Cambridg
ge IGCSE – Marrk Scheme Octob
ber/November 2018
PUBLISHED
Qu
6(a) Presss forming, plug and

a yoke 1
6(b) To loccate the male an

nd female forme
ers 1
Qu
7 Woodd: hard wearing, stable, solid, no ot easily broken 1 2

Plastiic: colour will not chip, lightweigh
ht, moulded sha apes safe, comfo
ortable, water resistant, easily clleaned 1
Qu
8(a) Hardb
board corner pla
ate in correct possition [not inside
e frame] 1
8(b) Metall fastener in corrrect position 1
Qu
9 7.00 7.74 1 3
0.50 1
0.24 1

PUBLISHED
10(a) Polishing metal or plastic 1
10(b) Two safety precautions other than safety glasses: 2

hold work piece correctly, hair tied back, no loose clothing, fingers away from wheel, face mask 2 × 1

PUBLISHED
Section B
11(a) 4
Part Number Length × width × thickness Material
reqd.
Veneered
Top 1 450 × 350 × 19 chipboard
332 – 391 × 300 – 330 × 19 Veneered
Shelf 2
chipboard
481 – 486 × 350 × 19 Veneered
End 2
chipboard
11(b) Two advantages: cheaper, does not warp/shrink, more readily available, accept environmental advantages, large sheets 2
2 × 1
11(c) Component named: castor, skid 1 3

Sketch 0–2 dependent on technical accuracy 0–2
11(d) KD fitting: corner/modesty block drawn [Accuracy] 0–2 4

Appropriate number: maximum three under shelf
Method of fixing to unit 1
11(e) Solid lipping appropriate width and thickness shown 1 3

Method of fixing: use of adhesive or pin and glue 1
If iron-on lipping is used award one mark maximum
11(f) Practical idea: some form of ‘tidy’ clearly drawn 0–2 5

Position of modifications clearly shown 1
Details of materials, constructions and fittings 0–2
11(g) Method includes addition of a rail, back or ‘tray’: practical idea 0–2 4
Details of materials, constructions and fittings [screws, dowels, nails and use of an adhesive] 0–2

PUBLISHED
12(a) Two items of research: sizes of headphones weight of headphones, existing designs, location. Accept individual 2
dimensions for lead, width of headphone, depth, etc. 2 × 1
12(b) Two reasons: to check sizes, appearance, does it work, cheaper than making a mistake using acrylic, use as a 2
template/development [net] 2 × 1
12(c)(i) Use of a line bender, strip heater or heat gun 1 4

Appropriate former 1
12(c)(ii) Acrylic is a smart material because: 2

it can return to its original shape 1
when reheated 1
12(d)(i) Acrylic cement would be applied to both parts of the joint 1 2

The joint is clamped securely while the cement sets 1
Accept clamp together and apply cement along edge relying on capillary action
12(d)(ii) Two safety precautions: well-ventilated room, no naked flames, protective gloves worn, face mask worn, avoid contact with 2
skin 2 × 1
2(e)(i) Suitable joint: mortise and tenon, biscuit or dowel named. Not butt 1 4
2(e)(ii) Template/pattern 1
2(e)(iii) Two saws: coping saw, Hegner saw, scroll saw or equivalent, band saw, jig saw 2 × 1 2
2(f) Some form of bracket, rods, box, recessed back, added base or other relevant solution 4
Practical modification [0–2]
Details of materials, sizes, constructions [0–2]

PUBLISHED
13(a) Reason: difficult to clean surfaces after gluing, quicker, more efficient 1
13(b) Benefit: attractive appearance, does not corrode, easily cleaned, self-finished, covers chipboard edges 1
13(c)(i) Hardwood shelf needs allowance for movement 1 2

If no allowance is provided it could split 1
13(c)(ii) Some form of slot screw 0–2 2
13(d)(i) Sawing jog: 6

Method of holding/securing wood while sawn 0–1
Accurate sawing to length 0–2
Ease of use 0–1
Materials and fittings used 0–2
13(d)(ii) Mortise and tenon, dowel, corner bridle, corner halving named 1 4
Butt joint: for three marks butt must be pinned or screwed and glued
13(d)(iii) Three tools must relate to joint drawn in previous part (i) even if joint is inappropriate. 3
Do not accept marking out tools.
Examples include: tenon saw, coping saw, bevel edge chisel, mortise chisel, mallet, drill, dowel jog 3 × 1
13(e) One functional improvement to A: 2

lipping applied above shelf level to prevent item falling off, edges radiused to relieve sharp edges, fill in triangular brackets
to add strength, method of fixing shelf to bracket allows for movement, additional rail under shelf
13(f) Design A more expensive than Design B 2

More constructions means more labour time, therefore greater expense
Hardwood shelf more expensive than manufactured board shelf
OR
Design B is more expensive because of cost of stainless steel and welding processes involved

PUBLISHED
13(g)(i) Benefit to consumer: cheaper than pre-assembled products, self-satisfaction, compact, easy to transport, provides practical 1
experience
13(g)(ii) Benefit to manufacturer: takes up less storage, cheaper to manufacture, costs reduced 1


MARK SCHEME
Maximum Mark: 50
Published
Teachers.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
Question Answer Marks Guidance
1(a) Ear defenders: power router, band saw. Accept any specific process where
there is a high level of noise.
Do NOT accept 2 same situations.
Do NOT accept: sanding wood,
drilling.
1(b) Safety glasses: drilling machine, lathework, handling dangerous chemicals, sanding 2 Accept any specific process where
machine, belt sander. 1 eye protection is vital.
2 Cross filing: quick removal of waste 1 2

Draw filing: finishing, smoothing 1
3 Award 0–3 dependent on technical accuracy. 3 Double stopped =2, stop shown on 1
Housing shown correct depth =1, stop on ‘shelf’ =1, stop on vertical side =1. piece only =1, through housing =1
4(a) 2 advantages: no grain markings, more stable, easier to shape, cheaper, smooth 2 Do NOT accept environmentally
surfaces 2×1 friendly
4(b) 2 features: draft angle, rounded edges/corners, depth of former 2×1 2 Do NOT accept air holes, heat
resistant

PUBLISHED
5(a) Die-casting 1
5(b) No restriction on mains cable length, more versatile in use, safer as no lead to trip, 1 Do NOT accept safer without
portable qualification, lighter
6 Acrylic has a flexible property that allows the material to be bent 1 2

Returns to original shape 1
7 Functional improvement: some form of ‘second’ base or applied strips to prevent the 2 Marks awarded for practical design
pens, pencils sliding about, extra compartments for equipment, handles to carry 0–2 idea clearly drawn.
Accept holes in base even if shown
same size as shown in desk tidy
Technical detail not required.
8(a) Short grain indicated clearly in 4 areas at top of rack 1
8(b) Short grain occurs in solid woods that have grain structure 1 2
Manufactured boards are constructed to minimise grain weakness 1
9 Principle/concept sound 1 3
For example: Use of lugs and plugs, inserted plates
Technical details 0–2

PUBLISHED
10(a) Checks include: measurements of wood cut to length, positions for joints, 1 Accept any valid quality control check
squareness when pinned and glued, removal of glue, parts attached securely, holes carried out during the manufacture.
in correct position
10(b) Checks include: dimensions of product after moulding, visual check for 1
blemishes/marks/imperfections, no sharp edges, holes in correct position
11(a)(i) Hardwearing, tough, close grain, does not split easily, good finish, doesn’t chip 2 Do NOT accept strong or durable,
easily, can be bent to shape, non-toxic, aesthetically pleasing 2×1 cheap, easy to work, lightweight
11(a)(ii) 3 marking out tools: steel rule, try square, engineers try square, marking knife, 3 Do NOT accept metalworking tools or
mortise/marking gauges 3×1 any form of felt tip/marker pens
11(a)(iii) Slot cut out: chisel and mallet, mortise machine or drilled holes chiselled out, 3 For example: router or mortise
plunge router, check depth of holes 2 × 1 stages machine =1
Award 1 mark for technical accuracy 1 + details can = 3 marks
11(b)(i) Brass, aluminium, copper, duralumin, gilding metal 1
11(b)(ii) Can provide an attractive clear finish that does not corrode/rust 1 Accept takes a long time to corrode
11(c) Method 1: 5
Between centres wood turning. Award 0–5 marks for each relevant detail in process
including: preparing the wood before setting up, correct set up, use of
gouges/scrapers to make round, parting off.
Method 2:
Make each disc individually by marking out a circle, cutting to shape and finishing on
disc sander, hole drilled, method of achieving identical discs
5×1
Method 3:
Use of hole saw. Accurate sketch of hole saw and mandrel 0–2,
fitted into drill 1, wood held securely 1, hole drilled and disc removed 1.

PUBLISHED
11(d) 2 advantages: quicker process [after mould has been produced], repetitive 2 Cheaper must be qualified
consistency/accuracy, smoother finish, inherent colours, less waste. 2×1 Do NOT accept easier to do
11(e) Lengths marked out 1 4 Do NOT accept dowel

Lengths cut 1
Sides joined appropriately: pin and glue, glued butt, mitre, finger, lapped 0–2
11(f) CAD: used to design the numbers on screen, change font, size, on-screen modelling, 4 Reward answers that demonstrate
data transferred/downloaded to CNC machine. 0–2 genuine knowledge of CAD-CAM.
CAM: numbers engraved into surface or applied to surface; use of specific machine Accept laser cutter = 1 mark
such as CAMM 1 vinyl cutter or CNC router set up, tool parameters. Details required re set up etc. 4 × 1
0–2
12(a) Methods of joining include: dowel, mortise and tenon, housing, biscuit, pin and glue, 3
screw from underneath base.
Appropriate construction named 1
Sketch showing constructional details 0–2
12(b)(i) Metal fitting: nut and bolt or screw drawn clearly 0–2 4 Do NOT accept rivet
2 important sizes: length, diameter of bolt or screwthread or head 2×1 Length of screw/bolt must be
minimum 35 mm
12(b)(ii) 2 benefits: attractive appearance, prevents corrosion/tarnishing, more hardwearing 2 2

×1
12(c)(i) 2 advantages: 3 mm thick plywood is more practical than solid wood, more stable, 2
stronger construction less likely to split, easier to work with 2×1
12(c)(ii) 3 mm thick plywood needs corner reinforcement: use of small blocks/strips glued to 4
the inside. Use of cloth tape, GRP, ‘laced’
Correctly named construction 1
Technical accuracy of construction shown 0–2
One added detail: for example: clamping, holding, gluing 1

PUBLISHED
12(d) 2 properties of brass: corrosion resistant, easily joined, attractive, malleable, bend to 2
shape, reflects 2×1
12(e) Cutting out the shape: use of tinsnips, guillotine 0–2 8 e.g. method of holding, securing /
Bending to shape: use of folding bars, wooden former 0–2 cutting
Soldering edges: hard silver soldering details 0–2 e.g. use of mallet, scrap wood, vice
Cleaning and finishing 0–2 e.g. type of solder, flux, blowtorch
e.g. use of wet and dry, polishing mop
and compound, Brasso.
Do NOT accept emery cloth or wire
wool
13(a)(i) Plywood, blockboard, MDF, chipboard, laminboard 1 Do NOT accept hardboard
13(a)(ii) Pine, redwood, deal, parana pine, whitewood, spruce, cedar, scots pine 1
13(b) 2 benefits: attractive finish, hardwearing, stain resistant, heat resistant, easier to 2
clean, hygienic, smooth surface, protects, no splinters, prevents scratches
2×1
13(c)(i) Adjustable height: children using table are different heights, children will grow 2 Reward any valid reasoning.
13(c)(ii) Granules fed into hopper 1 3 Do NOT accept labels without

Rotating feed screw takes the granules through heating chamber to melt 1 description.
Screw forces plastic through die 1 For maximum 3 marks the 1st stage
[granules in hopper] and the 3rd stage
[plastic forced through die] must be
noted otherwise maximum 2 marks
13(c)(iii) Adjustable positions 1 4 Accept existing ‘base’ position as 1st

Pin, peg or dowel 1 position.
Locking method 1 Method involves 2 or 3 holes drilled in
Notes provide a description of how it works 1 sleeve and 1 in leg or vice versa.

PUBLISHED
13(d) Benefit of same section softwood: quicker production 2 Award 1 mark maximum for
time ‘cheaper by buying in bulk’.
1
Justification since there is less machine setting up required 1
13(e)(i) Sketch showing 2 screws used 1 3 Ignore use of adhesive

Details of screws: length, gauge [diameter], type of head, spacing 2×1 Accept any 2 from 3 details
13(e)(ii) Sketch showing minimum of 2 dowels per rail 1 3

Details of dowels: length, diameter, spacing 2×1 Accept any 2 from 3 details
13(f) Benefits of self-assembled products to manufacturer: quicker production 2

time means less costs, lower prices available, more profits, less storage
space required 0–2
13(g) Functional improvement: lipping to top to prevent items falling off, dedicated 2 Award marks for a practical design
space/s into table top for storage, rounded corners for safety. 0–2 idea clearly communicated.


MARK SCHEME
Maximum Mark: 50
Published
Teachers.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1 Specification points include: must close automatically when foot is removed from 2 Accept any valid specification points.
pedal, attractive appearance, durable materials, easy to clean, stable in use, large Not lightweight, use
pedal for foot 2 × 1 recycled/recyclable materials.
2 Metal models: die casting 1 3 Not casting.

Plastic tubes: extrusion 1
Wooden chair: lamination, steam bending 1
3(a) To cut the fibres of the wood to prevent splitting 1
3(b) To allow for the thickness of saw blade, to leave a small amount to finish square, 1
allow tolerance for sawing, allow margin for error, allows to finish with sanding disc
4 Angle/angle iron. 3 Accept: angle iron, flat strip.

Round tube.
Flat or strip/flat strip. 3 × 1
5 At least four fingers 1 3

Equal spacing 1
Accurate drawing of projected lines to show joint 1

PUBLISHED
6 CFRP, carbon fibre, GRP, glass fibre, Kevlar, plywood, blockboard, laminboard, 2 Accept any valid composites.
MDF, hardboard, chipboard 2 × 1
7 Facing off 1 2
Parting off 1
8(a) Sash 1
8(b) To prevent damage to the hardwood strips, to distribute pressure evenly 2 × 1 2
9 Attractive, hardwearing, does not corrode when in contact with water, easy to clean, 2 Accept any valid reasons
does not mark easily, easily bent to shape 2 × 1 Durable must be qualified: will last for
years, will not deform easily.
10 Practical idea: some sort of ‘hook’ or interlocking components 0–2 3 Pegs, pins, dowels = 1mark as they
Added notes to expand on sketch 0–1 can be pulled apart.
Technical details not required.

PUBLISHED
11(a)(i) Plywood, MDF, hardboard 1
11(a)(ii) Aluminium, copper, brass, gilding metal 1
11(b)(i) Two reasons include: to drill an accurate hole, to prevent the drill from snagging, to 2 Stop it moving is too vague
prevent distortion, safety issue of board spinning 2 × 1
11(b)(ii) Saw to remove waste; use of coping, jig, Hegner, scroll, band saws 1 3 Must be hand method.
Use of files 1 Accept any other valid saw.
Use of glasspaper 1 Not laser.
11(c) Method: use of 5 mm wide mortises/added block or bracket behind clock face 0–2 3 Do not accept use of nails, screws or
Use of PVA/adhesive 1 dowels into 5 mm thick manufactured
board.
11(d) More even application, quicker, better finish, no brush strokes 2 × 1 2 Not easier.
11(e) Legs made from sheet metal cut to shape 1 5 Use of former, jig, scrap wood, mallet,
Bending metal to shape 0–2 vice
Method of joining: use of rivets, solder or epoxy resin adhesive 0–2 Use of blowtorch, flux, solder, epoxy
resin
Ignore details of heating to bend or
use of sheet metal benders.
If candidate names a non-ferrous alloy
the method of joining must be
appropriate.
11(f) Self-finished means no applied finish is added 1 2

The surface is cleaned and then buffed/polished 1
11(g) CAD: used to design the numbers on screen, change font, size, on-screen modelling, 4 Reward answers that demonstrate
CAM: numbers engraved into surface or applied to surface; use of specific machine
such as CAMM 1 vinyl cutter or CNC router, laser cutter set up, tool parameters. 0-2
11(h) Movement, sound, lights, theme linked to TV, cinema or book character 2 × 1 2 Accept any valid methods.

PUBLISHED
12(a) Reasons include: easy to bend, variety of colours available, attractive, easy to clean, 2 Not cheap, lightweight
self-finishing.
12(b) Pre-drilled hole 1 4

Cut out using coping, Hegner, scroll saw 1
Removal of waste to produce shape 1
Finishing: use of wet and dry, scraper, acrylic polish 1
12(c) Processes/details include: 4 The transfer/download of data can be

design drawings transferred/downloaded to CNC machine rewarded as part of the overall
type of CNC machine used operation.
setting up of acrylic workpiece Reward any genuine points in the
setting of machine parameters 4 × 1 overall explanation.
Types of CNC machine: miller, router,
engraver, laser cutter.
12(d) Use of strip heater, line bender, oven 1 3

Use of former or machine setting [line bender] to obtain required angle 1
12(e)(i) Method of clamping: G cramps or applied weights. 1 2

Use of scrap wood to prevent damage, distribute pressure evenly 1
12(e)(ii) Disposable gloves: because acrylic cement is an irritant 1 2 Do not accept ‘protect’ unless
Face mask: to prevent inhaling toxic fumes/splashes 1 qualified
12(f) Sketches showing: layers of wood veneers glued 1 4

Use of a former/formers 0–2
Method of clamping laminate to retain shape, including vacuum bag 1
12(g) Evaluation carried out: insert tablet, phone and remote and test accessibility, 2 Accept any valid evaluation
stability, seek third party opinion re appearance procedures.
12(h) Consumer demand due to: advances in technology, use of tablets, phones, ease of 2 Reward well-presented comments
accessibility essential, fashion trends. demonstrating an understanding of
issues.

PUBLISHED
13(a) 4 main stages should include : 5 Allow use of files for rounded edge
Mark out shape 1 only
Cut off waste using a saw 1
Make flat and smooth by means of plane/glasspaper/disc sander, linisher 1
Rounded edge could be planed, glasspapered, filed, use of router + cutter 1
Tools/equipment named 1
13(b) Safety features include: rounded edges/corners, strong materials, strong 2 Accept any valid safety features in
constructions, anthropometric considerations of height off ground, reach from seat to the design of the ride-on toy
handlebars, backrest to prevent falling backwards, no sharp/dangerous protrusions,
stability of four wheels 2 × 1
13(c)(i) To make it easier to start turning 1 2 Corners hitting the tool = 1 mark
Prevent the wood from splitting 1
13(c)(ii) Two tools include: scraper, gouge, outside calipers, glasspaper 2 × 1 2 Accept named lathe tools including
tool rest, faceplate
13(c)(iii) Two advantages: plywood more stable, no grain considerations, less likely to 2 Not cheaper, lighter
split/break 2 × 1
13(d)(i) Drilling jig matches shape of end with hole drilled 1 5 Do not accept wood-based materials
Locates against one side 1
Locates against two sides 1
Locates against three sides 1
Suitable specific material: mild/stainless steel, wide range of non-ferrous metal 1
13(d)(ii) Clearance hole larger than axle shown or stated 1 3 Axle is glued into wooden part B
Free rotation: use of washer, bearing, ball race 1 Axle can be made from wood or metal
Method of retention: ‘star’ washer, ‘cap’ 1
13(e)(i) Injection moulding, blow moulding 1
13(e)(ii) Soldering, brazing, welding 1 Do not accept adhesives
13(e)(iii) Paint, dip-coated plastic, electroplating. 2 × 1 2 Do not accept lacquer


MARK SCHEME
Maximum Mark: 50
Published
Teachers.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a) Ear defenders: power router, band saw. Accept any specific process where
there is a high level of noise.
Do NOT accept 2 same situations.
Do NOT accept: sanding wood,
drilling.
1(b) Safety glasses: drilling machine, lathework, handling dangerous chemicals, sanding 2 Accept any specific process where
machine, belt sander. 1 eye protection is vital.
2 Cross filing: quick removal of waste 1 2

Draw filing: finishing, smoothing 1
3 Award 0–3 dependent on technical accuracy. 3 Double stopped =2, stop shown on 1
Housing shown correct depth =1, stop on ‘shelf’ =1, stop on vertical side =1. piece only =1, through housing =1
4(a) 2 advantages: no grain markings, more stable, easier to shape, cheaper, smooth 2 Do NOT accept environmentally
surfaces 2×1 friendly
4(b) 2 features: draft angle, rounded edges/corners, depth of former 2×1 2 Do NOT accept air holes, heat
resistant

PUBLISHED
5(a) Die-casting 1
5(b) No restriction on mains cable length, more versatile in use, safer as no lead to trip, 1 Do NOT accept safer without
portable qualification, lighter
6 Acrylic has a flexible property that allows the material to be bent 1 2

Returns to original shape 1
7 Functional improvement: some form of ‘second’ base or applied strips to prevent the 2 Marks awarded for practical design
pens, pencils sliding about, extra compartments for equipment, handles to carry 0–2 idea clearly drawn.
Accept holes in base even if shown
same size as shown in desk tidy
Technical detail not required.
8(a) Short grain indicated clearly in 4 areas at top of rack 1
8(b) Short grain occurs in solid woods that have grain structure 1 2
Manufactured boards are constructed to minimise grain weakness 1
9 Principle/concept sound 1 3
For example: Use of lugs and plugs, inserted plates
Technical details 0–2

PUBLISHED
10(a) Checks include: measurements of wood cut to length, positions for joints, 1 Accept any valid quality control check
squareness when pinned and glued, removal of glue, parts attached securely, holes carried out during the manufacture.
in correct position
10(b) Checks include: dimensions of product after moulding, visual check for 1
blemishes/marks/imperfections, no sharp edges, holes in correct position
11(a)(i) Hardwearing, tough, close grain, does not split easily, good finish, doesn’t chip 2 Do NOT accept strong or durable,
easily, can be bent to shape, non-toxic, aesthetically pleasing 2×1 cheap, easy to work, lightweight
11(a)(ii) 3 marking out tools: steel rule, try square, engineers try square, marking knife, 3 Do NOT accept metalworking tools or
mortise/marking gauges 3×1 any form of felt tip/marker pens
11(a)(iii) Slot cut out: chisel and mallet, mortise machine or drilled holes chiselled out, 3 For example: router or mortise
plunge router, check depth of holes 2 × 1 stages machine =1
Award 1 mark for technical accuracy 1 + details can = 3 marks
11(b)(i) Brass, aluminium, copper, duralumin, gilding metal 1
11(b)(ii) Can provide an attractive clear finish that does not corrode/rust 1 Accept takes a long time to corrode
11(c) Method 1: 5
Between centres wood turning. Award 0–5 marks for each relevant detail in process
including: preparing the wood before setting up, correct set up, use of
gouges/scrapers to make round, parting off.
Method 2:
Make each disc individually by marking out a circle, cutting to shape and finishing on
disc sander, hole drilled, method of achieving identical discs
5×1
Method 3:
Use of hole saw. Accurate sketch of hole saw and mandrel 0–2,
fitted into drill 1, wood held securely 1, hole drilled and disc removed 1.

PUBLISHED
11(d) 2 advantages: quicker process [after mould has been produced], repetitive 2 Cheaper must be qualified
consistency/accuracy, smoother finish, inherent colours, less waste. 2×1 Do NOT accept easier to do
11(e) Lengths marked out 1 4 Do NOT accept dowel

Lengths cut 1
Sides joined appropriately: pin and glue, glued butt, mitre, finger, lapped 0–2
11(f) CAD: used to design the numbers on screen, change font, size, on-screen modelling, 4 Reward answers that demonstrate
CAM: numbers engraved into surface or applied to surface; use of specific machine Accept laser cutter = 1 mark
such as CAMM 1 vinyl cutter or CNC router set up, tool parameters. Details required re set up etc. 4 × 1
0–2
12(a) Methods of joining include: dowel, mortise and tenon, housing, biscuit, pin and glue, 3
screw from underneath base.
Appropriate construction named 1
Sketch showing constructional details 0–2
12(b)(i) Metal fitting: nut and bolt or screw drawn clearly 0–2 4 Do NOT accept rivet
2 important sizes: length, diameter of bolt or screwthread or head 2×1 Length of screw/bolt must be
minimum 35 mm
12(b)(ii) 2 benefits: attractive appearance, prevents corrosion/tarnishing, more hardwearing 2 2

×1
12(c)(i) 2 advantages: 3 mm thick plywood is more practical than solid wood, more stable, 2
stronger construction less likely to split, easier to work with 2×1
12(c)(ii) 3 mm thick plywood needs corner reinforcement: use of small blocks/strips glued to 4
the inside. Use of cloth tape, GRP, ‘laced’
Correctly named construction 1
Technical accuracy of construction shown 0–2
One added detail: for example: clamping, holding, gluing 1

PUBLISHED
12(d) 2 properties of brass: corrosion resistant, easily joined, attractive, malleable, bend to 2
shape, reflects 2×1
12(e) Cutting out the shape: use of tinsnips, guillotine 0–2 8 e.g. method of holding, securing /
Bending to shape: use of folding bars, wooden former 0–2 cutting
Soldering edges: hard silver soldering details 0–2 e.g. use of mallet, scrap wood, vice
Cleaning and finishing 0–2 e.g. type of solder, flux, blowtorch
e.g. use of wet and dry, polishing mop
and compound, Brasso.
Do NOT accept emery cloth or wire
wool
13(a)(i) Plywood, blockboard, MDF, chipboard, laminboard 1 Do NOT accept hardboard
13(a)(ii) Pine, redwood, deal, parana pine, whitewood, spruce, cedar, scots pine 1
13(b) 2 benefits: attractive finish, hardwearing, stain resistant, heat resistant, easier to 2
clean, hygienic, smooth surface, protects, no splinters, prevents scratches
2×1
13(c)(i) Adjustable height: children using table are different heights, children will grow 2 Reward any valid reasoning.
13(c)(ii) Granules fed into hopper 1 3 Do NOT accept labels without

Rotating feed screw takes the granules through heating chamber to melt 1 description.
Screw forces plastic through die 1 For maximum 3 marks the 1st stage
[granules in hopper] and the 3rd stage
[plastic forced through die] must be
noted otherwise maximum 2 marks
13(c)(iii) Adjustable positions 1 4 Accept existing ‘base’ position as 1st

Pin, peg or dowel 1 position.
Locking method 1 Method involves 2 or 3 holes drilled in
Notes provide a description of how it works 1 sleeve and 1 in leg or vice versa.

PUBLISHED
13(d) Benefit of same section softwood: quicker production 2 Award 1 mark maximum for
time ‘cheaper by buying in bulk’.
1
Justification since there is less machine setting up required 1
13(e)(i) Sketch showing 2 screws used 1 3 Ignore use of adhesive

Details of screws: length, gauge [diameter], type of head, spacing 2×1 Accept any 2 from 3 details
13(e)(ii) Sketch showing minimum of 2 dowels per rail 1 3

Details of dowels: length, diameter, spacing 2×1 Accept any 2 from 3 details
13(f) Benefits of self-assembled products to manufacturer: quicker production 2

time means less costs, lower prices available, more profits, less storage
space required 0–2
13(g) Functional improvement: lipping to top to prevent items falling off, dedicated 2 Award marks for a practical design
space/s into table top for storage, rounded corners for safety. 0–2 idea clearly communicated.

EXAMINER REPORTS
0445 Design and Technology June 2014
Principal Examiner Report for Teachers
DESIGN AND TECHNOLOGY

Paper 0445/11
Design
Key Messages
● Candidates need to use specific, not generic terms when referring to design issues, materials and
manufacturing techniques at all stages of their design responses.
● Clear links between one stage of the design process and the next are more likely to result in successful
responses.
General comments
The majority of the candidates appeared to be prepared well to respond to the question of their choice and
many showed that they could engage competently in the design problem as set.
The A3 answer sheets are intended to help candidates follow the required design process and those who
responded as and where required, were able to evidence their design and thinking skills successfully.
Comments on specific questions
Question 1
This was, by far, the most popular question and the majority of candidates understood clearly the
requirements of a unit for the tea making items shown.
(a) Many candidates scored high marks on this starting point for the design process as they were able
to identify four specific functional points required of the unit. Successful responses included easy
to clean, waterproof, items easy to access/remove, hygienic, heatproof, teabags covered, etc.
General responses such as ‘durable’ or ‘lightweight’ can be awarded marks only where the specific
reason for the requirement is given.
(b) Most candidates were able to identify places in a house where a unit of this type might be
positioned. Appropriate responses included locations in different rooms in a house or in a
cupboard, drawer or on a shelf, wall, etc.
(c) The majority of candidates presented three ideas, and showed that they were able to be quite
creative in their response to the design problem. Successful candidates enhanced their drawings
with colour or other forms of highlighting and added annotations to provide information on the
nature and detail of each design idea. Candidates are advised to show all information clearly by
using all the space allocated for the answer for this part of the question.
(d) Successful candidates identified both positive and negative aspects so that they could discriminate
between all three of their design ideas in relation to the context of the question. This was often
more effective where some of the comments related to the earlier raised functional points. High
marks were scored where comments included valid judgements rather than just simple descriptions
of each idea. Evaluation tables that simply ticked or awarded marks against each idea without
adding meaningful comment could not be awarded maximum marks.
(e) The level of response to this part of the question continues to show improvements over recent
examinations. Successful candidates selected a drawing format appropriate to and large enough
for the design being presented and then added constructional detail in the form of sketched and
© 2014
written annotations. Candidates are reminded of the need to add overall and some detail
dimensions for the award of maximum marks.
(f) Many excellent responses selected specific materials appropriate to the design presented in the
previous section. Reasons given for choice indicated that candidates had considered the structure
of their design and were familiar with the strengths and weaknesses of a range of specific materials
in this context.
(g) High marks were scored for outlines that described an appropriate step by step manufacturing
method for one part of the design solution, including the specific tools used. Responses to this part
need to develop and include detail beyond general marking out and preparation methods that could
be applied to any product.
Question 2
This question, intended for those following the Graphic Products option, was answered by a very small
number of candidates. Candidates appeared familiar with the requirements of the teabag packaging.
Candidates following a graphics option needed to show more imagination and flair.
(a) The majority of candidates identified four additional points about the function of the packaging and
successful responses included appealing to customers, reflect ’tea’, waterproof, airtight, hygienic,
easy to open/close, etc.
(b) Candidates, generally, had no difficulty showing two 3D shapes that would be suitable for
packaging of this type including rectangular or square boxes, round, square or triangular tubes,
flexible shapes, etc.
(c) See Question 1 (c) – (g)
(d)
(e)
(f)
(g)
Question 3
A small number of candidates answered this question. The requirements for the teabag dispenser were
such that candidates could make use of their knowledge and experience of systems and control in an
interesting way.
(a) Most candidates had little difficulty identifying four additional points about the function of the device
and these included hygienic, waterproof, easily accessible, easy to clean, tight fitting lid, must not
damage teabags, etc.
(b) Candidates responded quite well to the drawing of two different types of control system that would
allow teabags to be dispensed one at a time and those identified included solenoid, flap, door, belt,
turnbuckle, electric/stepper motor, ratchet, etc.
(d)
(e)
(f)
(g)
© 2014

Paper 0445/12
Design
Key Messages
responses.
General comments
The majority of candidates appeared to be prepared well to respond to the question of their choice and many
showed that they could engage competently in the design problem as set.
responded as and where required were able to evidence their design and thinking skills successfully.
Question 1
This was the most popular question. The majority of candidates understood clearly the requirements of a wall
mounted clock for a garden and responded in a very positive way.
to identify four additional specific functional points required of the clock. Successful responses
included waterproof, digital or analogue format, access to batteries/mechanism, suit garden
environment, easy to clean, positioned at appropriate height, etc. General responses such as
‘durable’ or ‘lightweight’ can be awarded marks only where the specific reason for the requirement
is given.
(b) Most candidates were able to show two methods of mounting the clock on a wall. Appropriate
sketched responses included keyhole plate, batten system, hooks, wire/cord and screw/nail, etc.
(c) The majority of candidates presented three ideas and showed that they were able to be quite
more effective where some of the comments raised earlier, related to the functional points. High
© 2014
in this context.
(g) High marks were awarded for outlines that described an appropriate step by step manufacturing
method for one part of the design solution, including the specific tools used. Responses to this part
need to develop and include detail beyond general marking out and preparation methods that could
be applied to any product.
Question 2
This question, intended for those following the Graphic Products option, was answered by a reasonable
number of candidates. Candidates appeared familiar with the requirements of the learning aid and some
imaginative ideas were offered.
(a) The majority of candidates identified four additional points about the function of the learning aid and
successful responses included suitable size/shape for handling by child, interesting theme/colour,
hours/minutes/seconds feature, safe for child to use, interactive, etc.
(b) Candidates, generally, had no difficulty showing two methods of attaching hands to a toy clock
including nut and bolt, spigot, screw, rivet, etc.
(d)
(e)
(f)
(g)
Question 3
Only a small number of candidates answered this question. The requirements for the shopping centre clock
were such that candidates could make use of their knowledge and experience of systems and control in an
interesting way.
(a) Most candidates had little difficulty identifying four additional points about the function of the clock
and these included eye catching, interesting to view, safe for public, fenced off, correct height,
move on hour, etc.
(b) Candidates responded quite well to the drawing of two methods that could be used to change
rotary to linear motion including cam and follower, rack and pinion, crank and slider, etc.
(d)
(e)
(f)
(g)
© 2014

Paper 0445/13
Design
Key Messages
responses.
General comments
The majority of candidates appeared to be prepared well to respond to the question of their choice and many
Question 1
This was the most popular question and the majority of candidates understood clearly the requirements of a
rack for the storage and opening of different sized envelopes.
to identify four additional specific functional points required of the rack. Successful responses
included stores sizes separately, addresses visible, positioned on wall/floor/desk, easy to
place/remove envelopes, etc. General responses such as ‘durable’ or ‘lightweight’ can be awarded
marks only where the specific reason for the requirement is given.
(b) Most candidates were able to show two methods of opening envelopes. Appropriate sketched
responses included paper knife, scissors, sharp blade, guillotine, steam/peel open, etc.
more effective where some of the comments raised earlier related to the functional points. High
© 2014
in this context.
(g) Outlines that described an appropriate step by step manufacturing method for one part of the
design solution, including the specific tools used, scored high marks. Responses to this part need
to develop and include detail beyond general marking out and preparation methods that could be
applied to any product.
Question 2
This question, intended for those following the Graphic Products option, was answered by a large number of
candidates. Candidates appeared familiar with the requirements of the presentation box. Those following a
graphics option needed to show more imagination and flair.
(a) The majority of candidates identified four additional points about the function of the presentation
box and successful responses included: suitable size/shape for handling, interesting theme/colour,
items easy to access, protects items from damage, suitable for easy storage, etc.
(b) Candidates, generally, had no difficulty showing two methods of strengthening the edge of card
including fold over, several thicknesses/layers, laminating, add wire spiral, add rod/strip in pocket,
addition of slide on strengthening piece, etc.
(d)
(e)
(f)
(g)
Question 3
Only a small number of candidates answered this question. The requirements for the embossing device
were such that candidates could make use of their knowledge and experience of systems and control in an
interesting way.
(a) Most candidates had little difficulty identifying four additional points about the function of the device
and these included easy to use by anyone, register for paper, reference to amount of effort
required, suggested size/weight/material, does not damage paper, etc.
(b) Candidates responded quite well to the drawing of two mechanisms that could be used to move
two surfaces together and apart including lever, cam, slider, screw, rack and pinion, spring return,
pneumatic cylinder, etc.
(d)
(e)
(f)
(g)
© 2014

Paper 0445/21
Graphic Products
Key Message
• The focus of this assessment is Graphic Products. Future candidates would benefit from practical
activities based on the questions contained in this paper.
General Comments
Candidates were required to complete all questions in section A (A1, A2 and A3) and then go on to answer
either B4 or B5 from section B. The most popular of the optional questions for candidates was
Question B4. A small number of candidates did not follow the rubric instruction and omitted Question A3.
The standard of work was comparable to that of the previous year.
There are areas of the syllabus however, in which further improvements are needed. Candidates must be
able to draw an estimated two point perspective from given elevations of a simple shape. The construction of
arcs to touch given points and the drawing of half elliptical curves (given the major and minor axis) are also
areas that need to be improved on.
Question A1
Logo
Many Candidates drew a castle outline. Successful candidates drew a castle outline to the correct size with
10 x 10 crenulations centrally and equally spaced. The gateway with a semi-circular top was drawn by many
candidates. Some candidates misread the instruction to draw the semi-circle Ø20 and set their compasses to
this size. This resulted in an archway that was too wide. Many candidates drew the side walls accurately to
size (30 x 30), giving a location point for the R120 arc.
Candidates were required to locate the Centre of the arc, by describing an arc of R120 from the apex point
and from the corner of each of the side walls.
Question A2
THE CASTLE signboard
The letter A was printed to the given format correctly by most candidates. Candidates who did not ‘crate’ the
letter S, found this letter challenging. Whilst most of the lettering seen was to the correct height, the spacing
of the letters was somewhat arbitrary by a large number of candidates.
Question A3
Two-point perspective view of the play castle
Many candidates did not attempt this compulsory question, thereby missing out on the 10 marks available.
Some candidates drew a solution that was in an isometric projection rather than perspective. Candidates
who made this error scored a restricted number of marks.
© 2014
Many candidates interpreted the two first angle orthographic views correctly and located the given start point
A. Many candidates drew one side at 140mm to the right of A in the direction of VP2 and one side 100mm
to the left of A in the direction of VP1.
Successful candidates drew a door with a hexagonal top centrally on the 140 side and a door with a 90°
apex centrally on the 100 side.
Doors drawn to the correct height and width scored additional marks.
To be a true perspective drawing, horizontal lines had to converge on VP1 or VP2.
Question B4
Knight’s Helmet
This question was derived from an actual ‘Graphic Product’ sold in a Castle Museum.
A classroom exercise to cut-out and make the helmet from card would be most beneficial to future
candidates’ understanding of this Graphic Product.
This question was attempted by a large majority of the candidates. Overall, candidates gained a wide range
of marks for their answers.
(a) It was necessary for candidates to draw an ellipse with a half major axis of 90 and a minor axis of
150 centrally on the given centre lines. Many candidates failed to show evidence of sufficient
construction of the ellipse. Candidates who use a trammel to construct the ellipse must either draw
the trammel on the exam paper or attach it securely to the exam paper.
The headband had to be drawn with a lower radius of R15 touching a vertical line 35 above the
centre of the minor axis.
Two triangular eyes were needed to be evident. The eyes were to be 15 x 35 right angle triangles
drawn centrally 30 apart in the correct location on the mask.
The top radius of R 80 needed to be drawn on the given centre lines making a tangent with the
headband.
(b) A 110 x 20 rectangle was required to be drawn centrally in the space shown.
(c) Successful candidates responded to this part of the question by illustrating a method of slots and
tabs or hooks to provide an adjustable headband.
Question B5
Model Castle cut-out and make
This question was also derived from a real ‘Graphic Product’ designed for children.
This question was attempted by a minority of the candidates. Overall, candidates gained a wide range of
marks for their answers.
(a) (i) Many candidates managed to draw an equilateral triangle on the given start lines and projected a
front elevation of the tower 60 high in a position above the triangle. Whilst many candidates drew a
second elevation, this was not always projected from the triangular plan and therefore not to the
correct dimension of 43/44 wide. The clock needed to be drawn centrally on the elevation above
the plan as a Ø26 circle. Crenulations 10 high were needed to be drawn on both views. On the
side elevation, the spacing and width needed to be projected from the plan so that they were
equally spaced etc. On the front elevation, the crenulations were to be drawn 10 wide and 10
spaced.
(ii) Two full size elevations of the square tower were required to be drawn in the space provided. The
towers had to be 100 tall and with sides of 30 wide. Crenulations were to be drawn on both towers
© 2014
10 x 10. One tower had to show a 25 x 10 door centrally placed, with the other tower showing a
window 20 x 10 centrally placed and 10 below the crenulations.
(b) The square tower and the triangular tower had to be assembled as shown in the question, and
drawn in isometric projection in the space given. The location of the bottom corner of the square
tower had been given. Candidates who used this starting point were successful in drawing the
square tower first. The triangular tower could be then be ‘crated’ from the plan of Question (a) (i).
Candidates who ‘crated’ the triangular tower were able to draw an accurate isometric view of the
triangular tower attached to the square tower.
For full marks, a door 30 x 35 was to be drawn on the square tower. The clock face needed to be
evident centrally on the visible face of the triangular tower.
© 2014

Paper 0445/22
Graphic Products
Key Message
• The focus of this assessment is Graphic Products. Future candidates would benefit from practical
General Comments
either B4 or B5 from section B. The most popular of the optional questions for candidates was Question
B4. A small number of candidates did not follow the rubric instruction and omitted Question A3.
able to draw an estimated two point perspective from given elevations of a simple shape. The construction of
arcs to touch given points and the drawing of half elliptical curves (given the major and minor axis) are also
areas that need to be improved on.
Question A1
Logo
Many Candidates drew a castle outline. Successful candidates drew a castle outline to the correct size with
10 x 10 crenulations centrally and equally spaced. The gateway with a semi-circular top was drawn by many
candidates. Some candidates misread the instruction to draw the semi-circle Ø20 and set their compasses to
this size. This resulted in an archway that was too wide. Many candidates drew the side walls accurately to
size (30 x 30), giving a location point for the R120 arc.
Candidates were required to locate the Centre of the arc, by describing an arc of R120 from the apex point
and from the corner of each of the side walls.
Question A2
THE CASTLE signboard
The letter A was printed to the given format correctly by most candidates. Candidates who did not ‘crate’ the
letter S, found this letter challenging. Whilst most of the lettering seen was to the correct height, the spacing
Question A3
Two-point perspective view of the play castle
Many candidates did not attempt this compulsory question, thereby missing out on the 10 marks available.
Some candidates drew a solution that was in an isometric projection rather than perspective. Candidates
who made this error scored a restricted number of marks.
Many candidates interpreted the two first angle orthographic views correctly and located the given start point
A. Many candidates drew one side at 140mm to the right of A in the direction of VP2 and one side 100mm
to the left of A in the direction of VP1.
© 2014
Successful candidates drew a door with a hexagonal top centrally on the 140 side and a door with a 90°
apex centrally on the 100 side.
Doors drawn to the correct height and width scored additional marks.
Question B4
Knight’s Helmet
This question was derived from an actual ‘Graphic Product’ sold in a Castle Museum.
A classroom exercise to cut-out and make the helmet from card would be most beneficial to future
This question was attempted by a large majority of the candidates. Overall, candidates gained a wide range
(a) It was necessary for candidates to draw an ellipse with a half major axis of 90 and a minor axis of
150 centrally on the given centre lines. Many candidates failed to show evidence of sufficient
construction of the ellipse. Candidates who use a trammel to construct the ellipse must either draw
the trammel on the exam paper or attach it securely to the exam paper.
The headband had to be drawn with a lower radius of R15 touching a vertical line 35 above the
centre of the minor axis.
Two triangular eyes were needed to be evident. The eyes were to be 15 x 35 right angle triangles
drawn centrally 30 apart in the correct location on the mask.
The top radius of R 80 needed to be drawn on the given centre lines making a tangent with the
headband.
(b) A 110 x 20 rectangle was required to be drawn centrally in the space shown.
(c) Successful candidates responded to this part of the question by illustrating a method of slots and
tabs or hooks to provide an adjustable headband.
Question B5
Model Castle cut-out and make
This question was attempted by a minority of the candidates. Overall, candidates gained a wide range of
(a) (i) Many candidates managed to draw an equilateral triangle on the given start lines and projected a
front elevation of the tower 60 high in a position above the triangle. Whilst many candidates drew a
second elevation, this was not always projected from the triangular plan and therefore not to the
correct dimension of 43/44 wide. The clock needed to be drawn centrally on the elevation above
the plan as a Ø26 circle. Crenulations 10 high were needed to be drawn on both views. On the
side elevation, the spacing and width needed to be projected from the plan so that they were
equally spaced etc. On the front elevation, the crenulations were to be drawn 10 wide and 10
spaced.
(ii) Two full size elevations of the square tower were required to be drawn in the space provided. The
towers had to be 100 tall and with sides of 30 wide. Crenulations were to be drawn on both towers
10 x 10. One tower had to show a 25 x 10 door centrally placed, with the other tower showing a
window 20 x 10 centrally placed and 10 below the crenulations.
© 2014
(b) The square tower and the triangular tower had to be assembled as shown in the question, and
drawn in isometric projection in the space given. The location of the bottom corner of the square
tower had been given. Candidates who used this starting point were successful in drawing the
square tower first. The triangular tower could be then be ‘crated’ from the plan of Question (a) (i).
Candidates who ‘crated’ the triangular tower were able to draw an accurate isometric view of the
triangular tower attached to the square tower.
For full marks, a door 30 x 35 was to be drawn on the square tower. The clock face needed to be
evident centrally on the visible face of the triangular tower.
© 2014

Paper 0445/23
Graphic Products
Key Message
● The focus of this assessment is Graphic Products. Future candidates would benefit from practical
General Comments
either B4 or B5 from section B. The most popular of the optional questions for candidates was
Question B5. A small number of candidates would have not omitted Question A3 if they had followed the
rubric instruction.
Further improvements are needed in certain areas of the syllabus. Candidates must be able to draw an
estimated two point perspective from given elevations of a simple shape. The construction of triangles in
isometric projection by ‘crating’ and developments of irregular shaped surfaces are also areas that need to
be improved on.
Question A1
Logo
(a) Many candidates drew a half octagon by estimation. Candidates who used the correct construction
of diagonal and arcs scored full marks.
(b) Most candidates drew a Ø50 semi circle. Some candidates misread the instruction and set their
compasses bigger/smaller, and drew an incorrect size semi-circle on the given centre lines.
(c) Most candidates extended the given boiler but omitted the vertical line next to the cab.
(d) The chimney needed to be completed so that it was shown 15 wide and the same height as the
train cab.
(e) The third wheel needed to be added by drawing a Ø30 circle in line with the other two wheels on
the correct centre line, and touching the rear wheel circle and the train frame.
Question A2
THE LITTLE TRAIN signboard
The letter T was printed to the given format correctly by most candidates. Candidates who did not ‘crate’ the
letter R found this letter challenging. Whilst most of the lettering seen was to the correct height, the spacing
Question A3
Two-point perspective view of the play house
Many candidates missed out on the 10 marks available by not attempting this compulsory question. Some
candidates drew a solution that was in an isometric projection rather than perspective. Candidates who made
this error scored a restricted number of marks.
© 2014
Many Candidates interpreted the two third angle orthographic views correctly and located the given start
point A. Many candidates drew one side at 140mm to the right of A in the direction of VP2 and one side
100mm to the left of A in the direction of VP1.
Successful candidates drew a window centrally on the 140 side and a door centrally on the 100 side.
Doors and windows drawn to the correct height and width scored additional marks.
Question B4
Tray for triangular crayons
This question was derived from an actual ‘Graphic Product’ used to package crayons for children.
A classroom exercise to design and make the packaging from card would be most beneficial to future
Candidates’ understanding of this Graphic Product.
This question was attempted by a minority of candidates. Overall, candidates gained a wide range of marks
for their answers.
(a) It was necessary for candidates to draw the vacuum formed tray in isometric projection. From the
information given, a 48 sided equilateral triangle has an apex height of 42 mm. This size was used
by successful candidates to determine an overall size of 160/164 long by 80/82 wide for the tray. It
was necessary to tessellate the arrangement of the crayons. The first and last crayon would have
a 60° sloping recess. The tray had to show a 10 deep recess to conform to the information given in
the question.
(b) A scale 1:2 development of a card sleeve was required to be drawn in the space provided.
Successful responses to this question showed a wrapper 80/82 tall with two long sides 40/42 wide.
Two short sides were needed 25/26 wide. A long glue flap was necessary to secure the sleeve. A
closure end was needed to be evident on one end with three flaps. Finally a finger cut-out was
required on one of the large sides opposite the end closure to enable the tray to be extracted.
Question B5
Display stand for small toys
This question was attempted by a majority of the candidates. Overall, candidates gained a wide range of
(a) Many candidates managed to draw an end view of the assembled display stand. The stand was
based on a regular hexagon and therefore its overall size needed to be drawn 100 high by 80 wide.
Centrally placed, a 40 wide face should be drawn 40 high. Close inspection of the given pictorial
view should have given candidates a full impression that the three back panels were 200 high and
the two side forward panels sloped to the 80 high front.
The display surface should be evident in this end view in hidden detail drawn at 30 high, with at
least one fold-down flap drawn also in hidden detail.
(b) The development at a scale of 1:2 should show 6 panels of the same width. The join needed to be
shown between two of the highest panels. The lowest panel at 40 high should have 3 panels to one
side and 2 panels on the other side. The two panels adjacent to the lowest panel each needed to
be drawn with a slope. A glue flap should be drawn evident on one tall panel.
(c) The display surface needed to be drawn as a regular hexagon of 40 side. Each side should have
attached by a fold line, a tapered fold-down support flap. All the flaps needed to be drawn 30 deep
parallel to the faces of the hexagon and identical in shape.
© 2014

Paper 0445/31
Resistant Materials
Key messages
● Candidates need to improve their communication skills. They must try to provide clearly drawn
sketches when attempting questions that begin with the statement: Use sketches and notes to.... In
addition, notes should enhance and make clearer what they have drawn and not simply state the
obvious.
● Candidates need to read the questions carefully and be clear about what the question is asking
before attempting to answer.
General comments
Section A
This section tests a very wide area of knowledge concerned with materials, tools and processes used when
working with wood, metal and plastic. Some candidates needed to have an all-round knowledge and
understanding to perform well on this section than on Section B.
Section B
This section always has a number of questions with large mark, allocations requiring a combination of clear
and accurate sketches, supported by detailed written notes. Careful reading of the questions is needed
before answering. In some cases, candidates provided information not asked for in the question, which
could not be given any credit.
Section A
Question 1
(a) Many candidates named aluminium for the step ladder. Materials such as stainless steel and
mahogany were not considered suitable.
(b) The most common correct answers included lightweight, good strength to weight ratio and did not
rust. Answers such as strong could not be rewarded unless accompanied by some further
justification.
Question 2
Many candidates provided good responses to this question. The most common answers referred to
tightening the blade and/or handle and also securing the work in a vice. Other correct responses included
ensuring that the blade was sharp or otherwise in good condition, and that the blade was pointing the correct
way.
Question 3
(a) Many candidates correctly completed the drawing to show two parallel edges to achieve maximum
marks. A few candidates drew a flat file instead of a hand file.
© 2014
(b) Although some candidates correctly labelled the safe edge, a number of candidates drew arrows
that only pointed vaguely to an area of the file that could not be rewarded.
Question 4
There were a few correct responses to all four parts of this question. Some candidates correctly identified
the bench shears or guillotine, but often provided no answer at all. Generally, candidates who had correctly
identified the guillotine went on to give a specific use that was also correct. A few responses correctly
identified the jack plane. Incorrect answers included plane, smoothing plane, trying plane and bench plane.
However, many candidates were able to provide a specific use that gained a mark.
Question 5
(a) Many candidates named vacuum forming and injection moulding correctly.
(b) There were a few correct responses to this question, stating that the tapered shape was to enable
the container to be easily removed from the mould.
(c) A few responses showed the candidate had recognised that the fluting increased rigidity and
strength of the container. Most candidates thought its primary purpose was to improve grip.
Question 6
Many candidates correctly indicated two important measurements. Candidates, who were not very careful or
precise with the positioning of their arrow heads, and, in the absence of any notes, were not awarded a
mark. Others, however, did include notes outlining exactly the measurements they meant.
Question 7
There were many correctly named marking out tools. Some candidates needed to read the question
carefully. They responded with answers such as centre punch for the 1 mm thick mild steel, instead of
naming a tool to draw the lines. Some candidates correctly named a chinagraph pencil as a means of
drawing lines on 3 mm thick acrylic. Many mentioned a marker pen or felt tip, and a few referenced leaving
the protective covering on the acrylic sheet and using a pen or pencil.
Question 8
A minority of candidates showed the folding bars being held in a vice. Few candidates showed the use of a
mallet or a hammer with scrap wood to bend the sheet metal. Many candidates achieved one mark for
correctly positioning a sheet of metal within the folding bars.
Question 9
(a) The majority of candidates could not recognise the soft soldering technique.
(b) Even fewer candidates were aware of applications of soft soldering.
Question 10
Some candidates provided two advantages of the polypropylene sun lounger over the one constructed of
steel tube and fabric, with the most popular being its durability and resistance to corrosion. Some candidates
focused on the different manufacturing processes involved in their production and could not be rewarded.
Section B
Question 11
(a) There were many correct answers to this question, including mortise and tenon, halving, dowel and
bridle. Some candidates only showed one dowel and others referred to the use of screws or
nailing.
© 2014
(b) (i) PVA was the most common correct answer this question. The gluing time was often incorrect.
Some candidates offered synthetic resin as an alternative to PVA, usually with the correct gluing
time.
(ii) Although many candidates correctly named sash cramps, some incorrectly suggested G-cramps or
corner cramps as being suitable for the job.
(iii) There were many relevant checks that could be undertaken when clamping the frame, such as
clamps being tight, scrap wood to protect the frame, excess glue being removed and checking for
squareness were the most common correct answers.
(c) There were many good answers to this question with candidates either showing an angled wedge
of wood as a support for the frame sides or the table of the drilling machine rotated at an angle.
Some candidates incorrectly showed the timber positioned horizontally with the drill held at an
angle. Many candidates achieved at least one or two marks for showing the drilling table and a
method of clamping.
(d) A minority of candidates provided good answers to this question with some carefully drawn
sketches. Many candidates were able to gain at least one mark for showing a wooden former
without being able to extend this with details of how the rod would be held while the bend was
made.
(e) The quality of methods of fitting shown was generally not of the standard expected. A few
candidates created a refined and stylish way to fit the holder against the wall without screwing
through the front of the frame. Marks were awarded for practical solutions that included details of
sizes and materials used. Few used methods that were completely hidden from view.
Occasionally, there were some very good responses that used keyhole type fittings at the back of
the frame that simply slotted over the heads of screws sited in the wall, or some form of hidden
bracket fitted to the back of the holder.
(f) The majority of candidates needed to grasp the key features of this question. The hardwood frame
would need to be taken apart and a temporary joint used, and that the bent metal rods would need
to be made up of three separate pieces with a temporary joint. There were a minority of innovative,
well thought out answers. Many candidates simply reduced the sizes of the parts so that they
could fit in the box.
Question 12
(a) Many candidates provided at least one or two appropriate reasons for initially making a card model
of the bird table, with the most common answers being to check the sizes, appearance and to
avoid costly mistakes when using pine and plywood.
(b) There were some excellent answers showing a mortise and tenon joint correctly proportioned and a
dowel joint with a minimum of two dowels. Some methods were inappropriate, such as a butt joint
glued with contact adhesive
(c) (i) The best answers stated that the cutting gauge was more accurate, that it cut into the fibres of the
wood to leave a more permanent line or that the line could not be rubbed off.
(ii) Only a few candidates answered this question well. The best method of removing the waste wood
to produce the bevel was to secure the wood in the vice and use a smoothing or jack plane. Many
answers incorrectly referred to the use of saws, chisels and files.
(d) There were many good answers naming appropriate tools / items of equipment for each of the
processes. However, some candidates suggested the use of a marking gauge rather than a knife
for the marking out and a hacksaw was suggested for sawing off the waste wood.
(e) (i) Very few candidates could actually name a specific type of nail with many incorrect guesses
including ‘countersunk’ and ‘screw’.
(ii) The most common correct answer was PVA with some candidates adding ‘exterior’ to this. Some
candidates gave synthetic resin which was also an excellent choice. For many candidates, their
knowledge of adhesives did not seem to extend beyond epoxy resin.
© 2014
(iii) While many candidates recognised that the gaps in the corner of the base were to allow rainwater
and/or waste to be removed, many candidates had the misconception that the purpose of the gaps
was to avoid injury to the birds or to allow the birds easy access.
(f) Most candidates were able to identify one problem when designing products for outdoor use and
gave a description of how it could be overcome. Most correct answers referred to problems
associated with wet weather as well as fungal and/or insect attack.
(g) Many candidates realised that the top of the support needed to be shaped to fit beneath the roof
and received one mark. Some candidates used nailing to reinforce the joint, whilst some used
dowels and a significant number suggested the use of screws. Very few candidates suggested any
form of block or extra support to reinforce the roof.
Question 13
(a) (i) Most candidates scored highly for this question. A few candidates drew the net in the incorrect
orientation and some did not show the rectangular cut-out for the photograph.
(ii) Many candidates achieved high marks, with the most common correct answers being that the
benefit of a template was for repetitive accuracy and for increased speed in the marking out
process.
(b) (i) There were many good answers to this question, including keeping the work low in the vice whilst
cutting and some referred to moving the saw slowly and carefully. Some good answers included
scrap wood either side of the acrylic for extra support.
(ii) Many candidates gained one or two marks for showing the acrylic clamped with scrap wood
underneath as a sacrificial bed. For a third mark, candidates needed to refer to either the speed of
the drill, the correct cutting angle of the drill bit or the use of a pilot drill.
(c) Some candidates gave two correct answers to this question, but most managed only one. The
most common correct answer made reference to the use of wet and dry paper. Few mentioned the
use of polish or a polishing mop. A significant number of candidates described how they would use
emery cloth or glasspaper.
(d) There were mixed responses to this question. Some candidates showed the use of a strip heater,
line bender or hot air gun, although, a few candidates stated that they would heat the acrylic in an
oven to soften it. Many showed a round bar or former to bend the bar around and gained one
mark, but failed to describe how the acrylic would be held or cramped to retain its shape until it was
cool. A few mentioned the wearing of gloves if holding the hot acrylic whilst it cooled.
(e) Responses to this question often required more detail regarding construction or sizes to score
highly. Several candidates had offered ideas that were neither workable nor practical given the
thickness of the acrylic; for example, screwing a backing piece onto the 4 mm thick acrylic using
hinges.
© 2014

Paper 0445/32
Resistant Materials
Key messages
obvious.
before attempting to answer.
General comments
Section A
working with wood, metal and plastic. Some candidates needed to have an all-round knowledge and
understanding to perform well on this section than on Section B.
Section B
This section always has a number of questions with large mark, allocations requiring a combination of clear
Section A
Question 1
(a) Many candidates named aluminium for the step ladder. Materials such as stainless steel and
mahogany were not considered suitable.
(b) The most common correct answers included lightweight, good strength to weight ratio and did not
rust. Answers such as strong could not be rewarded unless accompanied by some further
justification.
Question 2
Many candidates provided good responses to this question. The most common answers referred to
tightening the blade and/or handle and also securing the work in a vice. Other correct responses included
ensuring that the blade was sharp or otherwise in good condition, and that the blade was pointing the correct
way.
Question 3
(a) Many candidates correctly completed the drawing to show two parallel edges to achieve maximum
marks. A few candidates drew a flat file instead of a hand file.
© 2014
(b) Although some candidates correctly labelled the safe edge, a number of candidates drew arrows
that only pointed vaguely to an area of the file that could not be rewarded.
Question 4
There were a few correct responses to all four parts of this question. Some candidates correctly identified
the bench shears or guillotine, but often provided no answer at all. Generally, candidates who had correctly
identified the guillotine went on to give a specific use that was also correct. A few responses correctly
identified the jack plane. Incorrect answers included plane, smoothing plane, trying plane and bench plane.
However, many candidates were able to provide a specific use that gained a mark.
Question 5
(a) Many candidates named vacuum forming and injection moulding correctly.
(b) There were a few correct responses to this question, stating that the tapered shape was to enable
the container to be easily removed from the mould.
(c) A few responses showed the candidate had recognised that the fluting increased rigidity and
strength of the container. Most candidates thought its primary purpose was to improve grip.
Question 6
Many candidates correctly indicated two important measurements. Candidates, who were not very careful or
precise with the positioning of their arrow heads, and, in the absence of any notes, were not awarded a
mark. Others, however, did include notes outlining exactly the measurements they meant.
Question 7
There were many correctly named marking out tools. Some candidates needed to read the question
carefully. They responded with answers such as centre punch for the 1 mm thick mild steel, instead of
naming a tool to draw the lines. Some candidates correctly named a chinagraph pencil as a means of
drawing lines on 3 mm thick acrylic. Many mentioned a marker pen or felt tip, and a few referenced leaving
the protective covering on the acrylic sheet and using a pen or pencil.
Question 8
A minority of candidates showed the folding bars being held in a vice. Few candidates showed the use of a
mallet or a hammer with scrap wood to bend the sheet metal. Many candidates achieved one mark for
correctly positioning a sheet of metal within the folding bars.
Question 9
(a) The majority of candidates could not recognise the soft soldering technique.
(b) Even fewer candidates were aware of applications of soft soldering.
Question 10
Some candidates provided two advantages of the polypropylene sun lounger over the one constructed of
steel tube and fabric, with the most popular being its durability and resistance to corrosion. Some candidates
focused on the different manufacturing processes involved in their production and could not be rewarded.
Section B
Question 11
(a) There were many correct answers to this question, including mortise and tenon, halving, dowel and
bridle. Some candidates only showed one dowel and others referred to the use of screws or
nailing.
© 2014
(b) (i) PVA was the most common correct answer this question. The gluing time was often incorrect.
Some candidates offered synthetic resin as an alternative to PVA, usually with the correct gluing
time.
(ii) Although many candidates correctly named sash cramps, some incorrectly suggested G-cramps or
corner cramps as being suitable for the job.
(iii) There were many relevant checks that could be undertaken when clamping the frame, such as
clamps being tight, scrap wood to protect the frame, excess glue being removed and checking for
squareness were the most common correct answers.
(c) There were many good answers to this question with candidates either showing an angled wedge
of wood as a support for the frame sides or the table of the drilling machine rotated at an angle.
Some candidates incorrectly showed the timber positioned horizontally with the drill held at an
angle. Many candidates achieved at least one or two marks for showing the drilling table and a
method of clamping.
(d) A minority of candidates provided good answers to this question with some carefully drawn
sketches. Many candidates were able to gain at least one mark for showing a wooden former
without being able to extend this with details of how the rod would be held while the bend was
made.
(e) The quality of methods of fitting shown was generally not of the standard expected. A few
candidates created a refined and stylish way to fit the holder against the wall without screwing
through the front of the frame. Marks were awarded for practical solutions that included details of
sizes and materials used. Few used methods that were completely hidden from view.
Occasionally, there were some very good responses that used keyhole type fittings at the back of
the frame that simply slotted over the heads of screws sited in the wall, or some form of hidden
bracket fitted to the back of the holder.
(f) The majority of candidates needed to grasp the key features of this question. The hardwood frame
would need to be taken apart and a temporary joint used, and that the bent metal rods would need
to be made up of three separate pieces with a temporary joint. There were a minority of innovative,
well thought out answers. Many candidates simply reduced the sizes of the parts so that they
could fit in the box.
Question 12
(a) Many candidates provided at least one or two appropriate reasons for initially making a card model
of the bird table, with the most common answers being to check the sizes, appearance and to
avoid costly mistakes when using pine and plywood.
(b) There were some excellent answers showing a mortise and tenon joint correctly proportioned and a
dowel joint with a minimum of two dowels. Some methods were inappropriate, such as a butt joint
glued with contact adhesive
(c) (i) The best answers stated that the cutting gauge was more accurate, that it cut into the fibres of the
wood to leave a more permanent line or that the line could not be rubbed off.
(ii) Only a few candidates answered this question well. The best method of removing the waste wood
to produce the bevel was to secure the wood in the vice and use a smoothing or jack plane. Many
answers incorrectly referred to the use of saws, chisels and files.
(d) There were many good answers naming appropriate tools / items of equipment for each of the
processes. However, some candidates suggested the use of a marking gauge rather than a knife
for the marking out and a hacksaw was suggested for sawing off the waste wood.
(e) (i) Very few candidates could actually name a specific type of nail with many incorrect guesses
including ‘countersunk’ and ‘screw’.
(ii) The most common correct answer was PVA with some candidates adding ‘exterior’ to this. Some
candidates gave synthetic resin which was also an excellent choice. For many candidates, their
knowledge of adhesives did not seem to extend beyond epoxy resin.
© 2014
(iii) While many candidates recognised that the gaps in the corner of the base were to allow rainwater
and/or waste to be removed, many candidates had the misconception that the purpose of the gaps
was to avoid injury to the birds or to allow the birds easy access.
(f) Most candidates were able to identify one problem when designing products for outdoor use and
gave a description of how it could be overcome. Most correct answers referred to problems
associated with wet weather as well as fungal and/or insect attack.
(g) Many candidates realised that the top of the support needed to be shaped to fit beneath the roof
and received one mark. Some candidates used nailing to reinforce the joint, whilst some used
dowels and a significant number suggested the use of screws. Very few candidates suggested any
form of block or extra support to reinforce the roof.
Question 13
(a) (i) Most candidates scored highly for this question. A few candidates drew the net in the incorrect
orientation and some did not show the rectangular cut-out for the photograph.
(ii) Many candidates achieved high marks, with the most common correct answers being that the
benefit of a template was for repetitive accuracy and for increased speed in the marking out
process.
(b) (i) There were many good answers to this question, including keeping the work low in the vice whilst
cutting and some referred to moving the saw slowly and carefully. Some good answers included
scrap wood either side of the acrylic for extra support.
(ii) Many candidates gained one or two marks for showing the acrylic clamped with scrap wood
underneath as a sacrificial bed. For a third mark, candidates needed to refer to either the speed of
the drill, the correct cutting angle of the drill bit or the use of a pilot drill.
(c) Some candidates gave two correct answers to this question, but most managed only one. The
most common correct answer made reference to the use of wet and dry paper. Few mentioned the
use of polish or a polishing mop. A significant number of candidates described how they would use
emery cloth or glasspaper.
(d) There were mixed responses to this question. Some candidates showed the use of a strip heater,
line bender or hot air gun, although, a few candidates stated that they would heat the acrylic in an
oven to soften it. Many showed a round bar or former to bend the bar around and gained one
mark, but failed to describe how the acrylic would be held or cramped to retain its shape until it was
cool. A few mentioned the wearing of gloves if holding the hot acrylic whilst it cooled.
(e) Responses to this question often required more detail regarding construction or sizes to score
highly. Several candidates had offered ideas that were neither workable nor practical given the
thickness of the acrylic; for example, screwing a backing piece onto the 4 mm thick acrylic using
hinges.
© 2014

Paper 0445/33
Resistant Materials
Key messages
obvious.
before attempting an answer.
General comments
Section A
working with wood, metal and plastic. Some candidates did not have this all-round knowledge and
understanding and performed less well on this section than on Section B.
Section B
This section always has a number of questions with large mark allocations, requiring a combination of clear
Section A
Question 1
Many candidates named at least one nail from the list but only a minority named all three correctly.
Question 2
Many candidates named the correct manufacturing processes but were less sure about the specific plastics
used to make the plastic products.
Question 3
The biscuit joint is a relatively ‘new’ method of construction that candidates should be familiar with.
Question 4
The majority of candidates correctly identified which of the two chucks would be used to hold the metal
sections.
© 2014
Question 5
Many candidates could not recognise a ferrous and non-ferrous alloy. This is very basic knowledge within a
Resistant Materials syllabus.
Question 6
(a) Some candidates could name the hole saw.
(b) Slightly more candidates provided a benefit of using the hole saw than could name it. The most
common answer being that it could cut large diameter holes.
Question 7
(a) Many candidates understood what was meant by the corrosive symbol.
(b) Fewer candidates gave the correct meaning of the ‘ear protection required’ symbol. Many incorrect
answers referred to loud noises and wearing headphones or ear muffs.
Question 8
Most candidates correctly named the half-round and square files.
Question 9
The majority of candidates gained one mark for showing how a try square could be used on the outside of
the table legs and rails. This would have limited accuracy. The better method was to measure the diagonal
distances. Very few candidates showed this method.
Question 10
Many candidates named injection moulding for the drawer handle when made from polypropylene, but fewer
named casting or die casting when it was made from aluminium.
Section B
Question 11
This question was the least popular of the three optional Section B questions. To answer this question well,
candidates needed a good understanding of specific areas of the syllabus including shaping mild steel rod,
woodturning and laminating.
(a) The majority of candidates could not provide a property of beech for the lorry. The best correct
answers referred to it being hardwearing, straight-grained and tough.
(b) (i) A minority of candidates achieved three marks for this question. There were three distinct stages
in bending the steel to shape: use of a vice to hold the metal, some type of rod or former used and
the method of force: either a hammer with scrap wood or a wooden mallet.
(ii) Most candidates showed some form of ‘stopper’ and gained one mark, but few gave accurate or
appropriate details of the material and how it would be joined to the steel handle.
(iii) Many candidates were unable to name an epoxy resin such as ‘Araldite’ correctly.
(iv) A minority of candidates described how the epoxy resin came in two parts, and that these were
mixed in equal quantities and applied with a spatula to the hole and handle.
(c) (i) No candidate was able to name ‘between-centres’ turning.
(ii) Some candidates recognised that the corners were removed to make turning easier or that it could
prevent splitting.
© 2014
(iii) A small number of candidates named a gouge or a scraper. The most common correctly named
tool was a chisel.
(iv) Some candidates incorrectly named a rule as the tool used to check the diameter of the round
shape. There were some excellent answers naming calipers, including a vernier.
(d) Many candidates achieved at least one mark for showing a screw in the correct position. A small
number of answers gained maximum marks. There were some excellent answers indicating that
the diameter of hole in the wheel would need to allow the screw to rotate freely and the accurate
positioning of washers.
(e) A small number of candidates demonstrated any real understanding of the laminating process.
However, candidates were still able to achieve marks for showing some type of former and a
method of clamping the veneers together.
(f) (i) Most candidates named paint or varnish correctly as a suitable finish for the wooden lorry.
(ii) Most reasons given related to a finish providing a more attractive or appealing quality to the lorry.
Some answers referred to the educational use of colour. Those answers that simply stated ‘to
protect’ were awarded no marks as this was too vague.
Question 12
This question was the most popular of the three optional Section B questions. To answer this question well,
candidates needed a good understanding of wood working techniques and processes.
(a) Most candidates were able to name at least one or two appropriate tools/equipment that could be
used for each of the processes listed when the bars were made from hardwood.
(b) Candidates’ knowledge of metalworking tools/equipment was generally low. The most appropriate
tool for marking out was a scriber; for sawing to length a hacksaw; and for cleaning the surfaces an
emery cloth. Candidates need to learn thoroughly the names of tools and equipment used for a
variety of basic techniques and processes.
(c) Most candidates were able to provide a clear sketch of a suitable construction, the most common
being the mortise and tenon and dowel joints. Although the butt joint was acceptable, it needed to
be nailed and glued to gain two marks.
(d) To ensure maximum accuracy when drilling holes in identical positions in two bars, the bars
needed to be taped or clamped together. The use of some form of drilling jig was also an excellent
method. There were numerous excellent answers incorporating these methods. Those answers
that included the use of a marking gauge were awarded one mark as this could have resulted in a
degree of accuracy.
(e) The best answers showed a chamfered end to the dowel or saw cuts along the length of the dowel.
Many candidates simply ‘scratched’ the dowel or made a pointed end to match the end of the
drilled hole.
(f) (i) There were many correct answers naming a jack or smoothing plane.
(ii) There was a wide variation in the quality of the sketches showing the wooden bar held in a vice in
the correct position to be planed. It is important that additional notes provided, enhance the
answer and give the Examiner information that might not be clear from the sketch alone.
(iii) Many candidates recognised that the wooden bar would not be held as securely as in a vice and
that this was a disadvantage of using a bench stop.
(g) Most candidates understood why designers use paint in the design of children’s toys. The most
popular answer related to making the toy more attractive or appealing. Many answers referred to
paint making the toy smooth which is not correct. Many answers referred to paint protecting the toy
without actually stating what the wood was being protected from.
© 2014
(h) There were many excellent ideas for modifying the design of the toy to accommodate the mallet.
Many included an additional box while others drilled holes for the mallet. There were some
innovative modifications involving use of metal or plastic clips and hooks. The weakest part of
many candidates’ answers involved providing details of the sizes, specifically named materials and
constructions for which two marks were available.
Question 13
This question required candidates to have a good basic knowledge and understanding of processes
associated with acrylic.
(a) (i) All the candidates who answered this did not read the question carefully and named a tool used as
a straight edge. The question asked for a tool that ‘could be used against a straight edge to mark
line A. The best answers would have been chinagraph pencil, felt tip or permanent marker and
scriber.
(ii) A small number of candidates named dividers. Compasses were not practical.
(b) The best answers provided three clear stages involved in producing the hole: drill a small hole,
insert the blade of a coping saw and remove most of the waste, file the sawn edges to achieve the
round shape. Most candidates achieved at least one mark for one correct stage.
(c) The question asked candidates to describe HOW each tool/item of equipment would be used and
not what it was used for. For example, the scraper would be dragged across the surface to remove
scratches made by the saw cut; the wet and dry paper would be wetted and rubbed backwards and
forward s along the edge. Candidates need to read the questions carefully.
(d) Many candidates simply ‘stuck’ the end of the rod to the acrylic. A minority of candidates did
include a tube, bracket or ‘cup’ into which the rod could be located.
(e) Many candidates confused ergonomics with anthropometrics. Only a minority of good answers
referred to ease of access in terms of handling or visual selection. No candidate recognised the
possible use of the holes as hand holds.
(f) There were some very good answers showing bent acrylic devices that could fit onto the rails, slide
along and support the DVDs. However, these were in a minority. Often, low quality sketches
disadvantaged candidates, as potentially successful solutions lacked sufficient clarity to be
understood.
(g) The most common correct advantage of using wood rather than acrylic related to the strength and
durability of wood, and that it could be considered easier to work.
© 2014

Paper 0445/42
Systems and Control
Key Messages
● Responses only to be made in the space allocated on the paper. If more space is needed, extra
sheets should be used and attached to the booklet.
● It is important that candidates do not provide additional answers for responses that require either a
single answer or a set number of answers. This could result in the Examiner not being able to give
credit to a correct response.
● Candidates must ensure that the rubric is followed and that only one question in Section B is
answered. In many cases, candidates had started a question before going on to complete another.
It is important that candidates are advised to read through the question carefully before starting a
response.
General Comments
The standard of drawing shown in those questions requiring a graphic response was generally very good.
There were a few instances where candidates had not made full use of the space available, and it was hard
to make out the detail on the resulting small drawings.
Where a drawing had to be labelled, for example Question 6, the leaders from the label to the drawing
should be clearly placed. In a number of cases, it was unclear which part the leader was pointing to and as a
result no mark was awarded.
In Section A, the majority of candidates had attempted all of the questions. There were a few questions
where candidates did not go quite far enough with their response to justify a mark being awarded. It is
important for candidates to read carefully what is required and to avoid repeating part of the question as their
answer. All of the questions in Section A proved accessible to candidates with Question 8 on mechanisms
proving to be the most challenging.
The electronics question was the most popular in Section B, with the structures question providing the
fewest responses. In many cases the answers given were carefully considered and showed clear
understanding of the specialist area.
Comments on Specific Questions
Section A
Question 1
The majority of candidates gained marks on this question by naming suitable natural frame structures.
Those who did not gain marks had either used shell structures or manufactured structures as their examples.
In some cases marks were not awarded as the example chosen included both shell and frame structures.
Question 2
A large number of responses correctly gave the cantilever beam.
© 2014
Question 3
(a) The force acting at X could have been bending, compression or torsion; the majority of candidates
stated ‘compression’ to gain the mark. Of the other two forces acting on the structure shear force
at point Y was frequently not given correctly.
(b) Many responses included a ferrous metal such as stainless steel or an unsuitable non-ferrous
metal such as copper.
(c) The mark was awarded for any suitable thermoplastic material. Acrylic and PVC would not have
been suitable for this application, so gained no mark.
Question 4
(a) This question was well answered by many candidates with connecting lines being correctly drawn.
The LED and symbol were generally correct but the non- polarised capacitor was commonly joined
to the polarised symbol.
(b) A number of responses were too vague to be awarded a mark. Candidates gained the mark, if they
referred to how a polarised component is connected in a circuit.
Question 5
(a) Knowledge of how a relay operates was generally very good. The majority of candidates
mentioned the electromagnetic field caused. Fewer candidates gained the mark for describing the
moving contact.
(b) A number of candidates gave ‘electromagnet’ as their answer. This was not allowed, as it was the
main component of the relay given in part (a). Candidates who chose another application such as
solenoid or transformer gained the mark.
Question 6
(a) The fulcrum and effort were generally identified correctly but in a number of cases the load was
either unclearly marked or applied to lever B.
(b) Most candidates gained the mark for identifying lever B as a first order lever; however, very few
gave the full definition of ‘a pair of first order levers’.
Question 7
Two valid reasons for using compound levers were only identified by the more able candidates. A higher
number of responses gained a single mark for giving one reason.
Question 8
(a) The crankshaft was correctly identified in most cases. A few candidates recognised the connecting
rod. In many cases the mechanism was incorrectly identified as a cam and follower.
(b) A number of candidates who had used ‘cam and follower’ in part (a) used it again for part (b) and
gained the marks. A number of candidates appeared not to have read the conversion of motion
required was rotary to reciprocating.
Section B
Question 9
(a) (i) The mark for showing a method of preventing the roof timbers from moving was generally gained
by showing a tie beam in position. A few responses showed any fixing method for the tie beam. A
mark was gained in a few cases by showing a central strut under the join in the timbers.
(ii) Use of either a tie rod or a buttress was acceptable. A few candidates chose to show a buttress
against the outside of the wall.
© 2014
(b) (i) In a few responses, marks were lost through giving an application for a composite material rather
than the name of the material. Of the correct answers given, GRP and concrete were the most
popular.
(ii) Precise reasons for using composites were rarely found. In many cases, a single mark was
awarded for a generic reason such as ‘to make it stronger’.
(c) (i) In most cases, the strut and tie were correctly identified.
(ii) The majority of answers to this were correct.
(iii) Those who had the correct answer to the previous part, generally gained a mark here.
(iv) About half of the responses correctly identified the wing as a frame structure.
(d) (i) This part of the question was not well answered. The clue to the correct joist size was that four
joists were shown in the drawing in a distance of 1.8 m. This gave three spaces of 600 mm
between centres for the joists. There was only one joist size in the table at 600mm spacing that
would span 3 m.
(ii) A number of candidates had shown a suitable method of supporting the shelves, but lack of detail
of construction and material used prevented more than one mark being awarded.
(e) There were a few really good solutions to the problem. As with the previous part, marks were lost
through failure to provide detail. Candidates should be advised to use notes as an explanation to
supplement detail given in the drawing.
(f) The concept of safe working load was not fully understood by the majority of candidates. The fact
that it is far less than the maximum breaking load was rarely mentioned. Marks were gained by
stating that the safe load was the normal maximum load. Few responses referred to the safety
factor.
Question 10
(a) (i) Those candidates who counted the two threads and used the given pitch were generally correct.
(ii) This part was well answered.
(iii) In most cases, the pawl was correctly drawn for one mark. The ratchet on some was facing the
wrong direction and a few had drawn it as a gear with no ‘lean’ to the teeth.
The third mark was for indicating which direction the ratchet was free to rotate in; a number of
candidates had failed to do this.
(iv) About half of the candidates answering the question identified the locking lever as being a second
class lever.
(b) (i) The majority of candidates correctly identified the rack and pinion mechanism.
(ii) Rotary motion was correctly identified in most cases but there was then some confusion between
linear and reciprocating as the converted motion for the second mark.
(iii) The reduction in friction was a common factor used along with reduction in wear. A few candidates
referred to the fact that the bearing will support both axial and radial loads.
(iv) Responses should have referred to the reduction in maintenance for the bearing. A number of
candidates gave responses that would have been valid for the previous part, and referred to
functional aspects such as the faster operating speed available.
(c) (i) Reduction in belt slip was the response most frequently seen followed by the belt being held in a
fixed position on the pulley. The increased surface area in contact did not feature in many
responses.
© 2014
(ii) The reduction in speed was noted in the majority of responses. Most of these responses failed to
mention that the torque of the output pulley would increase.
(iii) The calculation was generally very well done with most responses containing all of the steps taken
to get to the answer. In this type of question, a correct answer on its own will gain full marks but
those who go through each stage have the benefit of picking up some marks even if the final
answer is incorrect.
(iv) Most candidates chose to illustrate a direct drive through spur gears or a chain drive. A further
valid method that could have been used is a friction drive. This was not seen in many responses.
Question 11
(a) Those candidates who were confident in their knowledge of units generally gained full marks for
this part. There were a number of responses where guesswork had been used, resulting in loss of
marks.
(b) (i) The SPDT switch symbol was correctly identified in most cases.
(ii) The difference in switch action being looked for was in the permanent/momentary nature of the two
switches. A number of responses only got as far as mentioning the physical movement needed to
operate the switch. This was too vague to be awarded any marks.
(c) (i) There were three marks available for this part; the rise in voltage, the maximum voltage and the fall
in voltage, with one mark for each. Most responses gained a mark for the maximum voltage but
only a few candidates gained marks for accurate rise and fall curves.
(ii) Most candidates gained a mark for increasing the capacitor value as a correct method of increasing
delay time. Benefit of doubt was given to those who put ‘increase the resistance’ as their second
method. To be fully accurate, the resistance should have been identified as R1.
(iii) Only those who understood the operation of a bipolar transistor gained the mark for this by giving
an answer of around 0.6 V.
(d) (i) The OR gate was correctly identified in a large majority of responses.
(ii) Apart from some confusion with a NOR or AND gate truth table most gained the marks on this part.
(iii) On most responses, the first gate was correctly connected. The connection of the second gate as
an inverter or NOT gate was not carried out well. A common error was to connect the output of
gate one to a single input of gate two, leaving the other input unconnected.
(e) (i) The concept of latching a signal was unfamiliar to many candidates. For both marks, the
momentary nature of the triggering signal should have been mentioned.
(ii) Understanding of how the relay was held on after being triggered, initially by a voltage from two
sources was needed to gain the first mark. What happened after the sensor(s) had returned to
normal was needed for the second mark.
(iii) The protective function of the diode was widely recognised; the component being protected was
frequently not identified as the transistor.
(iv) The calculation was accurately completed by the majority of candidates with correct units being
used in most cases.
© 2014

Paper 0445/05
School Based Assessment
General comments
The majority of work submitted was well structured and covered the assessment criteria. Some of the work
submitted was of a very high standard and contained very innovative design proposals, with many
candidates producing well manufactured, high quality and functional outcomes.
The correct choice of project is of paramount importance. The majority of projects chosen were appropriate
and many candidates selected interesting and challenging briefs. Most candidates selected a brief that
allowed them to demonstrate appropriate manipulative skills and show an understanding of materials and
their characteristics in relation to their use.
There are an increasing number of candidates who make excellent use of Computer Aided Design in the
development of ideas, presentation drawings and working drawings.
Centres are reminded that joint projects cannot be submitted for this qualification. It is very difficult to clearly
identify an individual’s contribution to the project.
An increasing number of candidates identified clients or ‘experts’ to give specific information relating to the
particular need. The client can give useful information for research and the development of a specification
and assist in the testing and evaluation of the final product.
More candidates are submitting detailed and concise research information. Some candidates produced an
exceptionally large amount of generic and often unnecessary material that will not help them produce a
detailed specification or aid them in their design. Candidates should be encouraged to focus their research
on the specific design brief and make use of all the space available on each sheet.
The majority of candidates manage their time effectively to ensure that a functional product is completed,
leaving sufficient time for appropriate testing and evaluation.
Some Centres included individual candidate assessment sheets with supporting comment. These were
helpful for Moderators to see how and where marks were awarded.
Centres are reminded that both the MS1 form and the Coursework Assessment Summary Form
0445/05/CW/S/10 are carefully completed and submitted with the sample.
Some projects had limited evidence in the folder of the manufactured product. A photographic record of the
key stages of making is important to give evidence to support the Centre marks for the Product Realisation.
This record of making should not be seen as a substitute for planning for production, which should be carried
out prior to the actual making.
Candidates should also include photographic evidence of the testing of the product in use.
An increasing number of Centres submitted their work in a digital format. Work was generally detailed and
very well presented. Design ideas were scanned in and there was clear photographic evidence of
manufacture, testing and evaluation. Any Centres wishing to submit their work in a digital form should
contact CIE for details of the approved format.
After internal moderation, some Centres insert a different total mark on the Coursework Assessment
Summary Form. Please indicate on the form where any changes in marks to particular assessment criterion
have been made.
© 2014
Comments on specific headlines
1. Identification of a need or opportunity with a brief analysis leading to a Design Brief
Most candidates explained the need fully using photographs where appropriate, and described the user
group before producing a clear and detailed design brief. An increasing number of candidates identify a
client or target market. A number of Centres were lenient in awarding marks in this section. A brief
statement is not enough to access the middle or higher mark ranges. To access the higher mark range,
candidates must analyse the need in detail and consider the requirements of possible users.
2. Research into the Design Brief resulting in a Specification
Most candidates produced focused and relevant research. A significant number of candidates produce large
amounts of information on materials, processes etc., the majority of which has limited or little relevance to
the brief. Research should include information on the appropriate materials for the particular brief and
include an explanation as to why they are suitable.
When candidates analyse existing products, they should highlight the particular design strengths and
weaknesses and use this information when generating a specification and when designing.
It is important that candidates obtain information which will guide their designing, and include essential
information, for example, a project relating to storage should include dimensional details of the items to be
stored.
A number of candidates gathered the views of potential users through the use of well-structured and carefully
worded questionnaires.
Specifications were generally detailed and justified. Most candidates included the specific details of the
requirements for their product.
3. Generation and exploration of Design Ideas
Some of the work presented was inspirational. Many candidates produced well-presented, innovative and
creative design proposals. The majority of Centres assess this section accurately and in line with CIE
standards. To access the higher mark range, candidates must produce a wide range of different, well-
annotated possibilities. They must also clearly evaluate their ideas with reference to the specification.
4. Development of Proposed Solution
Candidates are required to show their thinking and decision-making, regarding the development of a final
idea, from their evaluation of their initial design ideas. This should include details of materials and
construction methods through trialling, testing and modelling. A number of candidates made very good use
of 2D and 3D modelling and computer aided images to develop their design proposal.
5. Planning for Production
Working drawings were generally of a very good standard, with candidates producing high quality working
drawings. Some candidates made very good use of Computer Aided Design software.
Most candidates produced detailed plans for production. Many produced a logical sequence of the stages of
manufacture, including detailed cutting lists and approximate time allocations.
To achieve the higher mark range, candidates must produce an effective sequence of operations and a fully
dimensioned and detailed drawing of their product. A good measure of the quality of a working drawing is
whether there is sufficient detail for the product to be manufactured by a third party.
6. Product Realisation
There were many examples of outstanding, high quality manufactured products presented. Most candidates
used a number of good quality photographs to show full details of their product. Many gave photographic
evidence of key stages of manufacture of the product to emphasize particular features and the quality of
making.
© 2014
Centres must ensure that candidates include clear evidence of their practical outcome. Marks cannot be
accepted for the practical realisation if there is no photographic evidence of the candidates’ work.
Centres were generally accurate in awarding marks commensurate with the quality of work produced.
7. Testing and Evaluation
There has been significant improvement in this section. Many candidates achieved high marks by providing
evidence of testing the product in its intended environment and producing a detailed evaluation of successes
and possible weaknesses. Most candidates evaluated against the specification.
After identifying the strengths and weaknesses of their realisation, candidates are required to recommend
modifications and possible improvements based on their evaluation, in order to achieve the highest mark
range.
It is important to have photographic evidence in this section.
A number of candidates included third party evaluations from clients or potential users of the product which is
to be encouraged.
© 2014
Examiners’ Report
June 2014
GCSE Design & Technology 5RM02 01

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© Pearson Education Ltd 2014
2 GCSE Design & Technology 5RM02 01

Introduction
The format of the paper is now well established given that it has now been offered for the
last four years. It is encouraging to see and to report that centres are becoming evenmore
familar with the layout and have used past papers and previous reports to guide their
teaching.
On the whole candidates are improving in many areas of the specification and they are
getting better at responding to the quality of written communication questions, where their
writing shows a better structure. The responses to the design questions also appear to be
improving with candidates showing many different ways of making sure they cover all of the
design specification points, either by the use of numbers or little grids they write onto the
question paper.
There was a marked increase this year in candidates writing outside of the boxes and spaces
provided. Candidates must be guided and advised to write in the space provided. In some
cases, candidates went on to write two whole sides of A4 in addition to the space provided
on the paper. It must be stressed that there is sufficient space to be able to score full marks
using just the space provided on the paper.
GCSE Design & Technology 5RM02 01 3

Question 11 (a) (i)
This question was generally very well answered with the large majority of candidates giving
the correct response. Where candidates had done less well they often gave the use of the
ruler for 'drawing straight lines'.
Question 11 (a) (ii)

The coping saw was recogisned by a good number of candidates and would appear to be a
popular type of saw used in centres. In some responses, the term saw was simply given. It
must be stressed that in these types of questions, responses and names of tools must be
very specific.
Question 11 (a) (iii)

This question was not well done by a good majority of candidates. It follows on from
previous years where candidates have not responded well to questions about cutting screw
threads, both internal and external. In this case lots of reference was made to screw cutters
and it was confused with a 'Tap'.
Question 11 (a) (iv)

On the whole a very good number of candidates scored well on this question. Where
they scored less well, they often confused the washer with a bolt or gave a more general
desription of the use as a surface protector.
Question 11 (b)
A good number of candidates scored at least one mark on this short question. A 'give' type
question simply requires candidates here to give two properties without the need to say why
or to explain or describe why they are relevant.
In too many instances, candidates give properties such as 'it will not rust'. This will not be
credited, they are correct in that it will not rsut but it is not a property, it is a characteristic.
It is the same to be saying that it is not magnetic. Similarly, too many candidates use the
term 'strong' which again has no reference e.g. compressive or tensile for example.
Question 11 (c) (i)

Many candidates were able to offer at least one risk. Too many candidates made reference
to the work being cut too much and being too small. Candidates in some cases simply gave
preventative measures such as 'wear goggles' as opposed to stating what the risk was.
Question 11 (c) (ii)

This part question was poorly completed by the large majority and clearly suggests that
centres are either not teaching this process and candidates are not using this process during
their course of study.
Question 11 (d) (i)

The most common response seen here related to the fact that acrylic comes in a wide range
of colours. The most common incorrect response seen related to the price of acrylic with
candidates saying that it was cheaper.

Question 11 (d) (ii)
Given that this type of question was a 'Describe' type question, it needed candidates to
make a point and develop it to say why or what the consequences are. A good number of
candidates scored a mark for the fact that acrylic is more likely to break but did not say that
it was because it was a brittle material. There were a good number of responses seen in
relation to the fact that acrylic is easily scratched and therefore it will lose its visual appeal.
Question 11 (e)
This is a 'Describe' type question and therefore each point made needs to be developed.
Examiner Comments
In this instance the candidate has simply given two points

for which they will have been awarded just 2 of the 4 marks
available. They have given basic statements and there is
nothing wrong with what they have written.
Examiner Tip
In terms of taking the first response given by the

candidate, 'Fast making process, if the candidate were
able to go on to say why it is faster, such as 'because
you just have to trace around the shape', then they
would have been awarded the second mark. It is
worth thinking about some connectives (joining or
linking words) when you get describe or explain type
questions. Connectives are words such as 'because,
which means, so that, therefore.' When you make a
statement such as 'It is faster because .....' it means
you will naturally go on to say why and give yourself a
chance of scoring the other mark on offer.

Question 12
The format of this question is long established and candidates continue to improve in their
responses. This type of question requires two different designs to be generated in response
to the design specification given.

Examiner Comments
This candidate has produced two good designs in response to

the brief and has scored a total of 13 marks. There is a clear
sketch in the middle which has been well supported with some
detailed annotation.
Examiner Tip
Try to avoid writing too much, a simple word or two will

often suffice such as 'acrylic which has been bent using
a strip heater'.
Be careful when it comes to giving processes, ideally
the process should realte to the material named. You
also need to be careful when giving a process since the
specification point here made reference to the product
being a one-off and as such injection moulding and
blow moulding would not be apporopraite processes,
especially in the school workshop.

Question 13 (a)
This question produced a good range of correct responses with tough and hard being the
most common. Too many candidates use the term strong when giving a property.
Question 13 (b) (i)

Almost all candidates scored at least one correct answer on this question with most scoring
two with paint and varnish being amongst the most common.
Question 13 (b) (ii)

This question has a mixed response with many candidates answering correctly but not
always using the correct terminology, many confusing preventing with protecting.
Examiner Comments
This response scored the two full marks as the candidate said
that a finish would help to preserve the wood and they went on
to explain that it would last longer.
Examiner Tip
Here you can see that this candidate has used a

connective, in this example 'meaning it .......'.

Question 13 (c) (i)
A good number of candidates responded to this question correctly with the most common
response seen being related to the handles and the tray. The most commonly seen incorrect
responses related to how the tray was appealing to the child.
Examiner Comments
This is a full and well explained response from the candidate.

They have made a point and then they have been able to go on
a fully explain the implications of the statement they have made
in response to the question.
Examiner Tip
Do be careful that you do not write too much in

response to questions. The dotted lines that are
provided are a guide and give ample space for you to
be able to write.

There were a number of mixed responses or confused responses here. Many candidates
described how the wood was heavy/hard/dense and therefore provided a stable base. The
most often correctly described response related to the wheels and the shape of the tray.

Question 13 (d)
There was the full range of marks scored here. Candidates found it difficult to differentiate
between form and user requirements. Many discussed the fact that one was more suited
to those who may well be starting to walk as opposed to one which could be used to put
a child in to prevent them from moving around or crawling. Many mentioned the issue of
stability and the number of wheels and there was some confusion over the use of materials
used to make the respective walkers. There were also lots of comments about the ability to
steer or direct one over the other.
Examiner Tip
Examiner Comments Try not to write outside of

the space provided. This
This candidate scored the full 6 marks. They have addressed candidate has just managed
both of the criteria requested and have made comparisons to stay within the space
of the two different types of walking devices. given.

Question 14 (a)
This was a simple question as to whether candidates knew which group of plastics Urea
formaldehyde belonged to. The large majority of candidates were able to state that it was a
thermosetting plastic.
Question 14 (b)
This question was disappointly poorly answered considering the length of time this type
of question format has been used. Lots of incorrect properties were given for the material
with the most incorrect response being 'it will not rust' Any property given must at least be
relevant and then justified in the context of the knife and property given.
Question 14 (c)
It was quite clear in most cases that candidates had either be taught this or not. Many made
reference to heating with some giving very specific correct temperature ranges and then
were able to go on to say that the material needed to be cooled very quickly, by quenching.
Question 14 (d) (i)

The responses here were not as common as we would have expected. Lots of responses
were in relation to the materials used, the size and weight of the knife as opposed to the
cost, country of origin and sales data for example.

Question 14 (d) (ii)
Many candidates scored single marks here without going on to fully develop or explain
their answers. Many repeated the question by saying that the manufacturer could use
email to communicate. In this instance they would score no marks. In this type of question
candidates should be suggesting how they could use email such as 'Sending CAD files so
that prototype could be produced or costings established.'
Examiner Comments
This response has scored full marks. In both instances they

have made a comment as to how email is used and then they
have gone on to describe the implications or benefits of the use
of email.
Examiner Tip
In both responses here the candidate has made very

good use of connectives which means that they have
been able to go on and fully describe their responses
and access the whole range of marks available.

Paper Summary
Many candidates attempted this last question but few scored good marks. There were a lot
of responses which discussed the environment as opposed to society. There were also a lot
of discussion about impluse buying and advertising but without it being related to society
and the impact it has had. Good responses were well put together arguments with the main
emphasis being focused on the demise of local shops and the impact this is having on the
high street and the fact internet shopping is availabe to a world wide audience.
Based on their performance on this paper, candidates are offered the following advice:
• Familiarity with all areas of the specification via teacher led examples or demonstrations
• For the design question, ensure that each of the two different design ideas are different
in each of the given specification areas.
• Name specific properties and materials rather than material groups (eg wood, metal,
plastics)
• Try to avoid going out of the lines and boxes provided in the question paper.

Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link:
http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx

Pearson Education Limited. Registered company number 872828
with its registered office at Edinburgh Gate, Harlow, Essex CM20 2JE
0445 Design and Technology November 2014

Paper 0445/11
Design
Key messages
• Candidates need to use specific, not generic terms when referring to design issues, materials and
• Clear links between one stage of the design process and the next are more likely to result in successful
responses.
General comments
The majority of candidates appeared to be well prepared to respond to the question of their choice and many
Question 1
This was the most popular question and the majority of candidates understood clearly the requirements of a
storage unit for dirty clothes in the bathroom and responded in a very positive way.
to identify four additional specific functional points required of the storage unit. Successful
responses included: resists water, hygienic, easy access for items, matches bathroom style,
sections labelled, acts as seat, reduces odour, etc. General responses such as ‘durable’ or
‘lightweight’ can be awarded marks only where the specific reason for the requirement is given.
(b) Most candidates were able to show two ways of forming divisions in a storage unit. Appropriate
sketched responses included: horizontal/vertical divisions, drawers, shelves, halving joint, housing
joint, butt joint, dowels, fabric, etc.
creative in their response to the design problem. Successful responses included drawings
enhanced with colour or other forms of highlighting, and annotations to provide information on the
nature and detail of each design idea. Candidates are advised to use all the space allocated for the
answer for this part of the question so that they can show all information clearly.
(d) Successful responses identified both positive and negative aspects to could discriminate between
all three design ideas in relation to the context of the question. This was often more effective where
some of the comments related to the functional points raised earlier. High marks were scored
where comments included valid judgements rather than just simple descriptions of each idea.
Evaluation tables that simply ticked or awarded marks against each idea without adding meaningful
comment could not be awarded maximum marks.
(e) The responses to this part of the question continue to show improvements. Successful responses
selected a drawing format appropriate to, and large enough for, the design being presented.
Constructional detail was added in the form of sketched and written annotations. Candidates are
reminded of the need to add the overall dimensions and dimensions for some details for the award
of maximum marks.
© 2014
in this context.
Question 2
number of candidates. Candidates appeared familiar with the requirements of the advertising unit and some
(a) The majority of candidates identified four additional points about the function of the advertising unit
and successful responses included: appealing to potential customers, reflects ‘laundry, colourful,
stable in use, lightweight/easy to carry, folds for storage, etc.
(b) Candidates, generally, had no difficulty showing two flexible joints including: scored line, tape,
rings, comb, cord, plastic hinge, etc.
(c)
(d)
(e) See Question 1 (c) – (g)
(f)
(g)
Question 3
Only a very small number of candidates answered this question. The requirements for the washing line
modification were such that candidates could make use of their knowledge and experience of systems and
control in an interesting way.
(a) Most candidates had little difficulty identifying four additional points about the function of the
modification and these included: will not dirty clothes, weatherproof, easy/simple to operate, cannot
catch fingers, easy to reach, etc.
(b) Candidates responded quite well to the drawing of two mechanisms that might form part of the
modification including: rack and pinion, pulley system, gear train, chain and sprocket, ratchet,
winding drum, etc.
(c)
(d)
(f)
(g)
© 2014

Paper 0445/12
Design
Key messages
responses.
General comments
Question 1
This was the most popular question and the majority of candidates clearly understood the requirements of a
unit for holding fishing items and responded in a very positive way.
to identify four additional specific functional points required of the unit. Successful responses
included: resists water, easy access for items, lightweight/easy to transport, compact, items held
firmly, etc. General responses such as ‘durable’ or ‘lightweight’ can be awarded marks only where
the specific reason for the requirement is given.
(b) Most candidates were able to show two ways of carrying such a unit. Appropriate sketched
responses included: handles, shoulder strap, harness, belt clip, wheels, etc.
creative in their response to the design problem. Successful responses were enhanced by colour
or other forms of highlighting, with annotations added to provide information on the nature and
detail of each design idea. Candidates are advised to use all the space allocated for the answer for
this part of the question so that they can show all information clearly.
(d) Successful responses identified both positive and negative aspects to discriminate between all
three design ideas in relation to the context of the question. This was often more effective where
selected a drawing format appropriate to, and large enough for, the design being presented and
then added constructional detail in the form of sketched and written annotations. Candidates are
reminded of the need to add overall dimensions and some detail dimensions for the award of
maximum marks.
© 2014
in this context.
Question 2
number of candidates. Candidates appeared to understand the requirements of the fishing game and some
(a) The majority of candidates identified four additional points about the function of the fishing game
and successful responses included: appealing to children, easy to catch shapes, attractive
colour/shape, realistic fish shapes, cannot see fish, etc.
(b) Candidates generally had no difficulty showing two ways of catching fish including: magnet,
hook/eye, ‘Velcro’, sticky pads, etc.
(c)
(d)
(f)
(g)
Question 3
Only a very small number of candidates answered this question. The requirements for the fishing alert
system were such that candidates could make use of their knowledge and experience of systems and control
in an interesting way.
(a) Most candidates had little difficulty identifying four additional points about the function of the system
and these included: weather resistant, easy to fix to rod, creates movement/noise, minimal power
use, easy to set up, etc.
(b) Candidates responded quite well to the drawing of two sensing devices including: tilt switch,
sensing pad, movement sensor, strain gauge, simple lever mechanisms, etc.
(c)
(d)
(f)
(g)
© 2014

Paper 0445/13
Design
Key messages
responses.
General comments
Question 1
This was the most popular question and the majority of candidates clearly understood the requirements of a
gardening tools holding device.
to identify four additional specific functional points required of the holding device. Successful
responses included: easy to move around, easy to clean, easy access to tools, tools held firmly,
sharp edges/points protected, easy to store, etc. General responses such as ‘durable’ or
‘lightweight’ can be awarded marks only where the specific reason for the requirement is given.
(b) Most candidates were able to show two methods of holding tools in place. Appropriate sketched
responses included: holes, slots, spring clips, rubber bands, recesses, etc.
creative in their response to the design problem. Successful responses were enhanced with colour
or other forms of highlighting, and annotations were added to provide information on the nature and
detail of each design idea. Candidates are advised to use all the space allocated for the answer for
this part of the question so that they can show all information clearly.
(d) Successful responses identified both positive and negative aspects to discriminate between all
three design ideas in relation to the context of the question. This was often more effective where
selected a drawing format appropriate to, and large enough for, the design being presented and
then added constructional detail in the form of sketched and written annotations. Candidates are
reminded of the need to add overall dimensions and some detail dimensions for the award of
maximum marks.
© 2014
in this context.
Question 2
This question, intended for those following the Graphic Products option, was answered by a large number of
candidates. Candidates appeared familiar with the requirements of sandwich packaging and some
(a) The majority of candidates identified four additional points about the function of the sandwich
packaging and successful responses included: suitable size/shape for handling, interesting
theme/colour, items easy to access, protects items from damage, suitable for easy storage,
hygienic, moisture resistant, etc.
(b) Candidates generally had no difficulty showing two manufacturing methods including: part
card/plastic constructions, vacuum formed, folded net, triangular/square/rectangular shapes, etc.
(c)
(d)
(f)
(g)
Question 3
Only a small number of candidates answered this question. The requirements for the computer screen
adjuster were such that candidates could make use of their knowledge and experience of systems and
control in an interesting way.
(a) Most candidates had little difficulty identifying four additional points about the function of the system
and these included: easy to use by anyone, suited to table top use, stable in use, can be adjusted
from front, lockable at any height, fixes to standard holes on screen, etc.
(b) Candidates responded quite well to the drawing of two adjustment methods including: rack and
pinion, ratchet, counter balance, worm gear, levers, pivots, etc.
(c)
(d)
(f)
(g)
© 2014

Paper 0445/21
Graphic Products
Key messages
The focus of this assessment is graphic products. Future candidates would benefit from practical activities
based on this paper and previous papers.
To improve performance on this paper, candidates should

• understand and use correct line conventions, e.g. fold lines in developments (nets),
• have some knowledge of commercial/industrial colour printing methods related to graphic products,
• appreciate the physical characteristics of materials used in graphic products, e.g. card, foam-board,
• practise the construction of ‘circles in contact’,
• not use generic terms unless qualified, e.g. ‘glue’, ‘tape’, etc.
General comments
Candidates were required to complete all questions in Section A (A1, A2 and A3 ) and then answer either
B4 or B5 from Section B. Questions B4 and B5 were equally popular optional questions for candidates. A
small number of candidates did not follow the rubric instruction.
Section A
Question A1
Car body
(a) The drawing of the end elevation was generally creditworthy. Where marks were not earned it was
usually due to omitting the top of the bonnet or windscreen line. The accuracy of the plan would
have benefited from lines being projected upwards from the end elevation to a 45 degree line and
then horizontally to the plan. The lines which denote the top of the roof and bottom of the
windscreen were sometimes omitted.
(b) The third angle projection symbol was very well completed by many candidates with the concentric
circles correctly orientated.
Question A2
Car stickers
(a) The circular headlight and three horizontal bars were added accurately and in the correct position.
(b) There was good understanding of the rendering of glass seen.
(c) Many candidates successfully completed a ‘0’ in the same style as that shown on the illustration of
the car.
© 2014
Question A3
Development (net) of a model lorry
(a) The missing side was generally completed accurately and in the correct orientation, with the
wheels correctly drawn. A significant number of candidates drew only the front or back of the lorry.
Glue tabs were added by most candidates but few drew fold lines to the correct line convention.
(b) Few candidates drew a ‘safety rule’ correctly and few correctly identified the ‘craft knife’. Many
Candidates used generic and uncreditworthy terms such as ‘knife’ or ‘cutter’ rather than ‘craft knife’
or ‘scalpel’.
Section B
Question B4
Party hat
(a) (i) Where marks were not earned by some candidates for the drawing of the outline it was usually for
inaccurate measuring of the 350 mm length. Many candidates did not accurately establish the
centre of the R20 arcs. This was particularly important as the outline is in contact and blends in
with both the R60 semi-circle and the top line.
(ii) The elliptical logo was generally very well drawn with many candidates using the concentric circles
method. Some candidates appeared to have used the ‘trammel’ method of drawing the ellipse.
Centres are reminded that where a trammel has been used it must be attached to the candidate’s
script.
(b) There were many good solutions as to how to join the two ends of the party hat. Using a slot and a
tab of some kind were the most popular methods seen.
(c) Candidates showed a good understanding of reinforcing the card, generally suggesting lamination
techniques or folding the card.
Question B5
Sweets
(a) Candidates usually gained some credit for this question showing understanding of the cuboid,
triangular and hexagonal prisms. However, the quality of the drawings of these shapes was
variable.
(b) Candidates showed a good understanding of bar charts with the majority being able to turn
quantities into accurate vertical scales. There was good use of colour and shading to enhance the
appearance of the chart and the charts were generally well labelled.
(c) Candidates showed a good understanding of isometric projection and some excellent drawings
were produced. However, some candidates did not appreciate the 1:2 scale and their drawings
were consequently inaccurate. Many candidates included the window although its position was not
always accurate.
(d) Although there were a few correct answers many candidates displayed little knowledge of the
commercial/industrial colour printing methods suitable for multiple copies.
© 2014

Paper 0445/22
Graphic Products
Key messages
based on this paper and previous papers.

• appreciate the physical characteristics of materials used in graphic products, e.g. card, foam-board,
• practise the construction of ‘circles in contact’,
• not use generic terms unless qualified, e.g. ‘glue’, ‘tape’, etc.
General comments
Candidates were required to complete all questions in Section A (A1, A2 and A3 ) and then answer either
B4 or B5 from Section B. Questions B4 and B5 were equally popular optional questions for candidates. A
small number of candidates did not follow the rubric instruction.
Section A
Question A1
Car body
(a) The drawing of the end elevation was generally creditworthy. Where marks were not earned it was
usually due to omitting the top of the bonnet or windscreen line. The accuracy of the plan would
have benefited from lines being projected upwards from the end elevation to a 45 degree line and
then horizontally to the plan. The lines which denote the top of the roof and bottom of the
windscreen were sometimes omitted.
(b) The third angle projection symbol was very well completed by many candidates with the concentric
circles correctly orientated.
Question A2
Car stickers
(a) The circular headlight and three horizontal bars were added accurately and in the correct position.
(b) There was good understanding of the rendering of glass seen.
(c) Many candidates successfully completed a ‘0’ in the same style as that shown on the illustration of
the car.
© 2014
Question A3
Development (net) of a model lorry
(a) The missing side was generally completed accurately and in the correct orientation, with the
wheels correctly drawn. A significant number of candidates drew only the front or back of the lorry.
Glue tabs were added by most candidates but few drew fold lines to the correct line convention.
(b) Few candidates drew a ‘safety rule’ correctly and few correctly identified the ‘craft knife’. Many
Candidates used generic and uncreditworthy terms such as ‘knife’ or ‘cutter’ rather than ‘craft knife’
or ‘scalpel’.
Section B
Question B4
Party hat
(a) (i) Where marks were not earned by some candidates for the drawing of the outline it was usually for
inaccurate measuring of the 350 mm length. Many candidates did not accurately establish the
centre of the R20 arcs. This was particularly important as the outline is in contact and blends in
with both the R60 semi-circle and the top line.
(ii) The elliptical logo was generally very well drawn with many candidates using the concentric circles
method. Some candidates appeared to have used the ‘trammel’ method of drawing the ellipse.
Centres are reminded that where a trammel has been used it must be attached to the candidate’s
script.
(b) There were many good solutions as to how to join the two ends of the party hat. Using a slot and a
tab of some kind were the most popular methods seen.
(c) Candidates showed a good understanding of reinforcing the card, generally suggesting lamination
techniques or folding the card.
Question B5
Sweets
(a) Candidates usually gained some credit for this question showing understanding of the cuboid,
triangular and hexagonal prisms. However, the quality of the drawings of these shapes was
variable.
(b) Candidates showed a good understanding of bar charts with the majority being able to turn
quantities into accurate vertical scales. There was good use of colour and shading to enhance the
appearance of the chart and the charts were generally well labelled.
(c) Candidates showed a good understanding of isometric projection and some excellent drawings
were produced. However, some candidates did not appreciate the 1:2 scale and their drawings
were consequently inaccurate. Many candidates included the window although its position was not
always accurate.
(d) Although there were a few correct answers many candidates displayed little knowledge of the
commercial/industrial colour printing methods suitable for multiple copies.
© 2014

Paper 0445/23
Graphic Products
Key messages:
based on this and previous papers.

• understand the physical characteristics of materials used in graphic products e.g. card, foam board,
• understand and use the projection of ‘true shapes’ from given views,
• not use generic terms unless qualified, e.g. ‘glue’, ‘tape’ etc.
General comments
Candidates were required to complete all questions in Section A (A1, A2 & A3) and then either B4 or B5
from Section B. Questions B4 and B5 were equally popular. A small number of candidates did not follow
the rubric instruction.
Comments on specific questions.
Section A
Question A1
Orthographic projection of a boat
(a) The drawing of the plan view of the boat was generally well completed. However, a significant
number of candidates missed the windscreen and the vertical line to denote the front edge of the
roof. The end elevation was generally well completed given the small size of the radii to the
windscreen corners. There was evidence of good projection from the front elevation although
projection upwards to a 45 degree line and across to the plan would have assisted the drawing of
the plan.
(b) This question was very well completed with concentric circles correctly orientated.
Question A2
Rendering of wooden block and completing the word ‘Neptune’
(a) There was good use of appropriate colour but some rendering of the end and side grain did not
match up correctly.
(b) Completing the word ‘Neptune’ was very well attempted – there was good interpretation of the font
style of ‘u’ and ‘n,’ with appropriate sizing and spacing.
© 2014
Section B
Question B3
Development (net) of small boat
(a) Some candidates did not add either the front or back of the development (net). The missing side
was well drawn in both the correct orientation and correct size. However, a significant number of
candidates missed the concentric circles logo. Glue tabs were added but many candidates omitted
to use the correct convention for fold lines.
(b) This part of the question was very well answered, although some candidates did confuse the ‘set
square’ with a ‘tee square’.
(c) A small number of correct answers were seen. Many candidates displayed little knowledge of the
commercial or industrial colour printing methods suitable for 10 000 copies.
Question B4
Aeroplane tail logo
(a) There were many excellent answers to this two part question.
(i) The elliptical logo with triangle and inscribed circle was generally very well drawn. Many candidates
used the concentric circles method to draw an ellipse. Some candidates appeared to have used the
‘trammel’ method of drawing the ellipse. Centres are reminded that where a trammel has been
employed it must be attached to the candidate’s script.
(ii) The outline of the aeroplane tail was well constructed. Where marks were not earned it was usually
due to the top left hand corner being inaccurately drawn. Some candidates did not establish
correctly the centre for the top 10 mm radius.
(b) (i) Most candidates gained some credit for this question by correctly identifying ‘cutting mat’ and ‘craft
knife’ but did not earn a mark for stating ‘rule(r)’ instead of the correct ‘safety rule’.
(ii) Where marks were not earned for showing how to attach the logo to the foam board tail it was for
using generic terms e.g. ‘gluing’ or ‘sticking’ rather than correct terms e.g. ‘spray adhesive’ or
‘double-sided adhesive tape’.
(c) Although most candidates gained some credit for this part of the question it was evident that there
was a general lack of understanding of the folding characteristics of foam board.
Question B5
Orthographic projection of a fruit juice carton
(a) (i) There were many good answers to this question with candidates correctly adding the cap to the
sloping face of the plan view. A number of candidates who attempted this question drew the cap as
a circle (rather than elliptical) or did not add the visible thickness to the cap.
(ii) Very few correct solutions to drawing the true shape of surface ‘x’ were seen. It is important that
candidates are fully aware of the concept and the process of drawing ‘true shapes’.
(b) The pie chart was very well answered with all elements completed to a high standard. There were
accurately drawn sectors, good use of appropriate colour to enhance the chart and clear labelling
of the types of juice.
(c) The 2:1 isometric scale drawing of the carton cap was well attempted. Many candidates used the
‘four arcs method’ of constructing an isometric circle. Where marks were not earned it was usually
due to not scaling the given dimensions to 2:1 or, having constructed the top shape, not
establishing the thickness correctly.
© 2014
(d) The specifications generally gained some credit but a significant number of candidates focussed on
the surface graphics of the carton – colour, aesthetics etc. – rather than the physical characteristics
of the carton.
© 2014

Paper 0445/31
Resistant Materials
Key messages
● Candidates need to have strong communication skills. They must provide clearly drawn sketches
when attempting questions that begin with the statement ‘Use sketches and notes to…’ In addition,
notes should enhance and make clearer what they have drawn rather than repeating obvious points.
● It is essential that candidates develop an all-round knowledge and understanding of tools, equipment
and processes used when working with wood, metal and plastics.
General comments
Section A
This section tests a wide area of knowledge concerned with materials, tools and processes used when
working with wood, metal and plastic. Very often, candidates named metalworking tools and equipment that
would only be used when working with wood. Many candidates achieved lower marks for this section than for
Section B.
Section B
This section has a number of questions with large mark allocations requiring a combination of clear and
accurate sketches supported by detailed written notes. Careful reading of the questions is needed before
answering. In some cases, candidates provided information not asked for in the question, which could not be
given any credit.
Section A
Question 1
(a) Many candidates named steel or aluminium for the legs of the chair.
(b) Very few candidates named polypropylene as the plastic used for the chair seat. There were many
incorrect answers. Candidates should be familiar with a range of plastics, their properties and uses.
(c) The majority of candidates named paint as an appropriate finish. Other correct answers included
galvanising.
(d) Most candidates stated that the reason for applying a finish was to protect the metal legs from
rusting.
Question 2
Very few candidates named both tools correctly or gave specific uses for them. There were several
acceptable answers for the saw, including rip, cross-cut, sheet, panel and handsaw. Many candidates stated
a correct specific use. Many candidates confused the inside calipers with dividers and subsequently provided
an incorrect use, usually stating that the tool was used to mark out. Inside calipers are used to measure the
internal diameter of tubes.
© 2014
Question 3
(a) The most popular benefit for the cordless drill was that it was portable. Although this was condoned
other answers stated its versatility and the fact that it was not restricted by a trailing electrical lead.
(b) Fewer candidates provided a benefit for the pillar drill. Many candidates stated that the pillar drill
was more accurate. This was not accepted unless qualified by a statement such as ‘because it can
only drill vertically’. Another good answer occasionally seen referred to the pillar drill being more
powerful.
Question 4
(a) Many candidates identified the tenon saw correctly. Some candidates incorrectly stated ‘hacksaw’.
(b) Many candidates named the bench hook correctly.
Question 5
Many candidates named the scriber correctly for tool A but only a minority could name the centre square for
tool B.
Question 6
The vast majority of candidates could not recognise the sand casting process used to produce the split
pattern for the hacksaw handle.
Question 7
Most candidates achieved only one mark for showing the three acrylic shapes marked out with the minimum
of waste. Those who achieved the maximum two marks also showed a space for waste material between the
pieces that would be necessary when they were sawn from the sheet.
Question 8
(a) Very few candidates could identify the bench stop.
(b) Very few candidates understood the purpose of the bench stop: a length of wood is pushed against
the bench stop to enable the wood to be planed. Many candidates stated that its use was to
support wood but could not achieve a mark without providing the specific reference to planing.
Question 9
Very few candidates achieved maximum marks for this question. This question tested candidates’
knowledge and understanding of two basic constructions in wood. The key issue in this question was the
direction of the grain. A groove is cut along the grain of the wood while housing joints are cut across the
grain.
Question 10
(a) Many candidates named a correct plastic for the blister packaging.
(b) Many candidates stated that a benefit of the packaging was to offer security and protection of the
product and that transparency meant that the product could be seen.
© 2014
Section B
Question 11
(a) There were many correct items stated by candidates. The most common correct answers referred
to the number of coats, their size and the thickness of the door. Some candidates wrote their
answers in the form of a specification; for example, ‘The coat rack must have... .’ This type of
answer was not what was required and did not achieve any marks.
(b) (i) Many candidates named a rule, scriber and try square as the most popular tools used to mark out
mild steel. Odd-leg calipers, although a marking out tool, were not appropriate in this situation.
(ii) Very few candidates were familiar with engineers blue, a quick drying ‘inky’ liquid applied to the
surface of the metal, which makes marking out apppear more clearly.
(c) Many candidates achieved at least two marks for showing a combination of the following: use of a
vice or the metal clamped securely, the use of folding bars or a suitable former and the means of
force, usually a hammer or mallet.
(d) (i) Many candidates understood that annealing metal resulted in it becoming softer so that it could be
worked more easily. The quality of explanations varied considerably with some excellent answers
referring to the metal becoming work-hardened and that annealing altered its structure.
(ii) The method of annealing brass resulted in wide variations in the accuracy of explanations. Many
candidates understood that brass would need to be heated. Some candidates gave more
information and stated that the brass would be heated to a dull, cherry red. The best answers then
stated that the brass would then be left to cool on its own. Many candidates incorrectly suggested
quenching the brass after heating.
(e) Many candidates chose paint correctly for the applied finish.
(f) The majority of candidates did not describe the stages involved in producing a polished surface.
The term ‘preparation’ means that which needs to be done to the metal before the finish is applied,
and not after. The best answers refered to the use of draw filing, emery cloth and wet and dry
(silicon carbide) paper of varying grades. These stages could be applied to the vast majority of
situations involving the preparation of metals before applying a finish.
(g) (i) Most candidates achieved at least two or three marks for this question. Candidates were expected
to give a suitable design of hook, an appropriate material and relevant sizes.
(ii) The method of joining the hook designed in the previous question was generally answered very
poorly. Many candidates chose inappropriate methods including welding and soft soldering. Many
candidates did not appear to understand the requirement in the question that the method of joining
must be permanent and provided sketches and notes showing the hook being screwed to the
plate. The best methods involved brazing and the use of rivets.
Question 12
(a) Many candidates provided at least one, if not two, advantages of plywood over solid wood for the
sit-on toy. The best answers referred to cost, availability, its stability and width of boards. There
were many popular misconceptions that plywood is lighter in weight than solid wood and that it is
easier to work.
(b) (i) The vast majority of candidates named a jig saw as a portable power tool used to cut the plywood
sheet.
(ii) There were many good safety precautions stated when using portable power tools, the most
common being the use of safety glasses, ear defenders, making sure that the work was secured
and having no trailing leads.
© 2014
(c) (i) There were many good answers showing how the slot would be cut out to accommodate the seat.
The best answers showed the slot being cut with a tenon saw and the waste removed by means of
a chisel and mallet. Candidates however also needed to name the correct tools; some candidates
incorrectly named a hacksaw to cut the slot.
(ii) Many candidates did not show a method of strengthening the seat joint. The best answers not only
showed the seat pinned or screwed and glued in position but added strengthening blocks or
brackets below the seat.
(d) There were some very innovative designs of adjustable footrest provided. The weakest solutions
simply showed a rod or dowel that could be moved into three different holes without the footrest
being secured. Sometimes the poor quality of sketches meant that candidates were unable to
communicate their ideas clearly enough to achieve any marks. Questions that state ‘Include details
of materials, sizes and fittings’ have a number of marks allocated for providing such details and it is
essential that candidates answer this as a specific part of the overall question.
(e) Generally, the answers to this question were very encouraging and many candidates achieved at
least one mark for demonstrating a basic understanding of anthropometrics.
(f) (i) Most candidates named correctly injection moulding or blow moulding as the method of
manufacture for the plastic wheel.
(ii) Many candidates achieved at least one or two marks for showing some sort of rod for an axle and
some form of ‘stop’ to prevent the wheel from slipping off the axle. The best answers included the
use of ‘spacers’ or washers and included details showing important sizes.
Question 13
(a) For maximum marks candidates needed to provide details of the following stages involved in
making the hardwood top: marking out, cutting the shape and making the sawn edges flat and
smooth.
Most candidates showed how the shape would be marked out. The method of cutting out the shape
was not as well answered. Some candidates showed a hacksaw being used. A hacksaw is used to
cut metal, not wood. The best answers showed the hardwood secured to a bench by means of a G
cramp and use of a tenon saw or jig saw to cut out the shape. The sawn edge could then be planed
or pushed against a disc sander to make it flat. Finally, glasspaper would be used to provide a
smooth surface.
(b) Few candidates achieved maximum marks for this question. Maximum marks were awarded to
those answers that showed two sash cramps over the top and bottom of the DVD stand with scrap
wood to distribute the pressure evenly. The use of G cramps was impractical.
(c) This was answered very poorly. Candidates needed to provide some form of bearing surface for
the parts to rotate freely. Many answers simply showed a connecting rod that would not support the
stand nor keep it level in use.
(d) There were mixed responses to this question. Some candidates showed the DVDs ‘housed’ into
some type of groove that would be cut into the base of the stand. Other answers showed additional
strips glued onto the surface of the stand into which the DVDs could be located. Both solutions
were good. Some candidates did not achieve maximum marks because of poor quality sketches
and a lack of written details. Often details about the depth of the cut out groove or how it would be
produced were missing. Where additional strips were shown, the type of material, their size and
method of joining were often missing.
(e) (i) Generally, answers to this question were very poor. Hardwoods are best finished with polish, wax
or a variety of oils. The application of paint is not a good choice as it hides the natural
attractiveness of the grain, its colour and figure.
(ii) Candidates were required to demonstrate basic knowledge of preparing wood to take a finish.
Preparation means what is to be done to the hardwood before a finish is applied. There were many
processes candidates could have described, such as how glasspaper would be used with a cork
© 2014
rubber or block, the use of different grades of glasspaper and the use of a cloth to remove dust
between stages.
(f) Most candidates were able to describe when a template and jig could be used in the manufacture
of the DVD stand. The template could be used to mark out the shape of the three parts of the DVD
stand while a jig could be used when sawing the three parts or drilling the holes in the top and
bottom.
(g) Most candidates achieved partial credit for demonstrating a basic understanding of seasoning. The
best answers referred to the need to remove excess moisture and the possibility of shrinkage and
warping if seasoning was not carried out correctly.
© 2014

Paper 0445/32
Resistant Materials
Key messages
General comments
Section A
Section B.
Section B
given any credit.
Section A
Question 1
Most candidates named the mallet and chisel correctly. Some candidates did not take sufficient care reading
the question and named the mallet and chisel incorrectly for tool B and A respectively.
Question 2
(a) Many candidates could not identify dovetail nailing, a basic construction used with butt joints.
(b) More candidates understood that dovetail nailing provided a stronger joint or that it made it more
difficult to pull the joint apart than could name the actual method.
(c) The most common correctly named adhesive was PVA.
© 2014
Question 3
(a) Many candidates correctly stated injection moulding and vacuum forming.
(b) Many candidates named a suitable plastic, with acrylic and polystyrene the most common answers
relating to vacuum forming.
Question 4
Many candidates could not identify a ferrous alloy in part (a) or a non-ferrous alloy in part (b). Candidates
following this syllabus should be familiar with a variety of ferrous and non-ferrous metals, their properties and
uses.
Question 5
The majority of candidates could not describe how to plane end grain without it splitting. There were two
excellent alternative answers provided by some candidates, namely, the use of scrap wood the same
thickness as the piece being planed positioned at the end of the wood, or to plane to the middle of the end
grain, stop and then plane to the middle from the opposite end.
Question 6
The vast majority of candidates were not able to complete the drawing of a tee bridle joint. Candidates
should be familiar with a variety of constructions used to join wood.
Question 7
Most candidates identified the tenon saw and the hacksaw. For a specific use it was only necessary to state
‘to cut wood’ or ‘to cut metal’. Some candidates confused the names of the saws.
Question 8
Many candidates gave a correct reason for a surface finish for the wheelbarrow. The most common reason
give was to prevent rust. Many candidates named paint as a suitable finish and some stated galvanising,
which is an excellent choice of finish.
Question 9
Very few candidates completed an accurate drawing of a back flap hinge and only a few could give an
advantage of the back flap hinge over a butt hinge. However, there were some excellent answers describing
how the larger surface area of the back flap hinge would provide greater strength.
Question 10
(a) Only a minority of candidates understood that a marking knife is used to mark out on wood where
the line will be sawn or chiselled.
(b) This part of the question was slightly better answered with a marking gauge being the most
common correct answer. Many candidates named a scriber which is used primarily to mark out on
metal.
Section B
Question 11
(a) (i) Only a minority of candidates gave dowel as the correct term for round section wood.
(ii) While some candidates named Cascamite as an excellent waterproof adhesive, the most common
correct answer was PVA.
(b) A template enables shapes to be drawn out accurately, especially where more than one identical
shape has to be drawn. Many candidates stated that it was easier. This was not credited unless
accompanied by some additional explanation.
© 2014
(c) Many candidates scored for providing correctly named tools or items of equipment used to produce
the boat hull. Some candidates confused wood and metalworking tools, for example, naming a
hacksaw to cut wood.
(d) Many answers showed the rudder fitted to the hull by means of a screw.. The best answers added
a washer under a round headed screw to prevent free movement.
(e) Many candidates stated that polystyrene was lightweight and waterproof or water resistant.
(f) This question offered candidates the opportunity to demonstrate a sound working knowledge of the
vacuum forming process. Eight marks were allocated to this question to reflect the level of detail
required. Some candidates achieved high marks but others were unable to show detailed
knowledge and understanding of the process. The best answers showed clear stages
accompanied by detailed notes explaining how the hull would be formed.
(g) Many candidates showed the deck secured to a bench by means of G cramps.
(h) There were many sensible safety precautions provided when using polystyrene cement. Many
correct answers described the need for a well-ventilated area or wearing of a face mask
demonstrating an understanding of the toxic nature of the substance. Other answers, including
wearing an apron, were not relevant to this situation.
(i) Many candidates recognised that designers make toys appealing to young children by using colour,
shape, noise and movement. Some candidates stated that the toys were lightweight or had no
sharp edges or corners. While these may be important in the design of toys, for example from a
safety perspective, they are not why they appeal to young children.
Question 12
(a) (i) The most common correct constructions were a mortise and tenon joint and a dowel joint. For a
complete answer the constructions needed to be drawn clearly and accurately.
(ii) Some candidates understood that a sliding bevel could be set to a particular angle and used to
mark out. This would be very useful when marking out the construction for the stand of the tray
table.
(b) (i) No candidates could state a suitable standard size for square metal tube. Candidates need to be
familiar with standard stock sizes for a variety of wood, metal and plastic forms.
(ii) This question offered candidates the opportunity to demonstrate their understanding of the brazing
process. Six marks were available for answers which showed, using a variety of sketches and
notes, how the work would be prepared, heated and brazed. Some candidates answered this
question without demonstrating any specific knowledge and subsequently did not score.
(c) Most answers as to how the stand could be fixed to the underside of the tray showed the stand
joined directly to the tray without any additional support. These methods were only partially
successful. The best answers showed an additional metal plate or a wooden block to which the
stand could be joined before joining it to the underside of the tray.
(d) Most candidates were credited for showing how the tray would be marked out, cut out and the
edges made smooth. For a complete answer the names of tools used needed to be technically
accurate and sketches made clear and accurate.
(e) (i) Most candidates understood that a plastic laminate would protect the surface of the tray from
spillages and that it would provide a very smooth surface that could be cleaned easily.
(ii) Only a minority of candidates knew that the plastic laminate would be joined to the tray using a
contact or impact adhesive. Numerous incorrect answers included PVA, which requires pressure
and has a drying time of at least one or two hours. Candidates need to be familiar with a variety of
adhesives used to join a variety of resistant materials. In addition, a knowledge of adhesives should
include their preparation, drying times and special precautions necessary when using them.
© 2014
Question 13
(a) Most candidates gave advantages of manufactured boards over solid wood, such as it was
generally cheaper, more stable and available in wide boards. This question required candidates to
differentiate between MDF and other manufactured boards, not solid wood. There were some
excellent answers that noted the smooth finish of MDF and the fact that it did not splinter like some
manufactured boards.
(b) There were many good items of research that a designer would consider when designing the desk
tidy, with the most common being the items to be stored, the size of the items and the type of desk.
(c) (i) This was generally answered poorly. There are several ways by which a base can be fitted inside a
box or tray without the edge of the material being visible. The main methods are by groove or
rebate. Both the groove and the rebate can be cut out or produced by applying strips. Many
answers that were credited involved the base being butted inside the sides of the tray. Some
answers showed only a butt joint, some answers described the butt joint glued and other answers
showed the butt joint glued and pinned or screwed.
(ii) There were some excellent sketches showing how the partition could be fixed to the sides and
base. The best solutions showed a housing joint or dowel joint.
(d) There were mixed responses to this question. Some candidates showed the trays on top of each
other with wooden strips or beads to locate the two trays. Other solutions involved the use of clips,
some of which were crude in their design but which achieved a measure of success. As with other
questions demanding sketches and notes, the quality of communication varied greatly and some
candidates produced ideas which were difficult to comprehend.
(e) (i) Candidates who named varnish as a suitable finish for the desk tidy did not score. MDF is a very
unattractive material in its unfinished state and to apply a clear varnish would not enhance its
appearance. Either a wood stain or spray paint is a more appropriate finish that hides the natural
colour of the MDF.
(ii) Candidates were required to demonstrate basic knowledge of preparing wood to take a finish.
Preparation means that which is done to the hardwood before a finish is applied. There were many
processes candidates could have described, namely: how glasspaper would be used with a cork
rubber or block, the use of different grades of glasspaper and the use of a cloth to remove dust
between stages.
(f) Most candidates did not focus on the prompt in the first line of the question: the MDF used for the
desk tidy is only 6 mm thick. Therefore traditional carcase constructions such as finger joints and
lap joints were not possible. There were a minority of excellent answers that showed additional
corner strips or blocks that would increase the thickness of the material so that it could be pinned,
screwed or dowelled safely.
(g) Most candidates achieved at least one mark for describing a sensible functional improvement, with
the most common being an additional container for pens and pencils and an additional partition to
separate items further.
(h) There were some good advantages of plastic over MDF when making a desk tidy, with the most
common being the ability to mould plastic more easily, more easily cleaned, and inherent colour
meant no need for an applied finish.
© 2014

Paper 0445/33
Resistant Materials
Key messages
General comments
Section A
Section B.
Section B
given any credit.
Section A
Question 1
Many candidates were credited for selecting the correct metal for each product. Candidates need to be
familiar with a range of ferrous and non-ferrous metals, their properties and uses.
Question 2
Many candidates thought incorrectly that the scrap wood was on top of the wood to protect it from the G
cramp. Fig. 2 showed clearly the scrap wood under the work piece. The most common reason given for the
scrap wood was to protect the bench surface. A minority of candidates gave the more important reason; to
make sure that the hole being drilled was a ‘clean’ hole without any splitting underneath.
Question 3
It was disappointing that most candidates could not name the Surform tool or the dividers correctly.
Consequently, only a minority of candidates provided a correct specific use.
© 2014
Question 4
There were few accurate completed drawings of the sliding bevel. Some credit was given for sketches that
were partially correct.
Question 5
Many candidates named the two methods of filing correctly: cross filing and draw filing.
Question 6
(a) The vast majority of candidates could not state one property of ash that made it suitable for the
hammer handle. There were many vague references to strength seen. There was a clue to the
answer if candidates considered how the hammer would be used. In use, the hammer needs to be
flexible and needs to withstand the impact from blows.
(b) Only a very small minority of candidates understood the purpose of the wedge shape of the
hammer head, namely, to enable short nails to be held and driven into wood without fingers being
bruised.
Question 7
(a) Most candidates could not name a suitable plastic for the outer shell of the cycling helmet. Correct
answers included ABS, carbon fibre and GRP.
(b) Many candidates named a suitable plastic for the inner shell. The correct answer was polystyrene.
(c) Very few candidates named polypropylene for the buckle of the cycling helmet.
Question 8
(a) Many candidates identified the fault as warping.
(b) Many candidates gave a correct reason for the fault, namely that it had not been seasoned
properly.
Question 9
(a) Many candidates showed a screw through the table top and into the rail. This received no marks.
The best methods were pocket screwing and counterboring in the rail with the screw inserted in the
underside of the table top. The most common methods that gained some marks included use of KD
fittings or corner blocks.
(b) The majority of candidates recognised that the use of screws allowed products to be taken apart.
Other benefits stated that screws are stronger than nails. Because this answer included a
justification, comparing screws with nails, it was credited.
Question 10
The majority of candidates named the tin snips, straight snips or snips correctly and provided a benefit for
holding them in a vice while in use. The most common correct answers included: easier to move the sheet
metal around, provided a straight cut and more force could be applied.
Section B
Question 11
(a) There were many correct features of the play table given, with the most common being the
appropriate height, the curved ends and the sides to prevent items from falling off.
(b) (i) Many candidates gave two benefits of using a template to mark out the sides and ends of the play
table, with the most common being that it was more accurate, it was quicker than other methods
and it could be reused.
© 2014
(ii) The vast majority of candidates named a jig saw for the portable power tool used to cut out the
shapes for the play table.
(c) (i) Many candidates gave a benefit of using MDF for the play table. The most common benefits were
its ability to produce a fine finish, that it did not splinter easily and that it was relatively cheap.
(ii) Many candidates understood the advantages of spray painting over using a brush. The main
advantages given included a more even finish and no brush strokes.
(d) (i) Most candidates understood that covering the table top with a plastic laminate would make the
surface more durable, easier to wipe and keep clean and it provided a very smooth surface with an
attractive appearance.
(ii) Only a minority of candidates knew that the plastic laminate would be joined to the table top using a
contact or impact adhesive. Numerous incorrect answers included PVA, which requires pressure
and has a drying time of at least one or two hours. Candidates need to be familiar with a variety of
adhesives used to join a variety of resistant materials. In addition, a knowledge of adhesives should
include their preparation, drying times and special precautions necessary when using them.
(e) Many candidates showed a corner/modesty block or scan fitting used to join an end to a side.
(f) Many candidates showed clearly how the table top could be supported inside the sides and ends.
Some candidates added wooden strips while others used blocks and some KD fittings.
(g) The majority of candidates drew some sort of hand hold that would be cut out of ends of the play
table. The hand hold was usually produced by first drilling a hole in the MDF before sawing out the
shape and cleaning it up to a smooth finish. Some candidates alternatively drew designs for
separate handles that would be joined to the table.
(h) A minority of candidates replaced the MDF sides and ends with four separate legs and four
connecting rails.
Question 12
(a) Many candidates could not give an advantage or disadvantage for using melamine faced chipboard
for the workstation. Advantages included: relatively cheap compared to solid wood, no surface
finish required and a durable surface. Disadvantages included: difficult to work and traditional wood
constructions were difficult to achieve.
(b) The majority of candidates drew variations of a butt joint, including the use of pins, screws and glue
to reinforce the construction. Better alternatives included lapped joints and dowel joints.
(c) (i) There were several marking out tools other than a pencil and rule that could have been named;
including, marking gauge, cutting gauge, try square and marking knife.
(ii) Candidates generally could not name two other tools used to produce the construction they had
previously sketched and named.
(d) The best permanent joints used to join the partition to the base were the housing and dowel joints.
For three marks candidates needed to sketch the joint clearly and accurately.
(e) Generally, most candidates attempted to show the shelf in three positions using some type of
removable peg or pin. Where sketches were not clear candidates did not always use written notes
to explain their design ideas and support their sketches.
(f) Most candidates did not understand that a 4 mm thick back would not be thick enough to support
the weight of the workstation using screws inserted into a wall. Therefore the thickness of the back
needed to be increased. A minority of answers showed an additional rail that would be joined to the
4 mm back to provide extra support.
© 2014
(g) (i) Most candidates did not understand the purpose of pre-manufactured fittings in the design of the
workstation. Pre-manufactured fittings could have been used in the following ways: hinges to allow
the door to open and close, a stay to prevent the door opening too far, pegs or pins for the
adjustable shelves to rest on and a lock to secure the door.
(ii) Some candidates gave advantages of using pre-manufactured fittings, including; quicker than
making them yourself, made to measure components and their convenience.
Question 13
(a) Most candidates gave at least one benefit of using acrylic for the desk tidy, with the most common
being the variety of colours available and that it was self-finished and easy to bend to shape.
(b) (i) Part (b) gave candidates the opportunity to gain nine marks for demonstrating a good working
knowledge of acrylic. Most candidates did not score highly on this question. Some answers got as
far as showing the acrylic clamped securely while it was cut, the sawn edges filed and then made
smooth using various grades of wet and dry (silicon carbide) paper, but did not give a full
description.
(ii) Candidates needed to show the acrylic being heated to make it soft, the use of a former to achieve
the shape and a method of retaining the acrylic while it cooled.
(c) Most candidates completed the stages for extruding the tube.
(d) There were mixed responses to this question. The tray could only be attached to the tube by
means of an additional ‘bracket’ that would also allow it to be removed. There were some very
good ideas which were let down because the sketches and notes lacked clarity and information
about the constructions and fittings used.
(e) (i) Most candidates were able to draw some form of simple, stable. However they did not always
produce a full answer because it was not always clear how the tube would be fixed to the base or
details about the base itself were incomplete.
(ii) Most answers included the use of a try square to check for upright. The position of the try square,
however, was not always correct and an accurate check would not have been possible.
© 2014

Paper 0445/41
Systems and Control
Key messages
• Candidates must ensure that the rubric is followed and only one question in Section B is answered.
• Candidates should be reminded that clear written responses and clear sketches with annotation are in
their interest.
• It is important that responses are produced only in the allocated response area for the question.
However, if a response is placed in a space on a page other than the intended one, candidates should
add an arrow from the correct space to the actual position of the response. If more space is required
extra sheets can be attached to the booklet.
• Unqualified single word or short responses such as ‘cheap’ or ‘fast’ or ‘easy’ will gain no credit.
• There was evidence that candidates were not familiar with formulae for calculation that appear in the
syllabus. This resulted in lengthy explanations when a simple application of the formula would have
gained the mark.
• Some candidates did not give any sort of response to parts of a question; candidates should be
encouraged to offer a response that could potentially gain a mark rather than leaving a blank space.
General comments
All of the questions on the paper proved accessible to candidates and the majority had followed the
instructions on question choice; only a small number had attempted to answer more than one question in
Section B.
Communication and presentation in general were clear, in both written and graphic responses. This was
most apparent in Question 5 of Section A where fitting and soldering an LED had to be described; some
excellent sketches were seen in response to this question.
There were a number of examples of single word or short responses being used, such as ‘cheap’ and ‘light’
offered as benefits of manufactured board in Question 9(d)(ii). Candidates should be advised that if they are
going to use this type of response it will need to be qualified in order to gain a mark, e.g. manufactured board
costs less than solid hardwood. A more reliable approach would be to choose a functional reason such as
referring to the size of sheets available.
The mechanisms and structures questions in Section B proved to be the most popular with candidates.
Section A
Question 1
(a) Most candidates referred to the reduced force needed to move the load. There were few
references made to the increased length of rope that would pass through the hands of the user.
(b) (i) Very few candidates gave a method of determining the mechanical advantage of the system. One
simple correct response was to divide load by effort.
(ii) Those candidates who had answered part (i) correctly generally stated the mechanical advantage
as a numerical value.
© 2014
Question 2
(a) A significant number of candidates referred to the ease of storing compressed air. Very few gave
provision of reciprocating movement as their answer.
(b) A wide range of correct responses were given, showing knowledge of the applications of
pneumatics.
Question 3
Clear drawings of bevel gears were seen with some candidates also making the gears the same size to
avoid altering the speed.
Question 4
(a) This question was answered well with the majority of responses recognising that not all of the LEDs
would stop working with a parallel connection.
(b) Cathode identification was generally good, though a few thought the longer leg was the cathode.
Question 5
The sketches and annotations seen were generally clear and informative with the separate stages identified.
Question 6
(a) Explanations in some cases were limited to a few words. Candidates should be aware that an
explanation will need to include factual details as well as relevance.
(b) The use of crumple zones to absorb energy and reduce injuries was clearly understood.
Question 7
The required response was force divided by cross sectional area to determine stress. A number of
responses described the condition of stress but omitted to show how it can be calculated.
Question 8
This question was based on the analysis of a real situation leading to a description of how the adjuster
worked. Some accurate points were made in many cases and the majority of candidates gave a creditworthy
answer.
Section B
Question 9
(a) (i) A number of responses gave the correct meaning of ‘moment’ by describing it as force × distance.
(ii) A number of fully correct solutions to the calculation were seen together with a few that were
partially correct.
(iii) The majority of candidates knew the term ‘gusset plate’ but in some did not secure the plate to all
three pieces of timber.
(b) (i) This question was well answered with advantages of concrete clearly described in most cases.
(ii) Increasing the tensile strength by using steel rods was known to a minority of candidates.
(iii) The difference in weight was widely recognised but the implications of this were in many responses
not included.
(c) (i) A range of functional ideas were used to answer this question and in general the quality of
sketches and annotation was very good.
© 2014
(ii) The concept of a structure in equilibrium was clearly known though, in a few cases, the description
did not go far enough. A few of the better responses referred to the clockwise moments being
equal to the anti-clockwise moments.
(d) (i) Answers concentrated on the time and skill needed to manufacture traditional joints; few
recognised that modern materials such as MDF or extruded plastics will not benefit from the use of
traditional joints.
(ii) As mentioned in the general comments, a number of candidates used short, unqualified answers.
There were very few who mentioned the stability of manufactured board or the fact that decorative
finishes can be easily applied.
Question 10
(a) (i) Use of a ratchet and pawl in cases where access is restricted was not widely recognised.
Removing the need to take a hand off the tool during use was a valid response that could have
been used.
(ii) A variety of errors were seen in responses in addition to the correct one, namely ‘oscillating
movement is converted to rotary movement’.
(iii) The principle of reversing the action was known in many cases but this was not then applied to the
given tools, e.g. a screwdriver will need to be used to remove screws.
(iv) Most candidates recognised that the screwdriver would provide the least leverage and therefore
the least mechanical advantage.
(b) (i) Descriptions of the cam action frequently gave detail of a single rise and fall of the follower but did
not mention that it would do this three times in a single revolution of the cam.
(ii) The second order lever was correctly recognised in most responses.
(iii) The position of the load, effort and fulcrum were correctly marked in the majority of cases.
(iv) This part proved difficult for a number of candidates. In some cases the drawing given earlier in the
question had been repeated with no modification.
(c) (i) In most cases the belt was correctly drawn in the top position of the pulleys.
(ii) Knowledge of bearings and their application was not demonstrated in most cases. In questions of
this type candidates should assess how fast the shaft will be rotating and the potential load on the
bearing.
(iii) Reasons for lubricating bearings were well known.
(iv) ‘Nylon’ was widely recognised as a bearing needing no lubrication; an allowable alternative was
phosphor bronze pre-soaked in oil.
(d) Although the standard of sketches was generally high, suitable techniques needed to prevent the
pulley from slipping and the nut from coming loose were not widely known. Use of a key or spline,
to prevent slipping and a ‘stiff’ or ‘nyloc’ nut would have led to a full answer.
Question 11
(a) (i) A few responses recognised that natural light will not be consistent.
(ii) The switching voltage for the transistor was within the allowable range in only a few cases.
(iii) Use of the potentiometer to set sensitivity of the circuit was not understood in the majority of cases.
(iv) Functional designs for a case were given in most cases; consideration had been given to a suitable
gap for a finger in be placed between the LED and sensor.
© 2014
(b) (i) Use of a relay to isolate input and output voltages was only recognised by a few candidates.
(ii) The reciprocating action of a solenoid was not widely recognised.
(iii) Although the formula was given the values were not correctly substituted in many cases.
(c) (i) Identification of pin 1 by use of the dot on the IC was known in most cases.
(ii) Correct amplitude of the signal was more often correct than the on/off time.
(iii) Full understanding of the result of the trigger pin remaining low was not understood in most cases.
(d) The operation of a rotary switch was not generally understood, and candidates did not mention the
common terminal being connected in turn to each of the switch poles.
© 2014

Paper 0445/43
Systems and Control
Key messages
• Candidates must ensure that the rubric is followed and only one question in Section B is answered.
• Candidates should be reminded that clear written responses and clear sketches with annotation are in
their interest.
• It is important that responses are produced only in the allocated response area for the question.
However, if a response is placed in a space on a page other than the intended one, candidates should
• Unqualified single word or short responses such as ‘cheap’ or ‘fast’ or ‘easy’ will gain no credit.
• There was evidence that candidates were not familiar with formulae for calculation that appear in the
syllabus. This resulted in lengthy explanations when a simple application of the formula would have
gained the mark.
• Some candidates did not give any sort of response to parts of a question; candidates should be
encouraged to offer a response that could potentially gain a mark rather than leaving a blank space.
General comments
Section B.
most apparent in Question 5 of Section A where fitting and soldering an LED had to be described; some
There were a number of examples of single word or short responses being used, such as ‘cheap’ and ‘light’
offered as benefits of manufactured board in Question 9(d)(ii). Candidates should be advised that if they are
going to use this type of response it will need to be qualified in order to gain a mark, e.g. manufactured board
costs less than solid hardwood. A more reliable approach would be to choose a functional reason such as
referring to the size of sheets available.
The mechanisms and structures questions in Section B proved to be the most popular with candidates.
Section A
Question 1
(a) Most candidates referred to the reduced force needed to move the load. There were few
references made to the increased length of rope that would pass through the hands of the user.
(b) (i) Very few candidates gave a method of determining the mechanical advantage of the system. One
simple correct response was to divide load by effort.
(ii) Those candidates who had answered part (i) correctly generally stated the mechanical advantage
as a numerical value.
© 2014
Question 2
(a) A significant number of candidates referred to the ease of storing compressed air. Very few gave
provision of reciprocating movement as their answer.
(b) A wide range of correct responses were given, showing knowledge of the applications of
pneumatics.
Question 3
Clear drawings of bevel gears were seen with some candidates also making the gears the same size to
avoid altering the speed.
Question 4
(a) This question was answered well with the majority of responses recognising that not all of the LEDs
would stop working with a parallel connection.
(b) Cathode identification was generally good, though a few thought the longer leg was the cathode.
Question 5
The sketches and annotations seen were generally clear and informative with the separate stages identified.
Question 6
(a) Explanations in some cases were limited to a few words. Candidates should be aware that an
explanation will need to include factual details as well as relevance.
(b) The use of crumple zones to absorb energy and reduce injuries was clearly understood.
Question 7
The required response was force divided by cross sectional area to determine stress. A number of
responses described the condition of stress but omitted to show how it can be calculated.
Question 8
This question was based on the analysis of a real situation leading to a description of how the adjuster
worked. Some accurate points were made in many cases and the majority of candidates gave a creditworthy
answer.
Section B
Question 9
(a) (i) A number of responses gave the correct meaning of ‘moment’ by describing it as force × distance.
(ii) A number of fully correct solutions to the calculation were seen together with a few that were
partially correct.
(iii) The majority of candidates knew the term ‘gusset plate’ but in some did not secure the plate to all
three pieces of timber.
(b) (i) This question was well answered with advantages of concrete clearly described in most cases.
(ii) Increasing the tensile strength by using steel rods was known to a minority of candidates.
(iii) The difference in weight was widely recognised but the implications of this were in many responses
not included.
(c) (i) A range of functional ideas were used to answer this question and in general the quality of
sketches and annotation was very good.
© 2014
(ii) The concept of a structure in equilibrium was clearly known though, in a few cases, the description
did not go far enough. A few of the better responses referred to the clockwise moments being
equal to the anti-clockwise moments.
(d) (i) Answers concentrated on the time and skill needed to manufacture traditional joints; few
recognised that modern materials such as MDF or extruded plastics will not benefit from the use of
traditional joints.
(ii) As mentioned in the general comments, a number of candidates used short, unqualified answers.
There were very few who mentioned the stability of manufactured board or the fact that decorative
finishes can be easily applied.
Question 10
(a) (i) Use of a ratchet and pawl in cases where access is restricted was not widely recognised.
Removing the need to take a hand off the tool during use was a valid response that could have
been used.
(ii) A variety of errors were seen in responses in addition to the correct one, namely ‘oscillating
movement is converted to rotary movement’.
(iii) The principle of reversing the action was known in many cases but this was not then applied to the
given tools, e.g. a screwdriver will need to be used to remove screws.
(iv) Most candidates recognised that the screwdriver would provide the least leverage and therefore
the least mechanical advantage.
(b) (i) Descriptions of the cam action frequently gave detail of a single rise and fall of the follower but did
not mention that it would do this three times in a single revolution of the cam.
(ii) The second order lever was correctly recognised in most responses.
(iii) The position of the load, effort and fulcrum were correctly marked in the majority of cases.
(iv) This part proved difficult for a number of candidates. In some cases the drawing given earlier in the
question had been repeated with no modification.
(c) (i) In most cases the belt was correctly drawn in the top position of the pulleys.
(ii) Knowledge of bearings and their application was not demonstrated in most cases. In questions of
this type candidates should assess how fast the shaft will be rotating and the potential load on the
bearing.
(iii) Reasons for lubricating bearings were well known.
(iv) ‘Nylon’ was widely recognised as a bearing needing no lubrication; an allowable alternative was
phosphor bronze pre-soaked in oil.
(d) Although the standard of sketches was generally high, suitable techniques needed to prevent the
pulley from slipping and the nut from coming loose were not widely known. Use of a key or spline,
to prevent slipping and a ‘stiff’ or ‘nyloc’ nut would have led to a full answer.
Question 11
(a) (i) A few responses recognised that natural light will not be consistent.
(ii) The switching voltage for the transistor was within the allowable range in only a few cases.
(iii) Use of the potentiometer to set sensitivity of the circuit was not understood in the majority of cases.
(iv) Functional designs for a case were given in most cases; consideration had been given to a suitable
gap for a finger in be placed between the LED and sensor.
© 2014
(b) (i) Use of a relay to isolate input and output voltages was only recognised by a few candidates.
(ii) The reciprocating action of a solenoid was not widely recognised.
(iii) Although the formula was given the values were not correctly substituted in many cases.
(c) (i) Identification of pin 1 by use of the dot on the IC was known in most cases.
(ii) Correct amplitude of the signal was more often correct than the on/off time.
(iii) Full understanding of the result of the trigger pin remaining low was not understood in most cases.
(d) The operation of a rotary switch was not generally understood, and candidates did not mention the
common terminal being connected in turn to each of the switch poles.
© 2014

Paper 0445/05
Project
General comments
Work submitted for moderation was mostly well structured and covered the assessment criteria. An
increasing number of projects were very innovative with many candidates producing well manufactured, high
quality, functional outcomes.
The majority of projects chosen were appropriate. Many candidates selected interesting and challenging
briefs. Most candidates selected a brief that allowed them to demonstrate appropriate manipulative skills and
show an understanding of materials and their characteristics in relation to their use.
A number of projects submitted where very large, containing excessively large numbers of sheets. Centres
are asked to advise candidates to produce more concise folders, make better use of space on each sheet
and using smaller font size where necessary.
Some candidates submit an exceptionally large amount of generic and often unnecessary research material
that will not help them produce a detailed specification or aid them in designing. Candidates should be
encouraged to focus their research on the specific design brief and make fuller use of the space available on
each sheet.
leaving sufficient time for appropriate testing and evaluation. Some of the work produced is outstanding and
Centres and candidates are to be congratulated on the effort and care that goes into their projects.
A growing number of Centres include individual candidate assessment sheets with supporting comment.
These can be very helpful for Moderators to see how and where marks were awarded. The work that
Centres do in preparing their candidates for moderation and the care and attention over the administrative
tasks required to accurately complete documentation is appreciated.
Centres are reminded that if, after internal moderation, a different total mark is inserted on the Coursework
Assessment Summary Form, it is helpful to Moderators if it is made clear on the form where any changes in
marks for a particular assessment criterion have been made.
Some Centres submitted their work in a digital format. Work was detailed and well presented. Design ideas
were scanned in and there was clear photographic evidence of manufacture, testing and evaluation. Any
Centres wishing to submit their work in a digital form should contact Cambridge for details of the approved
format.
To access the highest mark range for Testing and Evaluation, candidates should have photographic
evidence of the product in use.
Most candidates explained the need fully, using photographs where appropriate, and described the user
group before producing a clear and detailed design brief. A number of Centres were lenient in awarding
marks in this section – a brief statement is not enough to access the middle or higher mark ranges. To
access the higher mark range, candidates must analyse the need in detail and consider the requirements of
possible users.
© 2014
Work in this section continues to improve. Most candidates produced focused and relevant research. A
significant number of candidates, however, produce very large amounts of information, much of which is not
related to the brief. Research needs to be focused on the situation chosen and specifications should state
the main functions and qualities of the product.
Many candidates analyse existing products as part of their research. They should highlight the particular
design strengths and weaknesses and use this information both when generating a specification and when
designing.
This section should include information such as the details and dimensions of items to be stored or fitted into
the product where applicable.
Specifications were generally detailed and justified; most candidates included the specific details of the
Whilst the majority of Centres assess this section accurately and in line with Cambridge standards, a small
number are lenient. To access the higher mark range, candidates must produce a wide range of different,
well-annotated possibilities. Ideas should be evaluated on their suitability for further development making
reference to the specification.
Much of the work sampled had well-presented, innovative and creative design proposals.
Centres tended to be too generous in their allocation of marks for this section. Candidates are required to
show, from their evaluation of their initial design ideas, their thinking and their decision-making regarding the
development of a final idea. This development should include details of materials and construction methods,
through trialling, testing and modelling.
An increasing number of candidates make very good use of 2D and 3D modelling and computer aided
images to develop their design proposal.
Working drawings continue to be of a very good standard, with candidates producing high quality working
drawings. To achieve the highest mark ranges, drawings should include all details necessary for the product
to be manufactured by a third party.
To achieve the higher mark range candidates must produce an effective sequence of operations and a fully
dimensioned and detailed drawing of their product.
Most candidates fully completed the manufacture of a practical outcome. There were many examples of very
high quality manufactured products presented.
Candidates generally included good quality photographs to show full details of their product. Many gave
photographic evidence of key stages of manufacture of the product to emphasize particular features and the
quality of making.
The majority of Centres are accurate in awarding marks commensurate with the quality of work produced.
© 2014
Centres tend to be slightly lenient when assessing this section. To access the higher mark range, candidates
should, as far as possible, test the product in its intended environment and produce detailed evaluations of
its successes and possible weaknesses. Photographic evidence should be included in this section.
A tick list against the specification is not appropriate. Candidates should recommend modifications and
possible improvements based on their evaluation.
A number of candidates included third party evaluations from clients or potential users of the product and this
is to be encouraged.
© 2014

Paper 0445/11
Product Design
Key Messages
● Candidates should be encouraged to provide justified evaluations on both positive and negative aspects
of proposed design ideas, in response to part (d).
● Full solutions to the design problem, drawn in response to part (e), should include construction details
rather than manufacturing methods that might be used in the workshop/studio.
General comments
Successful responses followed the design process as set out on the revised A3 answer sheets, showing that
they could apply their design skills in an imaginative and creative way. The revised answer sheets provided
more structure to responses in some part questions and this appeared to help many candidates. The three
questions presented fairly open design situations, based on the requirements of a small general store,
whereby candidates could apply specific areas of knowledge and interest developed during the period of
their study.
Candidates tended to score well when they focused their answers on the precise stage of the design process
as set out on the A3 answer sheets.
Question 1 was, by far, the most popular question, with small numbers of candidates choosing Question 2
and Question 3.
Question 1
Candidates appeared to understand fully the requirements of the design need for the storage and display of
DVD cases in the general store and it was clearly one with which they were familiar in their normal day-to-
day experiences. Suggested outcomes normally displayed one DVD case well and there was evidence of
original thinking with imaginative outcomes.
(a) Candidates were able to identify functional points required of the storage and display unit in
addition to those outlined in the question. Successful responses to this introductory part of the
question included: appropriate height/position; DVDs easy to access/remove; easy to move unit
around; keep dust off DVDs; easy to see display; DVDs do not fall out; has impact; etc.
(b) Few candidates had difficulty showing two places where the unit could be positioned in the general
store and these included: on existing shelves; on checkout/pay counter; near entrance; on a wall;
near the window; etc.
(c) Responses to this part of the design questions have improved considerably over recent
examinations and the majority of candidates were able to draw three different ideas. Successful
answers used the whole space provided to produce clear drawings using appropriate techniques
so that design details were clear to the viewer. Marks are awarded for the quality of communication
techniques, so drawings should be enhanced through the use of shading or colour, and appropriate
annotation added. Marks were also awarded for the suitability of ideas and successful candidates
explained their thinking and added detail as they progressed.
© 2015
(d) The majority of answers evaluated effectively each of the design ideas in turn and then identified
the chosen idea with reasons for choice given. Centres had obviously taken note of previous
reports as there were few cases where candidates had produced a table marking each design idea
against specification points. This approach is not appropriate as candidates are required to
comment on particular good and bad points about their design ideas before making their choice.
(e) There was evidence of good quality drawing in the presentation of the proposed design solution
and constructional detail was provided either as part of the main presentation or through annotation
or other surrounding smaller drawings. Candidates are free to choose their own drawing method so
long as all constructional detail is clear to the viewer and significant dimensions are included.
Candidates are not required to outline manufacturing methods here as this is required in the final
part of the question.
(f) Many candidates were able to identify appropriate specific materials that could reasonably be used
in the construction of the design outlined in the previous part of the question. Candidates must
avoid the use of generic terms such as wood, metal and plastic as these cannot be marked
positively.
(g) Successful candidates identified one part of their proposed solution and outlined a simple step by
step approach to the production of this part, identifying tools at each stage. It is important that the
process is specific to the chosen product and not general in nature. Marks are awarded for the
appropriateness of the process.
Question 2
This question clearly appealed to those candidates following the Graphic Products option and most
appreciated that a promotional card of this type would need to be produced through the use of semi resistant
materials.
(a) Most candidates were able to suggest additional points to those identified in the question and
successful responses included: attractive colour/shape; has impact; invites people to read; includes
images of some products sold; will go through letter boxes easily; will not tear/damage; etc.
(b) The majority of candidates were familiar with graphic features that could be used and appropriate
suggestions included: pop-up; slider; opening window/flap; raised products; photo of shop; specific
font type/colour/form; etc.
(c) )
(d) ) See Question 1 (c) – (g)
(e) )
(f) )
(g) )
Question 3
Candidates who attempted this question had the opportunity to show their specialist interest in and
knowledge of Systems and Control, as intended by the context of the design situation. Successful outcomes
focused on the workshop experience of the candidates and resulted in manageable products.
(a) Additional points about the function of the reaching device included: adjustable length; takes
different shapes and sizes; lightweight; comfortable to hold; easy to store; simple to operate; etc.
(b) Most candidates were able to identify two examples of appropriate reaching/gripping/lifting
methods including: screw cramps; jaws; levers; flexible rubber clips; spring clips; ledges; etc.
(c) )
© 2015
(e) )
(f) )
(g) )
© 2015

Paper 0445/12
Product Design
Key Messages
General comments
Successful responses followed the design process as set out on the revised A3 answer sheets, showing that
questions presented fairly open design situations, based on the requirements of a small general store,
whereby candidates could apply specific areas of knowledge and interest developed during the period of
their study.
and Question 3.
Question 1
Candidates appeared to understand fully the requirements of the design need for the storage and display of
DVD cases in the general store and it was clearly one with which they were familiar in their normal day-to-
day experiences. Suggested outcomes normally displayed one DVD case well and there was evidence of
original thinking with imaginative outcomes.
(a) Candidates were able to identify functional points required of the storage and display unit in
addition to those outlined in the question. Successful responses to this introductory part of the
question included: appropriate height/position; DVDs easy to access/remove; easy to move unit
around; keep dust off DVDs; easy to see display; DVDs do not fall out; has impact; etc.
(b) Few candidates had difficulty showing two places where the unit could be positioned in the general
store and these included: on existing shelves; on checkout/pay counter; near entrance; on a wall;
near the window; etc.
techniques, so drawings should be enhanced through the use of shading or colour, and appropriate
annotation added. Marks were also awarded for the suitability of ideas and successful candidates
© 2015
(d) The majority of answers evaluated effectively each of the design ideas in turn and then identified
the chosen idea with reasons for choice given. Centres had obviously taken note of previous
reports as there were few cases where candidates had produced a table marking each design idea
against specification points. This approach is not appropriate as candidates are required to
comment on particular good and bad points about their design ideas before making their choice.
positively.
Question 2
appreciated that a promotional card of this type would need to be produced through the use of semi resistant
materials.
successful responses included: attractive colour/shape; has impact; invites people to read; includes
images of some products sold; will go through letter boxes easily; will not tear/damage; etc.
(b) The majority of candidates were familiar with graphic features that could be used and appropriate
suggestions included: pop-up; slider; opening window/flap; raised products; photo of shop; specific
font type/colour/form; etc.
(c) )
(e) )
(f) )
(g) )
Question 3
(a) Additional points about the function of the reaching device included: adjustable length; takes
different shapes and sizes; lightweight; comfortable to hold; easy to store; simple to operate; etc.
(b) Most candidates were able to identify two examples of appropriate reaching/gripping/lifting
methods including: screw cramps; jaws; levers; flexible rubber clips; spring clips; ledges; etc.
(c) )
© 2015
(e) )
(f) )
(g) )
© 2015

Paper 0445/13
Product Design
Key Messages
General comments
Successful candidates followed the design process as set out on the revised A3 answer sheets showing that
questions presented fairly open design situations, based on the requirements of food preparation and
presentation whereby candidates could apply specific areas of knowledge and interest developed during the
period of their study.
Question 1 was the most popular question, followed by Question 2 with only a very small number of
candidates choosing Question 3.
Question 1
Candidates appeared to understand fully the design requirements of the mobile unit for food. It was clearly
one with which they were familiar in their normal day-to-day experiences. Suggested solutions often included
other functions to those stated and there was evidence of original thinking with imaginative outcomes.
(a) Candidates were able to identify functional points required of the mobile unit in addition to those
outlined in the question. Successful responses to this introductory part of the question included:
easy to move around; easy to access dishes; dishes do not fall out; protects food; hygienic; can be
easily cleaned; stain proof; additional items held/use; fits in with décor/room; etc.
(b) Few candidates had difficulty showing two methods of preventing slippage and these included:
additional rails; stand up edges; friction surface; recessed spaces; holes; etc.
techniques, so drawings should be enhanced through the use of shading or colour and appropriate
annotation added. Marks were also awarded for the suitability of ideas, and successful candidates
(d) The majority of candidates evaluated effectively each of their design ideas in turn and then
identified the chosen idea with reasons for choice given. Centres had obviously taken note of
previous reports as there were few cases where candidates had produced a table marking each
© 2015
design idea against specification points. This approach is not appropriate as candidates are
required to comment on particular good and bad points about their design ideas before making
their choice.
positively.
Question 2
appreciated that a carrier of this type would need to be produced through the use of semi resistant materials.
successful responses included: attractive colour/shape; has impact; lightweight/easy to carry; easy
access to items; items held separately; addition of eating platform/section; recyclable materials; will
not tear/damage; etc.
(b) The majority of candidates were familiar with different forms of handle that could be used and
appropriate suggestions included: string/rope/tape; cardboard strip; cut out slots; extra layers;
specific shaping to carrier form; etc.
c) )
(e) )
(f) )
(g) )
Question 3
(a) Additional points about the function of the page turning device included: simple to operate;
adjustable to height of person/surface; takes different sizes and shapes of book; east to store;
‘kitchen proof’; etc.
(b) Most candidates were able to identify two methods of protection including: integral splatter guard;
freestanding guard; guard fixed to wall/cupboard; sliding/hinging cover; etc.
c) )
(e) )
© 2015
(f) )
(g) )
© 2015

Paper 0445/21
Graphic Products
Key Message
General comments
Candidates were required to complete all questions in Section A (A1, A2 and A3) and then go on to answer
either B4 or B5 from Section B. An equal number of candidates chose to answer Question B4 and B5. A
small number of candidates did not follow the rubric instruction and omitted Question A3, or answered all
the questions.
able to draw a planometric view from given information of a simple cylindrical shape. The construction of a
regular hexagon and the bisection of angles are also areas that need to be improved.
Question A1
Coffee Mug
(i) A pictorial image of a coffee mug was given. Many candidates added to the side view a top line, the
left hand side line and the two lines representing the square base. Most candidates added the
outer edge of the handle in line with that given in the plan. The inner line was to be added by
candidates replicating the thickness from the part of the handle that had been given.
(ii) One dimension was required to be added to the plan view. Complete answers included limit lines,
dimension lines with arrows and the correct numerical value in millimetres (mm) of the actual size
and not to the scale.
(iii) A first angle projection symbol was required comprising of two concentric circles and a truncated
cone drawn to the left of the circles and in the correct orientation.
Question A2
(a) A partially completed section view of the mug was given. The information showed the handle as a
rectangle with 45° section lines. This should have led the candidate to hatching the space between
the two circles at 45° and completing the outer arc where it joins the handle. The remaining part of
the handle is solid as it is viewed from above and not cut by the section.
(b) A design printed on the mug using a thermochromic ink, adds interest because the design changes
colour as the hot drink warms up the ceramic mug. As the mug cools, the design returns to its
original state
© 2015
Question A3
Take away coffee cup, sleeve and lid
Unfortunately, not all candidates attempted this compulsory question losing the 11 marks available.
(a) The question asked candidates to draw a scale 1:2 planometric view of the cup to the given sizes.
Some candidates drew a solution that was in isometric projection. Marks were awarded for two
correct sized circles 80 apart on the given centre lines with sloping sides connecting them.
(b) Candidates were asked to describe three of the main steps in the vacuum forming process used to
make the coffee cup lid. Many candidates responded incorrectly and described ‘blow moulding’ or
‘injection moulding’.
Correct responses included:
● constructing a mould or former that has draft on its edges

● positioning the former
● clamping the plastic sheet in the former
● heating the plastic sheet until it is soft / pliable
● raising the mould
● applying the vacuum
● removing / cooling the plastic / trimming the shape.
(a) (i) A sectional view of corrugated card would show a wavy line with an optional top or bottom layer but
not both.
(ii) The corrugated card is used for the sleeve because it has an ‘air space’ that acts as an insulator.
The heat from the coffee cup is not transferred to the fingers of the person holding the cup.
Question B4
Cafe Loyalty Card
This question was derived from an actual ‘Graphic Product’ used by a Cafe.
A classroom exercise to make the loyalty card, would be most beneficial to future candidates’ understanding
of this Graphic Product.
This question was attempted by a large number of the candidates. Overall, candidates gained a wide range
(a) (i) Many candidates drew a Hexagon. Full marks were awarded to candidates who drew a regular
hexagon 60 side.
(ii) Most candidates drew three lines from opposite corners to divide the hexagon into six equal
triangles.
(iii) Candidates were required to determine the centre of each triangle by dividing two of the angles of
one equilateral triangle and then transfer this centre to the five remaining triangles. A Ø20 circle
was to be drawn in the centre of each triangle
(iv) A flow chart was required to show customers what they have to do to get a free drink. Process
boxes similar to the one given had to contain:
● collect sticker
● attach sticker
● repeat five more times (could be a decision box with Y/N loop)
● collect free drink.
An ‘end’ box was to be included with a similar shape to the ‘start’ box.
All boxes in the flow chart were required to be the same width.
© 2015
(v) Candidates were told that 10 000 loyalty cards are to be produced by lithography
(i) ‘Die cutting’ or ‘Stamping’ would be the preferred commercial process used to cut out the loyalty
cards
(ii) ICT could be used in the design and manufacture of the loyalty cards for:
● reserach
● copying and pasting images
● design using CAD
● plotter cutting using CAM.
Question B5
Package for biscuits
This question was also derived from a real ‘Graphic Product’.
This question was attempted by many of the candidates. Overall, candidates gained a wide range of marks
for their answers.
(a) (i) Many candidates managed to draw an ellipse on the given centre lines. Candidates scored marks
for the correct Major and Minor axis, clear construction and an outline that was correct. Some
candidates used a ‘trammel’ and where this was attached or drawn on the exam paper, marks were
awarded accordingly.
(ii) Most candidates added five more surfaces to the given drawing. Where candidates drew each
additional surface correctly to size and position full marks were awarded. Some candidates
misread the pictorial view and failed to add the sides to the base. The two sides needed to be in
the correct orientation and have two glue tabs each to be consistent with the pictorial image.
All fold lines were to be drawn in the correct convention and similar to the two already given in the
incomplete development.
(b) There were many solutions to this question. The key points were that the fold in flap needed to be
kept in place without the use of glue. The most common response from candidates was an arrow
and slot system.
(c) A triangle with three arrows ‘chasing’ clockwise is the acceptable international symbol for
‘Recycling’
The second label gives the date that the edible product is best eaten before.
The last label is used on products where the weight is ‘estimated’. This label is usually found on
pre-packed products.
© 2015

Paper 0445/22
Graphic Products
Key Message
General comments
small number of candidates did not follow the rubric instruction and omitted Question A3, or answered all
the questions.
able to draw a planometric view from given information of a simple cylindrical shape. The construction of a
regular hexagon and the bisection of angles are also areas that need to be improved.
Question A1
Coffee Mug
(i) A pictorial image of a coffee mug was given. Many candidates added to the side view a top line, the
left hand side line and the two lines representing the square base. Most candidates added the
outer edge of the handle in line with that given in the plan. The inner line was to be added by
candidates replicating the thickness from the part of the handle that had been given.
(ii) One dimension was required to be added to the plan view. Complete answers included limit lines,
dimension lines with arrows and the correct numerical value in millimetres (mm) of the actual size
and not to the scale.
(iii) A first angle projection symbol was required comprising of two concentric circles and a truncated
cone drawn to the left of the circles and in the correct orientation.
Question A2
(a) A partially completed section view of the mug was given. The information showed the handle as a
rectangle with 45° section lines. This should have led the candidate to hatching the space between
the two circles at 45° and completing the outer arc where it joins the handle. The remaining part of
the handle is solid as it is viewed from above and not cut by the section.
(b) A design printed on the mug using a thermochromic ink, adds interest because the design changes
colour as the hot drink warms up the ceramic mug. As the mug cools, the design returns to its
original state
© 2015
Question A3
Take away coffee cup, sleeve and lid
Unfortunately, not all candidates attempted this compulsory question losing the 11 marks available.
(a) The question asked candidates to draw a scale 1:2 planometric view of the cup to the given sizes.
Some candidates drew a solution that was in isometric projection. Marks were awarded for two
correct sized circles 80 apart on the given centre lines with sloping sides connecting them.
(b) Candidates were asked to describe three of the main steps in the vacuum forming process used to
make the coffee cup lid. Many candidates responded incorrectly and described ‘blow moulding’ or
‘injection moulding’.
● constructing a mould or former that has draft on its edges

● positioning the former
● clamping the plastic sheet in the former
● heating the plastic sheet until it is soft / pliable
● raising the mould
● applying the vacuum
● removing / cooling the plastic / trimming the shape.
(a) (i) A sectional view of corrugated card would show a wavy line with an optional top or bottom layer but
not both.
(ii) The corrugated card is used for the sleeve because it has an ‘air space’ that acts as an insulator.
The heat from the coffee cup is not transferred to the fingers of the person holding the cup.
Question B4
Cafe Loyalty Card
This question was derived from an actual ‘Graphic Product’ used by a Cafe.
A classroom exercise to make the loyalty card, would be most beneficial to future candidates’ understanding
of this Graphic Product.
(a) (i) Many candidates drew a Hexagon. Full marks were awarded to candidates who drew a regular
hexagon 60 side.
(ii) Most candidates drew three lines from opposite corners to divide the hexagon into six equal
triangles.
(iii) Candidates were required to determine the centre of each triangle by dividing two of the angles of
one equilateral triangle and then transfer this centre to the five remaining triangles. A Ø20 circle
was to be drawn in the centre of each triangle
(iv) A flow chart was required to show customers what they have to do to get a free drink. Process
boxes similar to the one given had to contain:
● collect sticker
● attach sticker
● repeat five more times (could be a decision box with Y/N loop)
● collect free drink.
An ‘end’ box was to be included with a similar shape to the ‘start’ box.
All boxes in the flow chart were required to be the same width.
© 2015
(v) Candidates were told that 10 000 loyalty cards are to be produced by lithography
(i) ‘Die cutting’ or ‘Stamping’ would be the preferred commercial process used to cut out the loyalty
cards
(ii) ICT could be used in the design and manufacture of the loyalty cards for:
● reserach
● copying and pasting images
● design using CAD
● plotter cutting using CAM.
Question B5
Package for biscuits
for their answers.
(a) (i) Many candidates managed to draw an ellipse on the given centre lines. Candidates scored marks
for the correct Major and Minor axis, clear construction and an outline that was correct. Some
candidates used a ‘trammel’ and where this was attached or drawn on the exam paper, marks were
awarded accordingly.
(ii) Most candidates added five more surfaces to the given drawing. Where candidates drew each
additional surface correctly to size and position full marks were awarded. Some candidates
misread the pictorial view and failed to add the sides to the base. The two sides needed to be in
the correct orientation and have two glue tabs each to be consistent with the pictorial image.
All fold lines were to be drawn in the correct convention and similar to the two already given in the
incomplete development.
(b) There were many solutions to this question. The key points were that the fold in flap needed to be
kept in place without the use of glue. The most common response from candidates was an arrow
and slot system.
(c) A triangle with three arrows ‘chasing’ clockwise is the acceptable international symbol for
‘Recycling’
The second label gives the date that the edible product is best eaten before.
The last label is used on products where the weight is ‘estimated’. This label is usually found on
pre-packed products.
© 2015

Paper 0445/23
Graphic Products
Key Message
General comments
small number of candidates did not follow the rubric instruction and omitted Question A3 or answered all the
questions.
There are areas of the syllabus, however, in which further improvements are needed. Candidates must be
able to enlarge a figure to a given scale using a graphical method. The construction of a regular hexagon
and an equilateral triangle on a given centre are also areas that need to be improved.
Question A1
Toy figure
(i) A pictorial image of several parts of a toy figure was given. Two incomplete orthographic views
were also given. Many candidates added the circle representing the head and a rectangle
representing the left arm to the plan view.
(ii) Most candidates added the dowel to the right arm in hidden detail. Many candidates omitted the
single dowel connecting the body to the legs. A small number of candidates did not use hidden
detail for the dowels.
(iii) A third angle projection symbol was required comprising of two concentric circles and a truncated
cone drawn to the right of the circles and in the correct orientation
Question A2
(a) A given pictorial view of the head of the toy figure was given. Candidates were asked to make the
head look spherical. Successful outcomes used shading in decreasing arcs and/or balloon high/
low light rendering.
(b) This question requried candidates to show how a stencil is used to add a name to the toy. The
question required a drawing of a piece of card with cut-outs (stencil) and a pen or marker in use to
mark through the cut-out letters. Simple notes or clear labels were accepted.
© 2015
Question A3
Blister package
Unfortunately, not all candidates attempted this compulsory question.
(a) The question asked candidates to complete an exploded sectional view of the blister package.
Correct responses showed a dome drawn to the right of the centre flat line. A top and a left hand
side line to the rectangular cone part linking up with the right hand side already given by drawing by
a curve.
Finally, a flat was required to be evident to the right of the dome and to the left of the rectangular
cone.
(b) Candidates were asked to describe three main features of the former required to vacuum form the
blister pack. Many candidates responded incorrectly and described the process of ‘vacuum
forming’ or ‘blow moulding’
● constructing a former that has draft on its edges

● a smooth finish to the former
● strength of the former to withstand suction
● correct shape of former
● quality materials used for the former
● a former capable of withstanding the heat of vacuum forming
(c) (i) A triangle formed by three arrows chasing in a clockwise manner is the acceptable international
symbol for recycling.
(ii) Acceptable answers for why the card should be recycled included:
● better for the environment

● fewer trees chopped down to make wood pulp
● less landfill if card is used again
● better image for the company
Question B4
Shape sorter
This question was derived from an actual ‘Product’ used by children.
This question was attempted by a large number of candidates. Overall, candidates gained a wide range of
(a) An incomplete top for the sorter was given to a scale of 1:2.
(i) Many candidates drew a circle. Full marks were awarded to candidates who drew a circle Ø30 in a
similar PCD to the given square.
(ii) Most candidates drew an equilateral triangle of 30 side on the given centreline, in the correct
orientation and in a similar PCD to the given square.
(iii) Many candidates drew a hexagon on the given centre line. Full marks were awarded to responses
that showed a regular hexagon 20 side in the correct orientation and on a similar PCD to the given
square
(b) A pie chart was required to show customers the sales in 2014 of the four different coloured shape
sorters. Correct responses showed a circle within the given centre lines divided up into four
sectors. Yellow 90°, Red 45°, Green 75° and Blue 150°. Colour or shading enhanced the chart with
labels to each sector giving the correct quantities.
© 2015
(c) Candidates were told that a modified top to the sorter is to be produced by using CAD.
(i) CAD is an abbreviation for Computer Aided Design.
(ii) a line drawing of an elliptical shape could be captured from the Internet to use in a CAD drawing
package by:
● highlight or right click on image

● menu - copy image
● cursor to new page / program
● menu-paste/click to position.
Question B5
Puzzle
This question was also derived from a real ‘Product’.
This question was attempted by many candidates. Overall, candidates gained a wide range of marks for their
answers.
(a) (i) Many candidates labelled the ‘foamboard’ correctly to show card/paper on the upper surface and
expanded polystyrene or polystyrene foam in the middle.
(ii) The pieces of equipment that would be used to cut the foamboard are:
● a cutting mat
● a safety / steel rule
● a craft knife / Stanley knife / scalpel.
(iii) Foamboard is considered a suitable material for the puzzle because:
● It is easy to cut so shapes can be made easily

● It has a smooth surface and pictures can be printed onto it
● It is rigid so pieces slot together easily
● It has thickness so it is easy to pick up.
(b) This question required candidates to construct an enlargement to scale of one piece of the puzzle.
Correct solutions showed one side/corner of the ‘cross’ drawn three times larger and to the right of
the given shape. Lines were then projected back from both ends of the new side through the
existing drawing to determine a Vanishing Point (VP). This point could then be used to project the
remaining corners of the puzzle shape to the new enlarged drawing. Other graphical methods
using a vanishing point were accepted.
(c) Candidates were required to draw a 1:2 scale isometric view of the base of the puzzle on the given
start point A. Many candidates drew the outline to the correct size and 10 deep. The top surface
needed to show a rim width of 5 mm. The inner side of the base needed to be drawn 7.5 deep. This
scale drawing requirement provided a variety of responses. A correct scale drawing of the inner
part of the base was produced by only a minority of candidates.
© 2015

Paper 0445/31
Resistant Materials
Key messages
obvious.
● In order to achieve good marks for Section A, candidates need to develop a wide knowledge and
understanding of materials, tools and processes used when working with wood, metal and plastic.
General comments
Section A
Many candidates did not display the all-round knowledge and understanding required to answer all questions
in this section and performed less well than on Section B.
Section B
given any credit. For example, in Question 12(c)(i), when the question asked candidates to “show how the
slot could be cut out....” no marks are allocated for providing details of marking out.
Section A
Question 1
Most candidates named at least one of the tools correctly.
Question 2
Many candidates gave benefits of using a saw with replaceable blades. The most common answers
described how it would be cheaper to replace the blade rather than the whole saw, the different blades could
be used to cut different materials and that broken or blunt blades could be replaced.
Question 3
Many candidates correctly recognised the composite materials Kevlar and glass reinforced plastic.
© 2015
Question 4
(a) Many candidates provided an accurate method of joining the mild steel rod to a base. The most
common methods were welding, brazing and epoxy resin.
(b) Methods of joining the acrylic rod to a base were less accurate. Epoxy resin has only limited
strength and there were numerous incorrect variations on the correct answers of acrylic/plastic
cement and Tensol.
Question 5
(a) Many candidates named the dowel joint correctly but only a minority named the (corner) bridle.
Question 6
(b) The majority of candidates recognised that the bridle joint, B, had greater gluing area than the
dowel joint.
(a) It was disappointing that most candidates could not name the die and the tap, reflecting a lack of
practical metalworking techniques and processes.
(b) and (c) While most candidates could not name the tool used to cut external and internal threads there
were many answers that demonstrated a ‘vague’ knowledge and understanding of the purpose of
both tools; typified by reference to “cutting the swirls” or “cutting the grooves” in the metal.
However, these vague references were not sufficient to gain marks.
Question 7
There were many variations in the quality and accuracy of the completed tee halving joint. Those drawings
that were completed correctly without the use of a ruler or straight edge were rewarded at the same level as
those who did use them.
Question 8
Very few candidates understood that the reason for the splits was due to drying out and the subsequent
shrinkage. Many answers referred to additional moisture or humidity. The best answers described the splits
being caused by poor seasoning, excessive drying out and only a small minority of answers stated that the
hardwood top had been fixed to the frame of the table without any allowance for movement.
Question 9
The majority of candidates described at least one way in which the design of the palm sander included
ergonomics. The most common correct answers referred to the shape of the handle and the ability to grip it,
the smooth rounded corners/shape of the sander and some excellent references to the dust bag to collect
sawdust that would otherwise be breathed in.
Question 10
(a) Many candidates named high density polyethylene. A mark was awarded for polythene on its own.
(b) There were various answers to what was meant by the arrowed lines around the number 2. The
best answers stated that it could be recycled. Those answers that stated that it could be recycled
twice were rewarded with the ‘twice’ being ignored. Some candidates failed to achieve a mark
because they carelessly stated that polyethylene was or had been recycled.
Section B
Question 11
This was the least popular question attempted by candidates.
(a) There were many good answers rewarded for showing at least 4 stages in producing the one-off
strip. Marking out was an important feature of this process. The quality of sketches was not always
© 2015
as clear as it should have been and some candidates did not provide any sketches at all. A
maximum of 3 marks was awarded to those answers that comprised solely written notes.
(b) There were many different drilling jigs of varying success. The best answers used some form of
‘plate’ that fitted over the strip to be drilled or a ‘baseboard’ onto which the strip could sit, ready to
be drilled. Positive location was important as was some form of ‘stop’ so that strips could be
positioned for drilling quickly. The question asked candidates to name materials used to make the
jig but many ignored this and failed to achieve the mark available.
(c) (i) Most candidates recognised that the application of a finish would enhance the appearance of the
strips or protect them.
(ii) Candidates were less sure of the disadvantages of applying a finish. The best answers referred to
the paint chipping, the possible harm to children of putting the blocks in their mouths and several
excellent answers that pointed out that applying paint could actually ‘clog up’ the holes.
(d) This question allowed candidates to answer in a set of processes or techniques with which they
had practical experience. Many answers showed the wheels cut out from a board and shaped
using files or a sanding disk. Other techniques involved the wood turning lathe and injection
moulding. Where CAM/CNC was used it was vital that details of CAD downloaded to a machine,
the setting up of materials etc. were provided for maximum marks. This question was ’broken
down’ into three specific bullet points that were designed to help candidates focus on the important
elements of the question to be addressed.
(e) The majority of candidates named dowel correctly.
(f) The best advantages of making toys from plastic rather than wood involved the durability of plastic,
the inherent colour (meaning no applied finish necessary) and resistance to weather/external use.
Some candidates stated that a wide variety of colours were available but this could also apply to
wooden toys that are painted.
Question 12
This was the second most popular question attempted by candidates.
(a) Many candidates completed the development (net) accurately.
(b) Answers were extremely disappointing. The vast majority of candidates did not know how to finish
the edges of acrylic to a high quality. To help candidates answer this question, the first stage, that
of draw filing the edges, was given. This meant that no more filing should take place. The stages
involved use of some form of scraper, the use of wet and dry (silicon carbide) paper and finally, use
of the polishing mop and an appropriate compound. Most candidates carried on filing and gained
no marks. Good answers referred to the use of different grades of wet and dry paper. Incorrect
references to ‘sandpaper’ were common and the use of emery cloth inappropriate. The mark
scheme did accept ‘wet and dry sandpaper’. The techniques involved in answering this question
correctly are basic when working with acrylic.
(c) (i) The majority of candidates gained marks for this question. There were many excellent answers
showing a drill used to make a hole for the blade of a coping saw or scroll saw and finally, the use
of a file to make the edges smooth. Those candidates who chose to use CAM/CNC needed to give
details of the process to gain maximum marks and not just a statement ‘CAM/CNC’.
(ii) The most common correct answers included clamping the acrylic securely, setting the drill to a slow
speed and supporting the acrylic underneath with a sacrificial board.
(d) There were many good answers with the majority of candidates confident with the techniques
associated with bending acrylic. Some candidates denied themselves maximum marks for not
paying close enough attention to the question; bend A was shown to be an acute angle but some
answers showed a former or jig made to 90°.
(e) Most candidates gained at least 2 marks for showing some form of ‘shelf’ or support for the pens
and pencils under the existing desk tidy. The other common correct modification involved extending
the existing base and bending it under to provide support. The main reason candidates did not
© 2015
achieve marks was due to either inappropriate constructional techniques or a total lack of this
information.
(f) Some candidates applied techniques associated with plastics to the question of bending
aluminium. Candidates generally answer questions requiring any basic knowledge of metalworking
techniques badly. There were, however, some excellent answers showing the aluminium sheet
held between folding bars in a vice and bent to shape using a mallet or a hammer with scrap wood
to prevent bruising.
(g) Many candidates gained one mark for stating that self-finishing meant that no applied finish was
required but many candidates did not explain further that the surface would only require the use of
abrasive papers or a polishing mop to gain a second mark for a full explanation.
Question 13
This was the most popular question attempted by candidates.
(a) The advantages of using MDF rather than plywood are that it is easier to work, it provides a
smoother finish and that it does not splinter like plywood. Candidates provided at least one of these
advantages but many responses referred incorrectly to costs, strength and that it was lighter in
weight.
(b) There were many good answers to this question; safe rounded edges, the size of the puzzle pieces
appropriate for a child, the use of bright colours and the simplicity of the puzzle being the most
common correct answers.
(i) There was a wide variety of responses to this question. Many candidates did not show the
construction of plywood clearly enough to gain marks. The important part was to show the layers of
plywood at 90° to each other supported by an additional note describing how this contributed to the
strength and stability of the board.
(ii) There were many excellent answers to this question. The most common methods of making the
hole in the plywood involved the use of a drill used to make a hole for the blade of a coping saw or
scroll saw and, finally, the use of a file to make the edges smooth. Some candidates showed a hole
saw that would only partially complete the operation. For maximum marks candidates needed to be
technically accurate when naming the tools and equipment they would use. Those candidates who
chose to use CAM/CNC needed to give details of the process to gain maximum marks and not just
a statement ‘CAM/CNC’.
(iii) There were many excellent answers showing at least two G cramps, correctly named, securing the
two pieces of plywood together and using the correct type of adhesive. PVA was the most common
correct answer.
(iv) Many candidates achieved at least 1 mark for this question. The main advantages of using vacuum
formed plastic were that it would be produced faster, it was lighter weight, inherent colour meaning
that no applied finishing was required and vacuum forming ensured consistent quality when batch
produced.
(d) Many candidates completed the abbreviations correctly: Computer Aided Design and Computer
Aided Manufacture. However, there were many innovative but incorrect answers.
(e) Generally, answers to this question were good. There were many references to checking sizes and
the quality of the surface finish. The important element of quality control is that it dealt with checks
that would be carried out during manufacture.
(f) Many candidates stated that MDF and plywood are made up of recycled materials rather than that
they could be. Many good answers described how manufactured boards come from renewable
sources whereas the use of plastics resulted in depletion of a finite source and to difficulties of
recycling some plastics.
© 2015

Paper 0445/32
Resistant Materials
Key messages
obvious.
General comments
Section A
Section B
given any credit. For example, in Question 12(c)(i), when the question asked candidates to “show how the
slot could be cut out....” no marks are allocated for providing details of marking out.
Section A
Question 1
Most candidates named at least one of the tools correctly.
Question 2
Many candidates gave benefits of using a saw with replaceable blades. The most common answers
described how it would be cheaper to replace the blade rather than the whole saw, the different blades could
be used to cut different materials and that broken or blunt blades could be replaced.
Question 3
Many candidates correctly recognised the composite materials Kevlar and glass reinforced plastic.
© 2015
Question 4
(a) Many candidates provided an accurate method of joining the mild steel rod to a base. The most
common methods were welding, brazing and epoxy resin.
(b) Methods of joining the acrylic rod to a base were less accurate. Epoxy resin has only limited
strength and there were numerous incorrect variations on the correct answers of acrylic/plastic
cement and Tensol.
Question 5
(a) Many candidates named the dowel joint correctly but only a minority named the (corner) bridle.
Question 6
(b) The majority of candidates recognised that the bridle joint, B, had greater gluing area than the
dowel joint.
(a) It was disappointing that most candidates could not name the die and the tap, reflecting a lack of
practical metalworking techniques and processes.
(b) and (c) While most candidates could not name the tool used to cut external and internal threads there
were many answers that demonstrated a ‘vague’ knowledge and understanding of the purpose of
both tools; typified by reference to “cutting the swirls” or “cutting the grooves” in the metal.
However, these vague references were not sufficient to gain marks.
Question 7
There were many variations in the quality and accuracy of the completed tee halving joint. Those drawings
that were completed correctly without the use of a ruler or straight edge were rewarded at the same level as
those who did use them.
Question 8
Very few candidates understood that the reason for the splits was due to drying out and the subsequent
shrinkage. Many answers referred to additional moisture or humidity. The best answers described the splits
being caused by poor seasoning, excessive drying out and only a small minority of answers stated that the
hardwood top had been fixed to the frame of the table without any allowance for movement.
Question 9
The majority of candidates described at least one way in which the design of the palm sander included
ergonomics. The most common correct answers referred to the shape of the handle and the ability to grip it,
the smooth rounded corners/shape of the sander and some excellent references to the dust bag to collect
sawdust that would otherwise be breathed in.
Question 10
(a) Many candidates named high density polyethylene. A mark was awarded for polythene on its own.
(b) There were various answers to what was meant by the arrowed lines around the number 2. The
best answers stated that it could be recycled. Those answers that stated that it could be recycled
twice were rewarded with the ‘twice’ being ignored. Some candidates failed to achieve a mark
because they carelessly stated that polyethylene was or had been recycled.
Section B
Question 11
(a) There were many good answers rewarded for showing at least 4 stages in producing the one-off
strip. Marking out was an important feature of this process. The quality of sketches was not always
© 2015
as clear as it should have been and some candidates did not provide any sketches at all. A
maximum of 3 marks was awarded to those answers that comprised solely written notes.
(b) There were many different drilling jigs of varying success. The best answers used some form of
‘plate’ that fitted over the strip to be drilled or a ‘baseboard’ onto which the strip could sit, ready to
be drilled. Positive location was important as was some form of ‘stop’ so that strips could be
positioned for drilling quickly. The question asked candidates to name materials used to make the
jig but many ignored this and failed to achieve the mark available.
(c) (i) Most candidates recognised that the application of a finish would enhance the appearance of the
strips or protect them.
(ii) Candidates were less sure of the disadvantages of applying a finish. The best answers referred to
the paint chipping, the possible harm to children of putting the blocks in their mouths and several
excellent answers that pointed out that applying paint could actually ‘clog up’ the holes.
(d) This question allowed candidates to answer in a set of processes or techniques with which they
had practical experience. Many answers showed the wheels cut out from a board and shaped
using files or a sanding disk. Other techniques involved the wood turning lathe and injection
moulding. Where CAM/CNC was used it was vital that details of CAD downloaded to a machine,
the setting up of materials etc. were provided for maximum marks. This question was ’broken
down’ into three specific bullet points that were designed to help candidates focus on the important
elements of the question to be addressed.
(e) The majority of candidates named dowel correctly.
(f) The best advantages of making toys from plastic rather than wood involved the durability of plastic,
the inherent colour (meaning no applied finish necessary) and resistance to weather/external use.
Some candidates stated that a wide variety of colours were available but this could also apply to
wooden toys that are painted.
Question 12
This was the second most popular question attempted by candidates.
(a) Many candidates completed the development (net) accurately.
(b) Answers were extremely disappointing. The vast majority of candidates did not know how to finish
the edges of acrylic to a high quality. To help candidates answer this question, the first stage, that
of draw filing the edges, was given. This meant that no more filing should take place. The stages
involved use of some form of scraper, the use of wet and dry (silicon carbide) paper and finally, use
of the polishing mop and an appropriate compound. Most candidates carried on filing and gained
no marks. Good answers referred to the use of different grades of wet and dry paper. Incorrect
references to ‘sandpaper’ were common and the use of emery cloth inappropriate. The mark
scheme did accept ‘wet and dry sandpaper’. The techniques involved in answering this question
correctly are basic when working with acrylic.
(c) (i) The majority of candidates gained marks for this question. There were many excellent answers
showing a drill used to make a hole for the blade of a coping saw or scroll saw and finally, the use
of a file to make the edges smooth. Those candidates who chose to use CAM/CNC needed to give
details of the process to gain maximum marks and not just a statement ‘CAM/CNC’.
(ii) The most common correct answers included clamping the acrylic securely, setting the drill to a slow
speed and supporting the acrylic underneath with a sacrificial board.
(d) There were many good answers with the majority of candidates confident with the techniques
associated with bending acrylic. Some candidates denied themselves maximum marks for not
paying close enough attention to the question; bend A was shown to be an acute angle but some
answers showed a former or jig made to 90°.
(e) Most candidates gained at least 2 marks for showing some form of ‘shelf’ or support for the pens
and pencils under the existing desk tidy. The other common correct modification involved extending
the existing base and bending it under to provide support. The main reason candidates did not
© 2015
achieve marks was due to either inappropriate constructional techniques or a total lack of this
information.
(f) Some candidates applied techniques associated with plastics to the question of bending
aluminium. Candidates generally answer questions requiring any basic knowledge of metalworking
techniques badly. There were, however, some excellent answers showing the aluminium sheet
held between folding bars in a vice and bent to shape using a mallet or a hammer with scrap wood
to prevent bruising.
(g) Many candidates gained one mark for stating that self-finishing meant that no applied finish was
required but many candidates did not explain further that the surface would only require the use of
abrasive papers or a polishing mop to gain a second mark for a full explanation.
Question 13
This was the most popular question attempted by candidates.
(a) The advantages of using MDF rather than plywood are that it is easier to work, it provides a
smoother finish and that it does not splinter like plywood. Candidates provided at least one of these
advantages but many responses referred incorrectly to costs, strength and that it was lighter in
weight.
(b) There were many good answers to this question; safe rounded edges, the size of the puzzle pieces
appropriate for a child, the use of bright colours and the simplicity of the puzzle being the most
common correct answers.
(i) There was a wide variety of responses to this question. Many candidates did not show the
construction of plywood clearly enough to gain marks. The important part was to show the layers of
plywood at 90° to each other supported by an additional note describing how this contributed to the
strength and stability of the board.
(ii) There were many excellent answers to this question. The most common methods of making the
hole in the plywood involved the use of a drill used to make a hole for the blade of a coping saw or
scroll saw and, finally, the use of a file to make the edges smooth. Some candidates showed a hole
saw that would only partially complete the operation. For maximum marks candidates needed to be
technically accurate when naming the tools and equipment they would use. Those candidates who
chose to use CAM/CNC needed to give details of the process to gain maximum marks and not just
a statement ‘CAM/CNC’.
(iii) There were many excellent answers showing at least two G cramps, correctly named, securing the
two pieces of plywood together and using the correct type of adhesive. PVA was the most common
correct answer.
(iv) Many candidates achieved at least 1 mark for this question. The main advantages of using vacuum
formed plastic were that it would be produced faster, it was lighter weight, inherent colour meaning
that no applied finishing was required and vacuum forming ensured consistent quality when batch
produced.
(d) Many candidates completed the abbreviations correctly: Computer Aided Design and Computer
Aided Manufacture. However, there were many innovative but incorrect answers.
(e) Generally, answers to this question were good. There were many references to checking sizes and
the quality of the surface finish. The important element of quality control is that it dealt with checks
that would be carried out during manufacture.
(f) Many candidates stated that MDF and plywood are made up of recycled materials rather than that
they could be. Many good answers described how manufactured boards come from renewable
sources whereas the use of plastics resulted in depletion of a finite source and to difficulties of
recycling some plastics.
© 2015

Paper 0445/33
Resistant Materials
Key messages
obvious.
General comments
Section A
Section B
This section always has a number of questions with large mark allocations requiring a combination of clear
and accurate sketches supported by detailed written notes. Careful reading of the questions is needed
before answering. In some cases, candidates provided information not asked for in the question, which could
not be given any credit. For example, in Question 11(d), when the question asked candidates to “show how
you would cut out the square hole....” no marks are allocated for providing details of marking out.
Section A
Question 1
The majority of candidates provided three safety precautions taken when using the drilling machine.
Question 2
The best answers and most common advantages of using chipboard for making furniture included: cheaper
than solid wood, more easily available, that it was more environmentally friendly and that it was more stable.
Popular misconceptions included: it was easier to work and it was lighter in weight than solid wood.
Question 3
Only a small minority of candidates were able to name a suitable adhesive for each of the situations given.
The most common correct answer was using epoxy resin for gluing metal parts together. Many candidates
stated PVA for wooden boat building, but without the qualification of ‘water proof’, no mark was awarded.
Candidates should know about a range of modern adhesives for a wide variety of uses.
© 2015
Question 4
Only a small minority of candidates were able to name a suitable finish for the three products given. The
most common correct answer was to use dip coating for the handle of the junior hacksaw. A minority of
candidates recognised that the wooden chopping board could be left unfinished or that an application of olive
oil would be suitable.
Question 5
Many candidates achieved at least 1 mark for stating that die casting could be used to produce intricate
shapes or that it was a fast process well-suited to mass production.
Question 6
Most candidates named riveting or pop riveting correctly.
Question 7
(a) Most candidates achieved the mark for stating that the staggered nails arrangement would provide
more strength or stability or that it prevented the wood from splitting.
(b) Only a minority of candidates were able to name accurately a specific type of nail that could be
used to join the pieces of wood together. To gain 1 mark the name; round wire nail, oval or panel
pin had to be precise.
(c) The only correct methods of pulling nails out of wood were the claw hammer and pincers. Many
candidates recognised that a claw hammer could be used by references to ‘the other end of the
hammer’ but could not actually provide the name to gain 1 mark.
Question 8
The majority of candidates did not read the question carefully and provided exploded views of mortise and
tenon joints. The question required candidates to ‘....show the marking out for a mortise and tenon joint’.
Some candidates did show the marking out with varying accuracy.
Question 9
Many candidates achieved at least 1 mark for selecting the appropriate centre lathe operation.
Question 10
Candidates should be able to name different plastics that are used to make a wide variety of products.
However, this does not appear to be the case. Melamine is used to make tableware, PVC to make plumbing
fittings and nylon to make curtain rails. These three plastics are basic materials. In addition to these, there
were alternative plastics for each of the products that would also have been correct answers.
Section B
Question 11
(a) The majority of candidates achieved at least 2 marks for this question. While the uses of the scriber
and scroll saw were straightforward to most candidates, use of the file and wet and dry paper were
not. The file would be used to remove the waste remaining after the scroll saw cut out the shape.
Wet and dry paper is used as part of the finishing process.
(b) Most candidates understood the dangers of using acrylic cement and provided sensible safety
precautions, the most common correct answers included: adequate ventilation, wearing gloves to
protect hands and wearing safety glasses to shield the eyes.
(c) The question asked candidates to ‘.... give two properties of aluminium that make it suitable for the
photograph holder’. Most candidates gave properties that applied to aluminium generally, but not
© 2015
specifically to the photograph holder. Weight and an ability not to rust are not relevant to a
photograph holder. The best answers referred to it being malleable, self-finished and attractive.
(d) This question required candidates to demonstrate their knowledge and understanding of basic
metalworking techniques in order to cut out the square hole in the 1mm thick aluminium sheet.
While many candidates achieved a mark for drilling a hole in the sheet first, many of the stages
described following this were inaccurate and lacked any real understanding of working with metal.
Many candidates recognised that the shape would then be sawn out but described use of coping
saws or fret saws that can only be used to cut wood. Many candidates used tin snips, which had
some credit, but which would require filing to complete the square shape. Often the filing stage was
not provided.
(e) To finish aluminium to a high quality requires a basic knowledge of metal finishing techniques and
to apply these in the correct sequence. Many candidates started by filing the aluminium. This was
incorrect as it would inflict scratches to the surface. Wet and dry (silicon carbide) paper was used
with some candidates correctly specifying different grades. Some candidates correctly described
how a polishing mop or ‘buffing wheel’ could be used with polishing compound to produce a high
quality finish. The use of metal polish (Brasso) was also an acceptable stage.
(f) The majority of answers failed to address the key element of the question: ‘A batch of twenty
identical aluminium photograph holders...’ There were some technically good answers using a
wooden block as a former with a mallet or hammer and scrap wood (to prevent bruising to the
aluminium) to produce a single photograph holder but which would not have been easy to
reproduce in quantity.
(g) (i) The benefits of using CAD to design the photograph holder are that it allows on-screen modelling, it
can produce fully dimensioned drawings, a high degree of accuracy, clients are able to view design
proposals electronically and that data can be downloaded to connected CNC machines. Many
answers stated some benefits of CAD that could also be applied to, and therefore were no different
to, traditional drawing methods.
(ii) The most common benefits of CAM included speed, accuracy and the capacity to mass produce
accurately and consistently.
Question 12
(a) Many candidates described a property of solid wood that made it suitable for the planter; the most
common correct answers including its resistance to outdoor use, its durability and attractive
appearance.
(b) The majority of candidates named two suitable solid woods; the most common hardwoods being
oak, teak and mahogany and softwoods such as pine and cedar.
(c) The majority of candidates named paint, varnish and oils as suitable finishes for the planter. Some
candidates suggested wax which would not be hardwearing or durable.
(d) There were many good answers to the first part of the question: the modification to make it easier
to carry. The majority of candidates showed either an applied handle fitted to the planter or some
sort of ‘cut-outs’ for a person’s hand to fit into. The materials and/or constructional details, asked
for in the second part of the question, were often either technically inaccurate or unclear due to
poor quality sketches. Some candidates showed the modification as a set of wheels for which no
credit was given.
(e) (i) With a large allocation of 12 marks available to candidates for this question it was essential that
they read the question carefully before attempting to answer. There were numerous very good
answers that addressed each of the methods of construction: wood screws, nuts and bolts and
finally, dowels and adhesive. Many candidates did set out there answers clearly but there were
many sketches where it was difficult to understand which part of the planter was being assembled
using which of the three methods. Many candidates showed the sides joined to the ends using
screws. Screwing into end grain of solid wood is not good practice, was not rewarded. The better
option was to use dowels and adhesive. The use of nuts and bolts was also sometimes impractical.
© 2015
(ii) Most candidates achieved marks for providing at least some accurate stages for a customer to
assemble the planter.
Question 13
(a) The majority of candidates identified three areas of research for the magazine rack; the most
common relating to the sizes of magazines, the quantity to be stored, the location, customer
preferences and existing products. Where candidates gave the length, width and thickness of
magazines only 1 mark was awarded. Weight was not considered to be relevant.
(b) Most candidates correctly gave the benefits of using a template as speed and repetitive accuracy.
(c) (i) Most candidates described how the strip heater or line bender would be used to soften the acrylic.
There were two essential features of the bending process: the use of an accurate mould or former
and a method of retaining the acrylic while it cooled. Simply placing the acrylic under running water
was not sufficient and it required some form of retention through clamping.
(ii) Many candidates recognised that the line bender or strip heater softened a specific area of the
acrylic but that the oven heated the whole area making it more difficult to shape and the possibility
of it deforming.
(d) (i) Very few candidates described how some form of jig could be used or that the strips could be taped
together and sawn to the same length. Many answers referred to the use of a template which
would function exactly the same as measuring with a rule. There was also an over-dependence on
use of laser cutter to do perform the task. This was not necessary at all.
(ii) There were some excellent answers to this question. Many candidates achieved marks for showing
the strips secured by means of G cramps and were awarded 2 marks. For the ‘extra’ 2 marks
candidates needed to show how the strips could be spaced equally. The best answers showed
additional ‘spacer’ strips inserted to provide accurate spacing.
(e) (i) Candidates needed to replace the acrylic ends with a manufactured board as solid wood would
result in short grain and subsequent splitting. The base and strips could be replaced with solid
wood. There were some designs that included the innovative use of ‘flexiply’ for the base and
others that laminated the base to produce a single piece of material. Many responses included
some good elements but only a minority gained maximum marks for the redesigned rack.
(ii) There were many excellent answers to this question. Generally, candidates showed a good
understanding of environmental issues when explaining why wooden magazine racks could be
considered to be more environmentally friendly. The best answers referred to the sustainability of
wood compared to plastics and the difficulties concerning the recycling of some plastics.
© 2015

Paper 0445/42
Systems and Control
Key Messages
● Candidates must ensure that the rubric is followed and only one question in Section B is answered. A
small number of candidates had started one question and then gone on to complete a different
question.
● Candidates should be reminded that legible handwriting and clear sketches with annotation are in their
interest. Use of pencil for diagrams is to be encouraged as errors can be erased if necessary.
● It is important that responses are produced only in the allocated response area for the question;
however, if a response is placed in a space on a page other than the intended one, candidates should
● Unqualified single word or short responses such as ‘cheap’ and ‘fast’ and ‘easy’ will gain no credit.
● All working should be shown for calculation questions.
If only the answer to the calculation is given, full marks are awarded but no part marks for the stages in
arriving there can be awarded.
● A small number of candidates had failed to offer any sort of response to parts of a question; candidates
should be encouraged to attempt an answer that could potentially gain a mark rather than leaving a
blank space.
General Comments
instructions on question choice; only a minority had attempted to answer more than one question in Section
B.
Communication and presentation were generally clear, in both written and sketched responses. In
Question 7 of Section A excellent sketches were seen to illustrate the effects of loading a concrete beam.
Once gain a number of examples of single word or short responses were seen, terms such as ‘cheap’ ‘light’
and ‘insulator’ were offered as benefits of plastics over wood in Section A Question 3. Both of the materials
could be described as insulators against heat but only plastics are generally used as electrical insulators.
Candidates should be advised that short or single word responses must be qualified in order to gain a mark,
e.g. plastics can be moulded to form a casing.
As with previous examinations the structures and mechanisms questions in Section B proved to be the most
popular with candidates.
Section A
Question 1
(a) The majority of candidates recognised the light dependent resistor or LDR; the thermistor was
identified as a thermometer in a number of cases. In this question the precise names were
required; light or heat sensor was not enough to gain the marks.
© 2015
(b) An equal proportion of candidates fell in each of the mark categories, 0, 1 or 2. Those who knew
that the resistance changed in inverse proportion to light gained both marks. Those who stated that
the resistance value followed the light level, as one went up so did the other, only gained one mark.
Those who simply interpreted the graph could gain a mark from noting that the resistance had
fallen.
Question 2
(a) A high proportion of correct answers were seen. Those who lost marks had generally not added the
values correctly or were uncertain about the multiples, kΩ or MΩ.
(b) A high proportion of correct answers were seen, showing the resistors connected in series.
Question 3
As noted in the General Comments section marks were lost through the use of unqualified one word
responses. A high proportion of valid answers gained the mark. These included reference to no finish being
needed and ease of forming into a shape.
Question 4
(a) A high proportion correctly identified the first order lever.
(b) The type of motion in the can opener was rotary; those who identified it as oscillating were allowed
a mark although strictly oscillation involves movement in an uninterrupted way.
(c) The question asked for force arrows to show where effort should be applied for the maximum load;
this was at the end of each handle. Those who placed the arrows in the centre of the handle only
gained a single mark.
Question 5
Knowledge of gear wheels and the effects of gearing were generally good; the majority of candidates gained
at least one mark.
Question 6
Where explicit examples had been given the majority of responses gained a mark. Those who relied on the
generic responses, such as, pneumatic or potential, or any form of energy that cannot be stored, did not gain
the mark.
Question 7
The question asked why the reinforcing rods are positioned below centre. A number of responses lost marks
through not addressing that point. Those who used their sketches to illustrate the result of loading a beam
with compression at the top and tension on the lower face were rewarded.
Question 8
This question differentiated well between candidates. The majority saw that the force at B was compression.
The centre rod A was described as a ‘steel tie rod’, this should have led to the answer being that the tie rod
is in tension. Very few responses noted that the force at C would be bending due to the load from the roofing
material.
Question 9
Comparison between carbon fibre as a composite material and steel were generally well known and most
candidates correctly identified at least one advantage. Over half of the candidates gained marks for giving
two advantages.
© 2015
Section B
Question 10
(a) (i) Most responses correctly identified the frame structure.
(ii) Approximately 30% of responses did not know that the structure was being kept rigid by
triangulation.
(iii) There was some confusion between struts and ties but the majority of responses correctly
identified the gusset plate.
(iv) To illustrate the result of shear force acting on a bolt or rivet a sketch should have shown two
plates held in place by the bolt or rivet. In some cases the bolt had been omitted but marks were
still gained for showing the opposing forces that would cause shear. The best responses showed
three views, the plates and bolt, followed by a drawing showing the force arrows and the final view
showing the sheared bolt.
(b) This question relied on the candidates knowing the stress/strain curve for mild steel. In a number of
cases the curve was correctly drawn but the elastic limit and upper yield point had been
transposed.
(c) (i) The first part of the calculation involving conversion from kg to Newton was generally completed
accurately. The cross sectional area of the cable in many cases had errors in the units used or use
of dimension rather than radius. Small variations in the value of pi were allowed in the final stage of
the calculation. Almost half of the responses gained full marks.
(ii) Again in this part a number of errors were seen in the units used; one of the values had to be
converted to match the other. Where this was done the final answer was generally correct.
(d) (i) The correct response was to identify the hole nearest to the top of the beam as compressive forces
would not do as much damage as tensile forces in the lower half.
(ii) This part of the question was only answered correctly by higher order candidates. Three valid
points gave all of the marks; a full explanation of one of two given points also resulted in full marks.
(e) A number of responses failed to gain any marks as they had devised pulley systems rather than
the required lever system. The better responses showed a method that gave equal lift to the
inspection cover spread across both handles. The lever needed a fulcrum in order to operate and a
frequent fault with the systems drawn was to use a schematic drawing of a fulcrum rather than one
that would be functional. Use of shear legs was one valid method of providing a fulcrum. There
were two marks available for a calculation showing that the effort required would be 100 N or less.
In too many responses the calculation resulted in a lever with an unrealistic length, in some cases
in excess of 20 m.
Question 11
(a) (i) The majority of responses gained either one or both marks for this part. Reference to turning the
adjusting handle generally gained the first mark. The second mark was for reference to any other
moving part of the adjusting system.
(ii) The lubrication points were correctly identified in most cases. Surprisingly a number of candidates
had failed to offer any response to this part.
(iii) Lubricating oil was the required response but those who put either ‘oil’ or ‘grease’ were allowed a
mark.
(iv) Most gave at least one valid reason for lubricating moving parts; giving a full explanation or
mentioning a second reason was seen less frequently.
(b) (i) Very few candidates appeared familiar with a single acting cylinder. The fact that it is pneumatically
powered in only one direction and returns under spring pressure was rarely recognised.
© 2015
(ii) Differences between single and double acting cylinders were known only by a few. Having
controllable speed in both directions and remaining outstroked when the air is cut off were not
widely recognised.
(c) (i) This part was generally answered well, the first example which was an eccentric was known to
fewer than the pear/egg shaped cam or the snail cam.
(ii) The circle was correctly drawn around the snail cam in the majority of cases.
(d) (i) Most responses noted that a ball bearing will reduce friction; reduced need for lubrication was
allowed though strictly this only applies if the bearing is sealed for life.
(ii) Very few candidates understood the most important feature of a compound gear train in that two
different diameter gears will be fixed to rotate on the same shaft, allowing larger changes in gear
ratio in a small space.
(iii) This calculation was generally completed accurately with one mark awarded for the correct ratio
being used and a second for the speed calculation.
(e) Just under half of the responses scored no marks in this part. Those that did respond generally
knew a standard method of tensioning a belt and were able to show it using notes and sketches.
Those that chose the use of a jockey wheel/idler pulley generally gained all three marks.
Question 12
(a) (i) The majority of candidates knew about the toxic nature of lead and gained the mark.
(ii) The purpose of flux was not well known. Breaking down of surface tension, cleaning a joint with an
active flux or prevention of oxides forming were the required answers. Very few candidates
mentioned any of these. Those who mentioned allowing the solder to flow were given credit.
(iii) The obvious risks of burns and eye damage were given with a number of responses noting the
danger of eye damage from solder ‘spitting’.
(iv) Use of goggles to prevent eye damage was a common response that gained credit. The wearing of
gloves was not awarded a mark as it would be impractical as a defence against burns; using the
soldering iron stand and taking care not to touch the hot parts of a circuit were acceptable.
(b) (i) Just over half of the responses showed understanding of the term ‘common cathode’.
(ii) A high proportion of candidates knew which segments would be lit to display a ‘5’ and the majority
gained the three available marks. Very few had connected the common cathode low with a ‘0’ in
the box for the fourth mark.
(iii) There was little understanding shown of the relevance of the 2 V drop on each segment. Those
who did correctly deduct this from the supply voltage generally gained all three marks for a correct
calculation.
(iv) Most responses gained both marks for this part. The smaller size of the DIL package was a
common response and the fact that individual resistors could be changes appeared in a number of
the benefits for separate resistors.
(c) Approximately half of the answers given were totally correct and gained two marks. A common
error was to treat the tracks as connections and put a curve in one of the lines to show a crossover
with no connection. There were a number of correct solutions that could have been used.
(d) Those that were aware of how a pull down resistor works generally got all of the marks. Most errors
occurred in the connection of the resistor; the connection from switch to positive rail was generally
correct.
(e) (i) The shape of an astable signal was well known and in most cases accurately drawn.
(ii) Almost all of the responses gave a 555 timer IC as being able to provide an astable signal. NAND
or NOR gates could also have been used, as could a PIC IC.
© 2015

Paper 0445/05
Project
General comments
The work that Centres do in preparing their candidates for moderation and the care and attention over the
administrative tasks required to accurately complete documentation is appreciated.
The majority of work submitted was well structured and covered the assessment criteria. Some of the work
submitted was very innovative with many candidates producing well manufactured, high quality, functional
outcomes.
The majority of projects chosen were appropriate. A large number of candidates selected interesting and
challenging briefs. Most candidates selected a brief that allowed them to demonstrate appropriate
manipulative skills and show an understanding of materials and their characteristics in relation to their use.
An increasing number of candidates made very good use of clients or ‘experts’ to give specific information
relating to the particular need. They also helped when developing the specification and assisted in the
testing and evaluation of the final product.
The majority of candidates managed their time effectively to ensure that a functional product was completed
leaving sufficient time for appropriate testing and evaluation.
Some Centres included individual candidate assessment sheets with supporting comment. These were very
helpful for Moderators to see how and where marks were awarded.
Centres are reminded that both the MS1 form and the Coursework Assessment Summary Form
0445/05/CW/S/10 should be carefully completed and submitted with the sample.
Some Centres, after internal moderation, inserted a different total mark on the Coursework Assessment
Summary Form. It is important to indicate on the form where any changes in marks to particular assessment
criterion have been made.
format.
In a small number of cases, work was submitted by Centres where candidates produced very similar
research, design and practical outcomes. Centres are encouraged to allow scope for candidates to pursue
individual projects.
Group projects are not permissible unless there is clear evidence of the work produced by each individual
candidate.
It is recommended that this report is read in conjunction with the Moderator’s Comments on School Based
Assessment of Coursework.
Candidates generally completed this section well and it was assessed accurately by most Centres. In most
cases candidates explained the need fully, using photographs where appropriate, and described the user
© 2015
group before producing a clear and detailed design brief. Some Centres were lenient in awarding marks in
this section: a brief statement of intent is not enough to access the middle or higher mark ranges. To access
the higher mark range, candidates must analyse the need in detail and consider the requirements of possible
users.
Most candidates produced concise, focused and relevant research. Some candidates produced very large
amounts of information on materials, processes, the majority of which was not related to the brief.
When candidates analyse existing products, they should be encouraged to highlight the particular design
strengths and weaknesses and use this information both when generating a specification and when
designing.
It is important that candidates obtain information which will guide their designing. This will include essential
information such as the details and dimensions of items to be stored or fitted into the product.
When including anthropometric data, candidates should only select those particular anthropometric features
that apply to their brief. A number of candidates gathered the views of potential users through the use of
well-structured and carefully worded questionnaires.
To achieve the higher mark range in this section, candidates must include all relevant information such as
important sizes, and only include research that is related to their brief.
Specifications were generally detailed and justified; most candidates included the specific details of the
Many candidates produced well-presented, innovative and creative design proposals. Whilst the majority of
Centres assessed this section accurately and in line with Cambridge standards, some were lenient. To
access the middle and higher mark range, candidates must produce a wider range of different, well-
annotated possibilities.
Candidates must clearly evaluate their ideas with reference to the specification.
A number of Centres were too generous in their allocation of marks for this section. Candidates are required
to show from their evaluation of their initial design ideas the progression of their thinking and their decision-
making regarding the development of a final idea. They should include details of materials and construction
methods, through trialling, testing and modelling. A number of candidates made very good use of 2D and 3D
modelling and computer aided images to develop their design proposal.
Most candidates produced appropriate, dimensioned working drawings and these were generally of a good
standard. Some candidates made very good use of CAD.
Most candidates produced plans for production. Many produced a logical sequence of the stages of
manufacture, including detailed cutting lists and approximate time allocations to achieve the higher mark
ranges.
A good test of the quality of a working drawing is whether there is sufficient detail for the product to be
manufactured by someone else.
Most candidates use their time effectively and complete the manufacture of a practical outcome. There were
many examples of outstanding, high quality manufactured products presented.
© 2015
Most candidates used a number of good quality photographs to show full details of their product. Many gave
photographic evidence of key stages of manufacture of the product to emphasise particular features and the
quality of making.
Centres must ensure that candidates include clear evidence of their practical outcome. Marks cannot be
accepted for the practical realisation if there is no photographic evidence of the candidate’s work.
Centres are reminded that the marks allocated to making should reflect three aspects: the overall complexity
of the product, the level of skill demonstrated by the candidate, and the quality of the making of the final
product. In some cases scale models are submitted that are not of a sufficient quality to access the higher
mark range.
Candidates are advised to ensure that their practical outcome can be used in the environment for which it is
designed and can be fully tested and evaluated.
Most Centres were accurate in awarding marks commensurate with the quality of work produced.
Some candidates achieved the higher mark range by testing the product in its intended environment and
producing detailed evaluations of successes and possible weaknesses.
Most made clear reference to the specification. A number of candidates included third party evaluations from
clients or potential users of the product, which is to be encouraged.
A number of Centres tended to be slightly lenient in assessing this section. To access the higher mark range,
candidates must test and evaluate the product, in its intended environment where possible, and produce
detailed and meaningful conclusions leading to proposals for further development.
© 2015
Examiners’ Report
June 2015
GCSE Design and Technology 5RM02 01





www.pearson.com/uk.
June 2015
Publications Code UG041250

2 GCSE Design and Technology 5RM02 01

Introduction
The format of the paper is now well established given that it has now been offered for the
last five years. It is encouraging to see and to report that centres and candidates continue
to use past papers and previous reports to guide their teaching.
On the whole candidates are improving in many areas of the specification and they are
getting better at responding to the quality of written communication questions, where their
writing shows a better structure. The responses to the design questions also appear to be
improving with candidates showing many different ways of making sure they cover all of the
design specification points, either by the use of numbers or little grids they write on to the
question paper.
It would appear that fewer candidates wrote outside the boxes this year which is pleasing
to report given the comments from last year. It must be emphasised that there is sufficient
space to be able to score full marks using just the space provided on the paper.
GCSE Design and Technology 5RM02 01 3

Question 11 (a) (1)
This question was very well answered with the large majority of candidates giving the
correct response.
Question 11 (a) (2)

The hole saw was not well done by the majority of candidates. In many cases, lots of
references were made to drills.
Question 11 (a) (3)

This question was not well done by a majority of candidates. Most incorrect responses were
related to marking out or to punching holes in materials. Many made reference to making
indents but without any mention as to why.
Question 11 (a) (4)

The block plane was not identified by many candidates. A good number of candidates
identified the tool as a plane in a generic sense but were not specific enough to be able to
award the mark.
Question 11 (b) (i)

This type of question is basic recall in relation to being able to name a type of manufactured
board from a description. Not many candidates were able to correctly identify the given
description as hardboard.
Question 11 (b) (ii)

This question type and format was the same as the one before, 11bi, however in this
instance more candidates were able to give the correct answer as plywood, a more
commonly used material than hardboard.
Question 11 (b) (iii)

A good number of candidates were able to correctly identify that PVA is the most appropriate
adhesive to join the two manufactured boards. Commonly observed incorrect responses
were PVC and epoxy adhesive.

Question 11 (c) (i)
In many responses seen for this question, candidates gave preventative steps to be taken
such as wearing goggles rather than giving health and safety issues such as damage to
eyes and the potential hazard of fumes which were the two most common correct responses
observed.

This question was well done by the large majority of candidates who were able to name two
different finishes that could be applied to the wooden shapes, with paint and varnish being
the most common responses seen.
Question 11 (c) (iii)

This question was a 'Describe' type question and as such it required candidates to make a
point and then develop it to say why or what the benefits or consequences are.
Given that this is a 'describe' type of question, it requires candidates to make a point and
develop it to say why or what the consequences are.
Examiner Comments Examiner Tip
A good number of candidates were able to make When faced with a ‘Describe’ type question
comments about the process being accurate or make a point and then try and use
every component being cut would be the same size. connectives such as ‘which means’ and
‘therefore’ which would mean that you are
This response scored 4 marks. The candidate made able to go on and develop your answer
a number of points, but for at least one of them giving yourself the best possible chance of
they were able to go on and develop and justify securing the second mark.
one of the points.

Question 11 (d)
Another 'Describe' type question. Each single describe is worth 2 marks and so here with
two advantages being asked for a total of 4 marks are on offer.
This candidate has made two good In this instance you need to be thinking
points, one about colour and one about about what you know about acrylic and
weight and for both instances, they then apply it in the context of the shapes
have developed each point using ‘so’. for a child’s puzzle, and as such colour
and weight are both appropriate points.
Question 12
The design question is now very well established and candidates continue to improve with
their level of response. The question requires two different designs to be proposed in
response to a set of specification points.

Be careful when the question asks for a

The candidate has produced two good designs
stable base for example. If you simply label
in response to the brief and has scored a total of
your design to say stable base you are not
14 marks, 7 for each of the two separate designs.
going to get the mark unless you say why it
is a stable base, because it has a large flat
Try to avoid writing too much, a simple word or surface in contact with the worktop.’
two will often suffice.

Question 13 (a)
This format of question has been used before and requires candidates to give an appropriate
property and then to justify why the property is relevant.
The candidate has given two correct It is important here with this type of question
properties of polythene in the context that the properties you select are appropriate
of a screwdriver handle and then they to the context, in this case a screwdriver. Given
have given an appropriate justification. that it could be used by an electrician, the fact
that it is an insulator is critical so as not to
electrocute the user. It also needs to be a tough
material given it is used in a hard environment
and at times may well be hit with a hammer.

Question 13 (b)
This type of question should be quite straightforward in that it basically requires a definition
of the term hardness.
The candidate has given an excellent There are a number of properties

‘textbook’ definition of the term that should be learned in terms
hardness in that it contains both of definition including toughness
elements, resistant to abrasive wear and elasticity for example.
and indentation.
Question 13 (c) (i)

This type of question format has been used for many years now. It relates to how the
selected product is successful in meeting the specification points.
Examiner Tip Examiner Comments
There are a number of properties It is important here to make a point and justify it,
that should be learned in terms given it is an ‘Explain’ type question. What is key to
of definition including toughness this is that you do not repeat the question since you
and elasticity for example. will not get a mark. For example, ‘The screwdriver is
made from an insulator which means it is safe to use.
This is only worth 1 mark because it states that the
material is an insulator. Saying it is safe to use is a
repeat of the question and as such is worth no mark.

The same applies here from the previous part question 13ci, in that it is an explain type
question and great care should be taken not to repeat the question.
Many candidates made reference here Again be careful here not to repeat

to the shape of the handle and how it the question which will not gain
fitted into the hand. Another popular you any marks.
response related to the texture or
‘dimples’ that were on the handle.

Question 13 (d)
There was a full range of marks scored here. Candidates have improved their response style
writing in full sentences and making good comparisons rather than a simple list of points
and observations about the two products.

This candidate scored the full 6

It is really important with this question
marks. They have addressed both
to address the specification points
criteria requested and have made
given in the question. This year it was
comparisons between the two
‘User requirements and Function’. It is
different types of tools.
important that you know what is meant
by these terms and even more important
that you address them rather than
about any other areas such as form or
sustainability for example since you will
not be given any credit.
Question 14 (a) (i)

This was quite a straight forward question especially so given the subject of templates was
also examined last year. A large number of candidates were able to identify at least one
advantage of using a template, the most common responses being saving time or that all
components would be identical. There was some confusion amongst many candidates that
the use of a template somehow means that items will be cut out better.
Examiner Comments
The question was a ‘Give’ type and as

such only requires a short statement
such as the one given by the candidate
here. This response scored 2 marks.

Question 14 (a) (ii)
This was a basic question testing simple recall of thermoplastics. Many candidates were
able to identify at least one correct thermoplastic, the most common one being acrylic, with
others such as ABS and HIPS being popular.
Question 14 (a) (iii)
This question was not answered well by most candidates. Where candidates had done better
it was often due to the fact that they had made some good points but they did not go on
and fully develop or explain their answers and as such they limited the marks that they
would be able to score. The most common type of responses seen related to the fact that
thermoplastics could be recycled or re-heated without going on to say what the benefits of
this are.
Examiner Comments
This candidate has made two good

points and has gone on to say what
the benefits are for each of them and
as such they have scored 4 out of 4.

Question 14 (b)
This question should have been done better than it was. It is a specifically named process
from the specification and should be taught or demonstrated in class. Results of laminating
can be quite effective and it requires very little equipment in comparison to other industrial
processes.
Here too many candidates described the process of laminating a poster or picture through a
laminating machine using encapsulation.
Those candidates who knew what the process was were able to score very well here.
This candidate has used both Where possible use good simple
notes and sketches to convey sketches and notes to convey
the process of laminating the information

Question 14 (c)
This question was not completed as well as it should have been. Generally questions which
relate to the environment are well done.
Many candidates were able to secure one mark for identifying that wood was either more
sustainable than plastics or that wood would decompose over time, but they did not go on to
fully explain the point as the question asked for.
Question 14 (d)
This final question is quite open and general.

Candidates need to be considering both the advantages and disadvantages of internet
marketing and sales to be able to fully access all the marks available. If they do not then
they will limit the mark range.

Examiner Comments
It is essential that you write here in full and complete

sentences and not give lists or a series of bullet
points. You need to make sure that you consider
both sides of any argument to ensure that you give
yourself the best possible chance of securing full
marks.
The candidate here has scored 6 marks for their
response which is a full and comprehensive account
of the advantages and disadvantages of the internet
for marketing and sales.

Paper Summary
Based on the performance of this paper, candidates and centres are offered the following
advice:
• They must ensure that the whole specification has been taught and covered either
through practical demonstrations in class or by making use of skills and techniques
through short practical tasks.
• Candidates must be confident and secure with their knowledge and understanding,
especially in areas such as materials, tools, processes, properties and manufacturing
techniques.
• Candidates should be encouraged to try and use a pen to go over design ideas or
diagrams they generate so that they are more visible.
• The use of additional sheets should be discouraged for planning or for rough work.
Grade Boundaries

with its registered office at 80 Strand, London WC2R 0RL.

Paper 0445/11
Product Design
Key Messages
● Candidates should be encouraged to provide justified evaluations on both positive and negative
aspects of proposed design ideas, in response to part (d).
● Full solutions to the design problem, drawn in response to part (e), should focus on construction
details of the product rather than aspects of the design already covered in part (c) or manufacturing
methods to be covered in part (g).
General comments
slightly more structure to responses in some part questions and this appeared to help many candidates. The
three questions presented fairly open design situations, based on pets and other animals, whereby
candidates could apply specific areas of knowledge and interest developed during the period of their study.
and Question 3.
Question 1
Candidates appeared to understand fully the requirements of the design need for the transportation of small
pets and it was clearly one with which they were familiar in their normal day-to-day experiences. Suggested
outcomes were normally based on some form of hand held carrier and there was evidence of original
thinking with imaginative outcomes.
(a) Candidates were able to identify functional points required of the unit in addition to those outlined in
the question. Successful responses to this introductory part of the question included: comfortable
for pet; lightweight/easy to carry/transport; pet cannot get hurt from sharp edges; keeps pet
protected; food/water does not spill; easy access to pet; easy access to food/water; secure/pet
cannot escape; etc.
(b) Few candidates had difficulty showing two ways of putting the pet into or taking it out of the unit
and these included: hinged door on side; hinged flap on top; sliding door/flap; top clips off/on base;
roller screen; etc.
candidates used the whole space provided to produce clear drawings using appropriate techniques
so that design details were clear to the viewer. Marks were awarded for the quality of
communication techniques so drawings should be enhanced through the use of shading or colour
and appropriate annotation added. Marks were also awarded for the suitability of ideas and
successful candidates explained their thinking and added detail as they progressed.
© 2015
their choice.
positively.
Question 2
appreciated that a game of the type to be designed would need to be produced through the use of semi
resistant materials.
(a) Most candidates were able to suggest additional points to those outlined in the question and
successful responses included: attractive colour/shape; realistic animal shapes; appeals to young
children; parts easy to handle; no small parts; easy instructions/rules; hygienic/easy to keep clean;
etc.
(b) The majority of candidates were familiar with ways by which items could be matched in the game
and appropriate suggestions included: fitting similar shapes; sliding shapes through slots; colours;
size; rewards; sound feedback; linking lines; stickers; etc.
(c)
(d) See Question 1 (c) – (g)
(e)
(f)
(g)
Question 3
(a) Additional points about the function of the indicating system included: weather/water resistant;
minimal power use; easy to set up; clear indicator; does not frighten pet; does not damage door;
etc.
(b) Most candidates were able to identify two display methods including: coloured lights/discs; flaps on
signs; sliding signs; ‘flags’; semaphore arms; sounds; etc.
(c)
(e)
(f)
(g)
© 2015

Paper 0445/12
Product Design
Key Messages
General comments
three questions presented fairly open design situations, based on gardening, whereby candidates could
apply specific areas of knowledge and interest developed during the period of their study.
The three optional questions were each answered by similar numbers of candidates.
Question 1
Candidates appeared to understand fully the requirements of the design needs for the kneeling aid and it
was clearly one with which they were familiar in their normal day-to-day experiences. Suggested outcomes
were normally based on some form of shallow carcase or frame and there was evidence of original thinking
with imaginative outcomes.
(a) Candidates were able to identify functional points required of the kneeling aid in addition to those
outlined in the question. Successful responses to this introductory part of the question included:
lightweight/easy to carry/move; water resistant; help return to standing position; would not damage
plants; easy to store; comfortable for knees; include hand hold/grip; etc.
(b) Few candidates had difficulty showing two additional features and these included: trowel/
implement holder; seed packet holder; drinks holder; etc.
© 2015
their choice.
positively.
Question 2
appreciated that a point of sale display stand of the type to be designed could be produced through the use
of semi resistant materials.
successful responses included: attractive colour/shape/layout; simple wording; stable in use; flat
pack for distribution; pictures of flowers; etc.
(b) The majority of candidates were familiar with ways by which the point of sale display stand could
be made waterproof and appropriate suggestions included: any form of roof/shelter; examples of
waterproof materials/finishes; waterproof constructions; for whole stand or individual packets; etc.
(c)
(e)
(f)
(g)
© 2015
Question 3
(a) Additional points about the function of the hose pipe storage system included: water resistant; does
not damage hose; adjustable for different pipe lengths/diameters; freestanding/fixed to wall;
method of winding/pulling in; etc.
(b) Most candidates were able to identify two methods by which the hosepipe could be joined and
separated quickly including: quick release and holding methods; snail cam; sprung lever; screw
thread based; over centre cam; etc.
(c)
(e)
(f)
(g)
© 2015

Paper 0445/13
Product Design
Key Messages
General comments
three questions presented fairly open design situations, based on sporting activities, whereby candidates
could apply specific areas of knowledge and interest developed during the period of their study.
Question 1 was, by far, the most popular question, with a smaller number of candidates choosing
Question 2 and few choosing Question 3.
Question 1
Candidates appeared to understand fully the requirements of the design needs of the storage unit for table
tennis bats and balls and it was clearly one with which they were familiar in their normal day-to-day
experiences. Suggested outcomes were normally based on some form of carcase unit and there was
evidence of original thinking with imaginative outcomes.
(a) Candidates were able to identify functional points required of the unit in addition to those outlined in
the question. Successful responses to this introductory part of the question included: easy access
to bats and balls; lightweight/easy to carry; balls cannot get squashed; surface of bats protected;
comfortable to carry; hold additional items; etc.
(b) Few candidates had difficulty showing two ways of holding table tennis balls in the unit and these
included: in recess; in holes; clips; slots; tube; pockets; etc.
© 2015
their choice.
positively.
Question 2
appreciated that a display of the type to be designed could be produced through the use of semi resistant
materials.
successful responses included: attractive colour/shape/layout; simple wording; popular sport; low
energy consumption; weather proof if outside; easy to move around; etc.
(b) The majority of candidates were familiar with ways by which movement could be achieved on a
display of this type and appropriate suggestions included: sliders; hinged portion; any form of
rotation; cams; springs; cranks; etc.
(c)
(e)
(f)
(g)
Question 3
(a) Additional points about the function of the golf putting device included: weather/water resistant;
minimal power use; does not hurt golfer when returned; quiet in use; does not damage ball;
adjustable for distance; etc.
(b) Most candidates were able to identify two ways by which a ball could be sent back to the golfer
including: fired by spring/elastic/arm; through tube; chute; belt/chain; spiral; etc.
(c)
(e)
(f)
(g)
© 2015

Paper 0445/21
Graphic Products
Key Message
General Comments
either B4 or B5 from section B. An equal number of candidates chose to answer Question B4 and B5. A
questions.
able to draw a planometric view from given information of a simple circular shape. Drawing a sectional view
of two separate parts and the understanding of ‘perforation’ are also areas that need to be improved.
Question A1
Hotel Model
(a) A pictorial image of part A was required to have the thick and thin line technique applied. A thick
line is only applied to a side where one side producing the edge can be seen. Where two sides can
be seen producing the edge this line is left ‘thin’.
(b) Part B was required to be drawn by removing a 30 x 40 rectangle from the isometric given. Some
candidates added a 30 x 40 rectangle above the given, leaving the bottom part oversize.
Part C was required to have the slope drawn 30 down and 40 across the top.
Question A2
Front View
Many candidates drew part A extending beyond the vertical side of part C. By referring to the pictorial image,
part B sits alongside part C and behind part A. A horizontal line across the width of part C needs to be drawn
to show the edge of the slope 30 mm from the top.
Plan
Part A needed to be drawn 10 thick across the front of part C and protruding 10 mm to the right of C to cloak
part B. Part B was to be drawn 10 thick and 60 deep so that the back aligned with the back of part C. A
horizontal line 20 mm from the back should be evident to show the edge of the slope.
© 2015
Question A3
Card model of a House
Most candidates attempted all parts of this compulsory question.
(a) The question asked candidates to complete an isometric view of the house. Many candidates drew
the vertical line on the left and the two lines at 30° showing the ridge and the lower edge of the
roof. Not all candidates managed to draw a line parallel to the line given on the gable end to show
the correct far left end of the roof.
(b) Candidates were asked to name two ways of adding colour to the card model.

● Crayons
● Felt tip pens
● Brush paint
● Spray paint
(c) Candidates were asked to use a sketch and notes to show what is meant by ‘perforation’.
A sectional view of a piece of card would show a series of elliptical slots and circular holes that
penetrate the thickness of the card leaving a very small amount of card in-between each slot/hole.
This enables the card to be torn along the given line of ‘perforation’.
(d) The candidates needed to state one reason why the development of the model was considered to
be uneconomical. Whilst many said ‘lots of waste’ very few candidates completed the question to
give a method of how this problem could be overcome.
Other suitable reasons included: uses virgin card, shape does not tessellate.
Question B4
Package for Chocolates
This question was derived from an actual ‘Graphic Product’ sold in a shop.
A classroom exercise to make the box and the closure of the packaging would be most beneficial to future
(a) Candidates were asked to drawn a full size planometric view of the closure for the box. Responses
in both 45/45 and 60/30 were accepted. High scoring answers started with a circle Ø50 on the
centre lines given. A top band 25 wide was then added. Sides 30 deep were then drawn to each
end and a base 25 wide completed the closure.
(b) Candidates were required to complete a ‘roll-out’ development of the card box. From the pictorial
view given and the start boxes, candidates should be able to complete the development. Many
drew the square base below the given side, with an additional half top drawn two side away from
the given top. Glue tabs were added by all candidates but not always in the correct place. Whilst
the correct convention for a fold line was given, not all candidates repeated the correct convention.
(c) (i) The printing method required was Lithography or digital printing.
(ii) Acceptable answers for the specific plastic used to vacuum form the trays were: ABS, HIPS, PET,
Polystyrene, Polypropylene, PVC.
(iii) Sketches and notes were required to explain the vacuum forming process.
Sketches had to show:

1. The concept of a former.
© 2015
2. Flat sheet being heated.
3. Suction (vacuum) forcing the softened sheet onto the former shape.
Notes had to accompany the sketches and explain fully what was happening.
Question B5
Customer research Stand
for their answers.
(a) Many candidates managed to add shading to the tube. High scoring candidates managed to add
graduated shading to enhance the round/shiny image of the tube.
(b) The sectional view required a break line adding to the top of the break in the name board. A
horizontal line was to be drawn across the top of the tube, and the right hand inner wall of the tube
added. Section lines could then be drawn at the same angle on the walls of the tube and at a
different angle on the name board. The centre of the tube should have been left empty.
(c) An ellipse to the size given was required to be drawn. Many different constructions were accepted
providing that the major axis was 100 mm and the minor axis was 70 mm. Where candidates had
used a trammel, marks for construction were awarded if the trammel was drawn on the paper or
attached.
(d) (i) Many candidates managed to draw a pie chart with angles of 160° 80° and 120°. Colour was
required to enhance the drawing with clear labels for each washing powder.
(ii) Advantages of using ICT for customer research included: Data can be entered directly into a
database and manipulated / printed in different forms. ICT can reach a wider audience and can
save time/money sorting data.
© 2015

Paper 0445/22
Graphic Products
Key Message
General Comments
questions.
able to draw a solid object to size in two point perspective projection. The rendering of shapes to represent a
given material is also an area that needs to be improved.
Question A1
Model Torch
(a) Candidates were required to draw a full size isometric view of part A of the model torch. Successful
candidates drew a block 60 square and 20 high. A 30 square was then drawn centrally placed 15
above this block. Tapers were added to join up the 30 square with the 60 square. A circle Ø20
could then be drawn centrally on the 30 square surface. The circle needed to be constructed as it
would appear as an ellipse in this isometric view.
(b) The pictorial sketch of the body of the torch was to be completed by adding the front curve and the
straight side of the slide switch.
Question A2
1. A suitable material from which the model could be made was asked to be stated. Suitable answers
included: Styrofoam, balsa wood, MDF.
2. Suitable reasons for choice of material should have been: Easy to shape, accepts a paint finish.
Question A3
Card packaging for model torch
Unfortunately, some candidates did not attempt this entire compulsory question.
(a) The question asked candidates to complete the two given orthographic views. The front view
required the top line and the right hand vertical to be added. The glue flap also needed to be
completed so that it appeared symmetrical. The plan required the top line and the right hand line to
© 2015
be completed to form a square. A circle of relative size should also be visible on the plan in hidden
detail.
(b) Candidates were asked to sketch the development (net) of the packaging. Many candidates
responded by drawing a strip similar in width to what had been given in part (a) and dividing this
into four parts with a glue flap at one end. Some candidates did not make two of the parts square
and some candidates placed the hole incorrectly. High scoring solutions showed a back and front
upright consistent in size with the drawing in part (a) and a hole in the square part that would
appear in the lower part when folded and assembled. Fold lines were not always drawn according
to convention.
(c) The packaging was considered to be environmentally friendly because:
● It used re-cycled / unbleached card so less trees need to be cut down;

● The development (net) does not have sides so less card needs to be used;
● Vegetable inks could have been used as they are less toxic to the environment.
Question B4
Desk Calendar
This question was derived from an actual ‘Graphic Product’ used in an office.
This question was attempted by a number of candidates. Overall, candidates gained a wide range of marks
for their answers.
(a) A two point perspective view of the base of the desk calendar was to be drawn (the wooden blocks
were to be removed).
Many candidates managed to connect the front vertical line to VP1 and VP2. Most candidates
completed the front by drawing the two uprights to touch the diminishing line to VP2.
Lines to VP1 to form the inner edge and the back proved to be difficult for some candidates. Some
candidates managed to show the ‘floor’ of the base.
(b) Candidates were asked to render the block to show that it was made from wood. Most candidates
showed grain on the top whilst few candidates ‘connected’ this grain pattern to the end and side
correctly. Brown / yellow was used correctly to show tone.
(c) The question required candidates to explain the three listed processes. A good response would be
as follows:
Design
A computer program such as ‘word’ would be needed. The font type, outline and size would need
to be selected. The letters would need to be typed in and adjusted to the correct size.
Manufacture
Self- adhesive Vinyl would need to be loaded into a CAM machine such as a plotter. The design
would then be sent from the computer to the plotter where the knife cuts the shape.
Application
Transfer film would be needed to lift the design from the vinyl sheet. Weeding would have to take
place before the design is smoothed onto the wooden block. The transfer film could then be peeled
off.
Question B5
Shampoo bottle
answers.
© 2015
(a) (i) An ellipse was required to be drawn on the given centre lines to represent the plan view of the
shampoo bottle. The ellipse was to be drawn 60 x 40 in the correct orientation. Correct responses
showed construction and a minimum of six plots. A smooth connecting curve completed the
drawing.
(ii) The letters N and E needed to be added in the same style and size as the given letters.
(b) This question required candidates to complete a table to show three pieces of information that
would be included on the shampoo bottle. Box 1 required the words High and Density.
Box two and three required a drawing and an explanation from one of the following:
● A bar code so the product can be scanned at the p.o.s;

● The contents so the consumer can check what is in the bottle;
● The Manufacturers Name so you remember the product and buy again;
● The Volume / weight so you can compare contents and value for money.
Other answers could refer to expiry date health or safety.
(c) Candidates were required to draw a bar chart showing the results of the questionnaire. Marks were
awarded for three bars drawn on a suitable vertical scale. Labels were required on both the X and
Y axis. Appropriate colour and labels correctly applied to the bars of the chart to enhance the
communication.
© 2015

Paper 0445/23
Graphic Products
Key Message
General Comments
questions.
able to draw a solid object to size in two point perspective projection. The rendering of shapes to represent a
given material is also an area that needs to be improved.
Question A1
Model Torch
(a) Candidates were required to draw a full size isometric view of part A of the model torch. Successful
candidates drew a block 60 square and 20 high. A 30 square was then drawn centrally placed 15
above this block. Tapers were added to join up the 30 square with the 60 square. A circle Ø20
could then be drawn centrally on the 30 square surface. The circle needed to be constructed as it
would appear as an ellipse in this isometric view.
(b) The pictorial sketch of the body of the torch was to be completed by adding the front curve and the
straight side of the slide switch.
Question A2
1. A suitable material from which the model could be made was asked to be stated. Suitable answers
included: Styrofoam, balsa wood, MDF.
2. Suitable reasons for choice of material should have been: Easy to shape, accepts a paint finish.
Question A3
Card packaging for model torch
Unfortunately, some candidates did not attempt this entire compulsory question.
(a) The question asked candidates to complete the two given orthographic views. The front view
required the top line and the right hand vertical to be added. The glue flap also needed to be
completed so that it appeared symmetrical. The plan required the top line and the right hand line to
© 2015
be completed to form a square. A circle of relative size should also be visible on the plan in hidden
detail.
(b) Candidates were asked to sketch the development (net) of the packaging. Many candidates
responded by drawing a strip similar in width to what had been given in part (a) and dividing this
into four parts with a glue flap at one end. Some candidates did not make two of the parts square
and some candidates placed the hole incorrectly. High scoring solutions showed a back and front
upright consistent in size with the drawing in part (a) and a hole in the square part that would
appear in the lower part when folded and assembled. Fold lines were not always drawn according
to convention.
(c) The packaging was considered to be environmentally friendly because:
● It used re-cycled / unbleached card so less trees need to be cut down;

● The development (net) does not have sides so less card needs to be used;
● Vegetable inks could have been used as they are less toxic to the environment.
Question B4
Desk Calendar
This question was derived from an actual ‘Graphic Product’ used in an office.
This question was attempted by a number of candidates. Overall, candidates gained a wide range of marks
for their answers.
(a) A two point perspective view of the base of the desk calendar was to be drawn (the wooden blocks
were to be removed).
Many candidates managed to connect the front vertical line to VP1 and VP2. Most candidates
completed the front by drawing the two uprights to touch the diminishing line to VP2.
Lines to VP1 to form the inner edge and the back proved to be difficult for some candidates. Some
candidates managed to show the ‘floor’ of the base.
(b) Candidates were asked to render the block to show that it was made from wood. Most candidates
showed grain on the top whilst few candidates ‘connected’ this grain pattern to the end and side
correctly. Brown / yellow was used correctly to show tone.
(c) The question required candidates to explain the three listed processes. A good response would be
as follows:
Design
A computer program such as ‘word’ would be needed. The font type, outline and size would need
to be selected. The letters would need to be typed in and adjusted to the correct size.
Manufacture
Self- adhesive Vinyl would need to be loaded into a CAM machine such as a plotter. The design
would then be sent from the computer to the plotter where the knife cuts the shape.
Application
Transfer film would be needed to lift the design from the vinyl sheet. Weeding would have to take
place before the design is smoothed onto the wooden block. The transfer film could then be peeled
off.
Question B5
Shampoo bottle
answers.
© 2015
(a) (i) An ellipse was required to be drawn on the given centre lines to represent the plan view of the
shampoo bottle. The ellipse was to be drawn 60 x 40 in the correct orientation. Correct responses
showed construction and a minimum of six plots. A smooth connecting curve completed the
drawing.
(ii) The letters N and E needed to be added in the same style and size as the given letters.
(b) This question required candidates to complete a table to show three pieces of information that
would be included on the shampoo bottle. Box 1 required the words High and Density.
Box two and three required a drawing and an explanation from one of the following:
● A bar code so the product can be scanned at the p.o.s;

● The contents so the consumer can check what is in the bottle;
● The Manufacturers Name so you remember the product and buy again;
● The Volume / weight so you can compare contents and value for money.
Other answers could refer to expiry date health or safety.
(c) Candidates were required to draw a bar chart showing the results of the questionnaire. Marks were
awarded for three bars drawn on a suitable vertical scale. Labels were required on both the X and
Y axis. Appropriate colour and labels correctly applied to the bars of the chart to enhance the
communication.
© 2015

Paper 0445/31
Resistant Materials
Key messages
obvious.
● In order to achieve good marks for Section A candidates need to develop a wide knowledge and
There were many occasions where candidates described techniques used with wood or plastics
incorrectly for metal.
General comments
Section A
Many candidates lacked the all-round knowledge and understanding required to answer all questions in this
section and performed less well than on Section B.
Section B
before answering. In some cases, candidates provided information not asked for in the question and which
could not be given any credit. For example, in Question11 (c)(i), when the question asked candidates to “
show how the handhold could be cut out....” no marks were allocated for providing details of marking out.
Section A
Question 1
Most candidates named the jig saw correctly but fewer named the Scroll or Hegner saw.
Question 2
Many candidates provided names that were ‘close to’ but not precisely the technical terms for the types of
screw slots: Posidriv or Phillips for slot A and straight or flat slot for B.
Question 3
(a) and (b) Many candidates correctly recognised that epoxy resin was used as an adhesive but only a
minority of candidates knew that polyester resin was used with glass fibre.
© 2015
Question 4
(a) and (b) Only a minority of candidates recognised the riveting process in (a) while most candidates named
an alternative method of joining metal permanently. The most common correct answers being
welding, brazing and soldering.
Question 5
Very few candidates could name all three Centre lathe parts.
Question 6
It was disappointing that most candidates could not complete an accurate drawing of a tee hinge. Many
candidates gained one mark for a drawing that showed the one long flap part of the hinge.
Question 7
Carbon fibre reinforced plastic (CFRP) is a modern composite material. The majority of candidates did not
understand the properties of CFRP. The best correct answers referred to the lightness of weight, high tensile
strength and flexibility.
Question 8
Many candidates recognised the claw hammer with fewer naming the Warrington/cross-pein hammer. Most
candidates provided correct specific uses for both hammers: the removal of nails for the claw hammer and
the nailing of pins and nails for the Warrington/cross-pein hammer.
Question 9
The majority of candidates named only one or two of the three parts of the injection moulding machine.
Question 10
Very few candidates gained the maximum three marks for providing details of a drilling jig used to drill the
holes accurately. Some candidates showed a metal plate that would fit on the end of the piece of wood and
gained one mark. For a further two marks the metal plate needed to be located on the end of the wood
across its width and length to provide a positive location so that the jig would not move.
Section B
Question 11
This was the most popular choice of questions in Section B.
(a) (i) For a maximum five marks the development had to show the correct bending and cutting lines.
Many candidates used broken lines and solid lines to differentiate but failed to state which was
which. A simple ‘key’ stating cut lines and bend lines would have sufficed. The vast majority of
candidates did not show the slightly shortened length and width of the tray sides; (see Question
(a)(iii)).
(ii) Most candidates recognised that a scriber would scratch the surface of the acrylic permanently
while the mark made by a marker pen could be erased.
(iii) Only a minority of candidates understood why there was a gap at the corner of the tray. This
enabled the tray sides to be bent more cleanly, it improved the appearance and it also meant that
the tray could be cleaned more easily.
(b) Many candidates were awarded at least one or two marks for describing stages in finishing the cut
edges of the acrylic handholds. It is important that candidates are clear about those techniques that
are specific to acrylic. The best answers included details of draw filing, the use of a scraper and
silicon carbide paper to make it smooth. The use of a polishing mop and an appropriate compound
would be used to polish the edges. Glasspaper, often referred to as ‘sandpaper’, is not appropriate
when working with acrylic. Silicon carbide or ‘wet and dry paper’ is the standard abrasive.
© 2015
(c) (i) Many candidates were awarded at least one or two marks for describing how the handhold could
be cut out and the edges made smooth. The best answers included the use of a drill to drill a small
hole into which the blade of a coping saw or Hegner saw could be inserted, the waste cut out and
then filed to achieve the shape. The use of a laser cutter to produce the shape is excellent but
maximum marks can only be awarded where candidates provide full practical details of the actual
process. Simply stating ‘laser cutter’ only gained one mark.
(ii) The vast majority of candidates understood that the designer would need to consider ergonomics
when designing the handholds because of the comfort to the user and the appropriate sizes.
(d) For three marks candidates needed to show how the acrylic would be heated, the use of a former
around which the acrylic could be formed and the method of retention while the acrylic cooled.
Most candidates achieved marks for the first two points but many failed to describe the last stage.
(e) The majority of candidates gained marks for designing some sort of handhold that could be
attached to the tray. The bullet points in the question related directly to the marks allocated: i.e. up
to two marks for each of the points addressed. There was a wide variety of materials named for the
handhold. There were some excellent solutions displaying good communication skills in terms of
sketches and expansive notes. Many candidates used acrylic while others opted for wood or metal.
The choice of wood or metal often lead to difficulties when describing how the handhold would be
made and how it would be fixed to the tray.
Some joining methods that involved the use of nuts and bolts, while practical, were very crude and
ugly. Candidates are encouraged to be mindful of aesthetic considerations when providing
constructional details when developing products.
Question 12
This was the second most popular choice of questions in Section B.
(a) The vast majority of candidates named a correct manufactured board for the table top, the most
popular answers being MDF and plywood.
(b) Many candidates understood that veneer could become damaged easily, that it could crack or peel
off.
(c) The majority of candidates gained marks for this question. There were many excellent answers
showing some form of ‘lipping’ joined either onto the edges of the table top or onto the surface of
the table top with gaps left at the corners to assist cleaning. Two marks were available for providing
a practical solution. The remaining marks were awarded for answers to each of the bullet points.
Often, candidates did not address all three bullet points and therefore denied themselves the
opportunity of being awarded maximum marks.
(d) There were many good answers showing some sort of metal plate attached to the underside of the
table top. Other excellent solutions involved the use of additional steel tubes. It was important that
the method of attaching the ‘plate’ or tubes to the underside of the table top was made clear. Many
candidates used screws but some methods were not practical.
(e) Some candidates simply stated a method of joining the steel tube by brazing or welding. The
important part of this question was how the existing joint at A could be strengthened. There were
some excellent solutions showing the joint with triangular braces in two directions or the addition of
90° corner brackets. Many candidates did not address the final part of the question by providing
adequate details of materials, sizes and constructions used.
(f) The majority of candidates provided practical solutions to making adjustable heights for the table
top. The majority showed two different size tubes able to move up and down as required with some
form of ‘pin’ to lock the tubes together at the appropriate height. Often the only details missing were
those involving the locking device. Important sizes such as the diameter of drilled holes, the
distances between locking positions and the length and material for the pin were the type of details
that candidates needed to supply if they were to gain maximum marks.
© 2015
(g) Many candidates gained one mark for referring to the user. For example, anthropometric data
included dimensions such as reach and height of the person in a seated position. Many candidates
referred to the height of the bed but made no reference to the person sitting in the bed.
Question 13
This was the least popular choice of questions in Section B.
(a) Many candidates did not provide specification points for the coffee table. Instead, there were many
descriptions of what needed to be considered but not a list of requirements that a designer would
set down and try to meet. To answer this question candidates should have started with the
statement; ‘The coffee table must....’ The following specification points were appropriate.
The coffee table must;
● have an appropriate size of surface on which drinks and snacks could be placed;
● have a surface that must withstand accidental spillages;
● have provision for newspapers and magazines;
● include a minimal number of constructions;
● must be an appropriate height for people sitting in low chairs.
(b) Unfortunately many candidates who attempted this question had little or no understanding of the
lamination process. This process involves the use of male and female formers and layers of veneer
glued and clamped together appropriately.
(c) (i) The most popular correctly named marking out tools included a marking knife, marking gauge and
try square. Some candidates named a scriber which would be used to mark on metal, not wood.
(ii) The most appropriate saws used to cut out the slot were the Scroll/Hegner, band and jig saw.
Coping and tenon saws would not be practical due to the length of the slot and the frame and
‘back’ of these saws would prevent a full cut from being made.
(d) Many candidates achieved at least one or two marks for this question but few gained maximum
marks. The purpose of the cork block around which glasspaper would be wrapped to provide even
pressure was not understood. Most candidates did understand the purpose of the damp cloth and
the glasspaper.
(e) (i) Generally, answers to this question were very good. Many candidates recognised that the
application of a finish would provide an improved appearance or that it would protect the surface
from spillages.
(ii) The majority of candidates suggested a varnish finish and some appropriate types of oil.
(iii) Many candidates provided sensible precautions, (not safety precautions), to achieve a high quality
finish. The best answers referred to an even coat, brushing in one direction and to avoid drips.
(f) Only a minority of candidates could provide advantages of the laminated table over the traditional
legs and rails construction. A stronger overall form due to the minimum number of joints was the
best answer. Some candidates correctly stated that it would be quicker to manufacture but could
not say why. The reason is that once the formers have been constructed the process is quicker
than the fabrication of legs and rails to the table top.
(g) (i) and (ii) In the context of D&T the use of computers is of great importance and relevance. It is essential
that candidates, where possible, have first-hand experience of utilising this facility to perform a
variety of tasks.
Many candidates explained how computers could be used to look for existing solutions on the
Internet. This was the most common correct answer. Computers could also be used to produce
research data from questionnaires in the form of charts and diagrams.
Many candidates explained how software could be used to produce 3D on-screen models of design
ideas. Computers could also be used to send drawings electronically to clients.
© 2015

Paper 0445/32
Resistant Materials
Key messages
obvious.
There were many occasions where candidates described techniques used with wood or plastics
incorrectly for metal.
General comments
Section A
Section B
not be given any credit. For example, in Question 9, when the question asked candidates to “ describe three
main stages in removing the waste....” no marks are allocated for providing details of marking out.
Section A
Question 1
This question was badly answered. The best way for candidates to answer this question was to imagine they
were asking someone to supply them with a quantity of nuts and bolts. The person would need to know the
following information:
the material from which they were made, the diameter of the nut or bolt, the length, the type of head and the
quantity required.
Question 2
The majority of candidates gained at least one mark for completing the frame of the coping saw. For full
marks the second retaining pin needed to be included in the drawing.
© 2015
Question 3
(a) and (b) The majority of candidates answered this question correctly by naming the sash cramp, (F cramp
was accepted), and stating that the purpose of the scrap wood was to protect the frame from being
damaged.
Question 4
Only a small minority of candidates were able to identify the two smart materials, polymorph and nitinol, from
the list of materials given. Candidates must be familiar with a range of smart and modern materials, their
properties and uses.
Question 5
Many candidates achieved at least one mark for this question. Most candidates gave a specific use for the
brace; to drill holes, but could not name the actual tool. Many candidates confused the type of caliper shown
and failed to describe a specific use. Outside calipers are used to measure the external or outside diameter
of round bar or tube.
Question 6
(a) and (b) The vast majority of candidates did not understand the main advantage of using veneers to make
furniture. Veneers are thin layers of solid wood that can be used to cover cheaper, but more stable,
manufactured boards to give the appearance of solid wood.
Many candidates did provide a disadvantage of using veneers to make furniture. The most
common answer was that veneers were not as durable as solid wood and that they could become
damaged easily.
Question 7
Most candidates were unable to provide a technically correct method of strengthening the corner joint shown.
The best answers showed some sort of triangular brace across the corner, the addition of blocks to support
both the upright and horizontal pieces, dowel and K-D fittings. Many candidates nailed or screwed the the
joint. Nailing and screwing into end grain is bad practice as it tends to split the wood fibres. Answers using at
least two nails or screws were awarded one mark only.
Question 8
(a) and (b) The majority of candidates could not name the sand casting or die-casting process that would be
used to produce the aluminium alloy handle. The most common correctly named finish for the
handle was paint. Polishing and buffing were accepted as self-finishing processes.
Question 9
Many candidates achieved marks for this question. Stages involving marking out were not required and no
reward was given for answers including such details. There were numerous stages in the process of
removing the waste wood, including:
drilling a hole, inserting a blade of a coping or Scroll/Hegner saw, chain drilling, filing and glasspapering.
Some candidates confused techniques used with metal and named wet and dry (silicon carbide) paper rather
than glasspaper.
Question 10
(a) Very few candidates could name the laminating or steam bending processes that would be used to
produce the legs of chair A.
(b) The best answers named a mortise and tenon or dowel joints to join the legs and rails of chair B.
There were many joints named that were impractical and inappropriate.
© 2015
(c) Most candidates understood that the laminated or steam bent chair would be stronger and more
stable. Some candidates correctly explained that fewer constructions in chair A contributed to its
overall strength.
Section B
Question 11
This was the most popular choice of questions in Section B.
(a) (i) Many candidates described advantages of flat-pack furniture for the consumer. The most common
answers referred to it being readily available for collection, ease of transportation home, cheaper
because of self-assembly and the satisfaction of constructing it themselves.
(ii) Most candidates described advantages to the manufacturer. The most common answers referred
to the lower costs of manufacture since no assembly was required, this in turn created more sales
and greater profit. Less storage space required was also an excellent advantage for the
manufacturer.
(b) This question was answered badly. It was disappointing that the majority of candidates did not
produce a sketch of a recognised knock-down, (K-D) fitting used to join the top and end of the desk
together. Some credit was given for the use of dowel and screws. There is a wide range of K-D
fittings including modest blocks, scan fittings and screw and barrel fittings that could have gained
maximum marks.
(c) Most candidates gained marks for this question. The best answers showed pre-manufactured
metal fittings made up of two parts. One part screwed to the edge of the shelf and the other to the
inside of the desk with rollers or wheels providing the sliding movement. Those methods involving
the use of grooves, cut into the surface or by applied beads also gained maximum marks. Simple
housings were less practical and gained fewer marks. Many candidates showed potentially good
methods but were denied maximum marks mainly due to unclear sketches that were often too
small, or to a lack of detail such as the method of joining the parts to the desk or important sizes.
(d) (i) Most candidates gave advantages of spray painting over brush application. The best answers
referred to speed and the even application.
(ii) There were many excellent safety precautions described. The most common correct answers
described the use of a face mask, eye protection and a well-ventilated area. Wearing gloves was
considered irrelevant.
(e) This question gave candidates the opportunity to evaluate the computer desk against three specific
criteria: safety, appearance and costs. Although most candidates did achieve some marks for the
question, generally candidates could have provided more detailed comments.
(i) Most correct answers concentrated on the lack of sharp edges or that the front edge of the
keyboard was sharp. The stability of the desk was rarely mentioned.
(ii) Some candidates described the clean, simple form of the desk with adequate space for the
keyboard and additional equipment. Some answers referred to the likelihood that the desk would
be painted in an attractive colour.
(iii) This part of the question was very badly answered with many candidates providing an actual cost
for the desk. The best answers related to the economic use of materials, manufactured board, and
self-assembly.
(f) Most answers did not provide sufficient detailed explanations to gain more than one mark.
Sustainability is an important feature to be considered when designing and making products. Many
products are designed to last a specific period of time. The question required candidates to study
the computer desk and explain why it could be considered to have a limited lifetime. Manufactured
boards are not necessarily weaker than solid wood but some K-D fittings could, over time, with use,
make the desk weaker. Other factors such as fashion can influence the lifetime of a product.
© 2015
Technological developments including those of laptops and tablets could mean a lower demand for
computer desks.
Question 12
This was the second most popular choice of questions in Section B.
(a) Many candidates provided only one reason why mild steel was suitable for the barbecue body. The
most common reasons were its resistance to heat and its durability.
(b) The majority of candidates stated that an applied finish would enhance the appearance of the mild
steel or that it would help to resist corrosion.
(c) Marks were awarded for sketches showing how the mild steel sheet would be held securely while it
was cut, the tool used to cut the sheet and the correct name of the tool. Many candidates showed
the sheet secured to a bench by means of a G cramp. The methods of cutting were not always
practical. A hacksaw would only be partially successful. The best answer, rarely seen, was to use
tin snips, (not always named correctly).
(d) There were many partially correct answers with candidates supplying some, if not all of the
following details. To bend the sheet some sort of former was needed around which the flaps could
be shaped, a method of holding the sheet securely and the method of force, using a hammer and
scrap wood or a mallet.
(e) The vast majority of candidates showed the ends joined to the sides of the barbecue body
permanently by means of welding, brazing or pop-riveting.
(f) With eight marks allocated to this question it was essential that candidates read what was required
and addressed all the bullet points in order to access all the available marks.
Many candidates produced design solutions that were practical and gained some reward.
Most solutions involved some form of platform or frame that would support the barbecue body
above the ground at a height of 500mm.
Often, candidates worked with the same materials given in the question; mild steel. Important sizes
were often missing or the 500mm dimension, given in the question, was repeated and gained no
reward. Temporary methods of joining the support to the barbecue body often involved the use of
screws and nuts and bolts that were very effective. Many solutions simply required the barbecue
body to rest safely on the support without any additional fittings and fixings. This method was
considered acceptable as long as the barbecue body was safely positioned on a broad enough
support.
(g) There were some very good racks designed to hold the three barbecue tools. The most common
design involved the use of hooks joined to a ‘plate’ that would, in turn, be fixed to the barbecue
body.
Many candidates scored up to three marks for providing a potentially successful design solution.
However, many candidates did not answer the last part of the question requiring details of
materials and constructions used. Many solutions involved the use of inappropriate materials; for
example, the use of wood and plastic to make containers that would be joined to the body of the
barbecue. In addition, many of those solutions involving the use of hooks often did not name the
material or give any indication of the length or diameter of the material used to make them.
Question 13
This was the least popular choice of questions in Section B.
(a) (i) The vast majority of candidates correctly named an appropriate plastic for the palette; the most
common answers being acrylic and polystyrene.
© 2015
(ii) Many candidates incorrectly stated that an advantage of using MDF for the former rather than solid
wood was that it was cheaper. Cost was not relevant. MDF is more stable, it has no grain markings
that could become visible on a vacuum formed plastic product and MDF was easier to cut and
shape with less risk of splitting.
(iii) Very few candidates answered this question correctly. The considerations to be taken into account
when making a former included: a draft angle, rounded edges/corners, adequate air holes and an
appropriate depth.
(b) Many candidates demonstrated a very good knowledge of the vacuum forming process and
provided good quality sketches and clear additional notes.
(c) (i) Many candidates correctly named injection moulding as an appropriate process to produce the
plastic paint pots.
(ii) Most candidates showed the manufactured board top clamped to a flat surface with scrap wood
underneath the work piece to provide support and protection.
(iii) Many candidates showed the manufactured board top nailed or screwed and glued to the softwood
sides of the holder.
(d) There were many good design modifications that were potentially successful. Some candidates
showed how the paintbrushes could be stored within the existing holder by means of grooves and
drilled holes. Other modifications involved additional ‘containers’ being constructed and joined to
the outside of the holder. As in previous design-type questions, the additional information about
materials, constructions and sizes was often incomplete or missing altogether.
© 2015

Paper 0445/33
Resistant Materials
Key messages
obvious.
General comments
Section A
Section B
not be given any credit. For example, in Question 12(g)(i), when the question asked candidates to “ show
how the waste could be removed....” no marks are allocated for providing details of marking out.
Section A
Question 1
(a) The majority of candidates indicated the correct length of the countersunk screw with fewer able to
indicate the length of the round head screw.
(b) Only a minority of candidates could explain what was meant by the term ‘gauge’.
Question 2
(a) The majority of candidates named a suitable plastic for the light unit with acrylic the most common
correct answer.
(b) The majority of candidates gave two properties of the plastic that made it suitable for the light unit
with the most common correct answers referring to its ability to be shaped, weather resistant and
transparent or inherent coloured in appearance.
© 2015
Question 3
The vast majority of candidates completed an accurate drawing of a G cramp.
Question 4
Only a minority of candidates were able to describe how the shape could be produced using a plane followed
by glasspaper. This method was the most practical and effective. Those candidates who described the use
of files and rasps did also gain two marks. There were some excellent answers that described the use of a
router for one mark, and then provided a sketch of the correct shape router cutter for the second mark.
Question 5
(a) Most candidates named the vacuum forming process correctly.
(b) Only a minority of candidates were able to provide the correct reason for the ribs in the design of
the food packaging: to provide strength and rigidity. Many candidates incorrectly thought its
purpose was to keep food fresh or to provide grip for the user.
Question 6
(a) The majority of candidates named sand casting correctly as the metalworking process.
(b) Only a minority of candidates named aluminium correctly, although brass is also used widely.
Question 7
(a) Very few candidates could name polystyrene. Expanded polystyrene is one of the most popular
plastics used for modelling and it was disappointing that candidates were not aware of this.
(b) The main advantages of using polymorph for the handle are that it can be moulded quickly using
only hot water and that it can be moulded to the exact shape of the hand. In addition, there is little
or no finishing required. Candidates need to be aware of smart and modern materials.
Question 8
Apart from an extremely small minority of candidates no one was able to complete the drawing of the vice
jaws. There is a ‘vee’ cut out of each jaw that provides grip to round section material.
Question 9
Many candidates achieved at least one mark for showing the correct position of at least one peg.
Question 10
Many candidates achieved some marks for naming correctly the blow torch, fire bricks or solder.
Section B
Question 11
This was the most popular choice of question in Section B.
(a) The majority of candidates named two marking out tools; the most common being a marker pen,
steel rule and try square. A scriber would not be suitable as it would leave a permanent mark on
the acrylic.
(b) Most candidates understood the dangers when drilling acrylic. The most common correct
precautions related to drill speed and clamping the work piece securely with scrap wood
underneath.
(c) For three marks candidates needed to describe how the acrylic would be heated using a strip
heater or line bender, the use of a former, (usually a block of wood), and a method of retention
© 2015
while the acrylic cooled. This would be achieved by simply holding the acrylic in place or by using
cramps. The use of an oven to heat the acrylic was not appropriate as a clearly defined, sharp
bend was required.
(d) Some candidates showed a good understanding of the extrusion process by describing how the
granules are fed into the hopper, a screw then moves them along the chamber where they are
softened using heat, then forced through a die. Many candidates gained marks for partially
accurate descriptions. The best answers also used correct technical terminology.
(e) Generally the results for showing an additional partition were poor. There were a minority of very
good answers that showed a strip of acrylic joined to the base of the rack with acrylic cement,
accompanied by some important sizes, for example, the height of the partition and the thickness of
acrylic used. Often sketches lacked clarity and written notes were insufficient.
(f) There were some very good sketches and notes describing how the hooks would be made. The
best answers showed the acrylic rod secured in a vice while being cut with a hacksaw. The ends
would be filed and cemented permanently into the holes. Credit was also given for those answers
that showed the acrylic being cut by a coping saw, tenon saw or machine saw such as a Scroll or
Hegner saw. Wet and dry, (silicon carbide) paper could be used to smooth the ends. No
alternative, such as epoxy resin, was acceptable for joining the rod to the rack permanently.
Candidates are reminded that the bullet points stated in the question are there to help them focus
on the important information to be included in their answers.
(g) The majority of candidates did not address this question correctly. The question stated that:
‘Holes must not be visible when viewed from the front.’
Many candidates still drilled holes behind the front of the rack which would still be visible and which
would not allow a screwdriver to fit inside the rack to enable it to be screwed to a wall. There were
some excellent answers that showed the use of brackets that would be attached to the back of the
rack which then would be slotted down screws in the wall.
Question 12
This was the second most popular choice of question in Section B.
(a) Many candidates were unable to give two characteristics of hardwoods used to make high quality
furniture. The best characteristics relate to figure, grain, colour and stability. Strength was too
vague to gain one mark.
(b) Only a minority of candidates were able to give one reason why the hardwood used for the coffee
table should be seasoned. The best answers stated that seasoning was necessary to prevent
shrinkage, warping and splitting, which created a more stable material.
(c) (i) The majority of candidates gave a reason for applying a lipping to the edges of the table top made
from manufactured board. The most common reasons were to hide the edge, make it more
attractive and prevent it from splitting.
(ii) Very few candidates described a type of lipping that could be applied. A variety of types were
available, including solid wood that could be glued and/or pinned to the edges, or veneer that could
be glued on or ironed-on.
(d) The type of joint that could be used to join the rail and leg of a coffee table is standard ‘stool’
construction that candidates should know. There were many good answers, the most common
being a mortise and tenon and dowel joints.
(e) (i) The majority of candidates named either a smoothing plane or Jack plane to remove the waste
wood.
(ii) Most candidates showed the leg held in a woodworkers vice and angled so that the planing could
be carried out horizontally.
© 2015
(f) Most candidates did not understand how to secure the table top to the rails. Many answers showed
screws and dowels drilled through the table top into the rails. This would look unattractive. The best
methods, shown by some candidates, was to screw or dowel from underneath the rail into the top
or to use brackets or K-D fittings that would be hidden. Some candidates provided an excellent
method; that of pocket screwing.
(g) (i) Many candidates gained marks for showing how the waste could be removed to allow the 6mm
thick glass to be inserted. There were three main stages in this process: drill a hole through which
the blade of a jig saw or Scroll/Hegner saw could be inserted, followed by cutting out and making
smooth using a variety of files. Some candidates included details of how the rectangular shape
would be marked out. Since this was not required no marks were awarded for this information.
(ii) There were some very good methods of supporting the glass inside the table top. Applied beads
were very popular. Some candidates showed the wood removed to produce a rebate that would
support the top. Some candidates described how a router could be used successfully. Many
candidates did not achieve maximum marks because they did not address the final part of the
question which was to provide details of constructions and sizes. These could have included the
sectional size of the beads or the width and depth of the rebate as well as how the beads would be
made.
(h) The majority of candidates did not achieve the maximum two marks. The coffee table could be
considered environmentally friendly because it was made from wood that could be replaced and
that it used materials that were recyclable or recycled. It is important that candidates consider
carefully the implications of environmental factors in their design work.
Question 13
This was the least popular choice of question in Section B.
Only several candidates attempted this question, reflecting the rarity of metalworking practice taking place in
Centres. It is essential that candidates have a sound working knowledge of working with a range of resistant
materials, including metal.
(a) (i) The candidates named two marking out tools correctly.
(ii) To cut out the slot a hole would be drilled through the metal into which an abra file saw or Hegner
saw with a metal cutting blade could be inserted. The slot could be cut out and the edges made
smooth by filing.
(b) (i) A suitable applied finish was paint or dip-coated plastic.
(ii) Self-finishing metal involves the use of wet and dry, (silicon carbide) paper of at least two differing
grades and the use of a polishing mop and appropriate compound.
(c) To bend the sheet metal it would need to be clamped securely, either in a vice, or onto a bench.
A former around which the metal could be shaped was needed and the method of force, either a
mallet or a hammer and scrap wood. The correct use of technical vocabulary is very important.
(d) The modification to the DVD rack in order to connect an identical rack were practical but tended to
be crude involving the use of nuts and bolts. Good designs could have incorporated the use of
‘clips’ and ‘slides’ that would have been less intrusive.
(e) The most appropriate methods of preventing the sharp edges of the rack scratching a polished
surface was by adding a ‘softer’ material such as wood or by folding over the edges.
(f) The main reason why the DVD rack could be considered to be a product with a limited lifetime was
not due to the choice of materials or the methods of construction but to technological
developments: DVDs will become less popular as more advanced methods of listening to music
become available.
© 2015

Paper 0445/41
Systems and Control
Key messages
● Candidates must ensure that the rubric is followed and only one question in Section B is answered.
● Candidates should be reminded that clear writing and annotated sketches that make full use of the
available space are recommended.
● It is important that responses are limited to the allocated response area as far as possible; however,
any parts of a response that does not fit the space should be added to additional sheets attached to
the booklet.
● Those candidates who had chosen to answer the electronics question had generally made use of the
given formula for their response. It is important that the correct units are then applied to the final
answer.
● The number of candidates failing to give any sort of response to parts of a question was fewer than
in previous sessions. Candidates should be encouraged to offer a response that could potentially
gain a mark rather than leaving a blank space.
General comments
All of the questions on the paper proved accessible to the majority of candidates and most had followed the
Section B.
most apparent in question 5 of Section A where fitting and soldering an LED had to be described; some
As with recent sessions the mechanisms and structures questions in Section B proved to be the most
When answering calculation questions candidates should be advised to look carefully at the units used in the
question and ensure that any necessary conversions are carried out. It is also important that working is
shown for calculations so that partial marks can be awarded for the correct aspects of the response. When
calculators are being used this can be difficult and in a number of cases it was not possible to award any
marks because only an incorrect answer with no working was given.
© 2015
Section A
Question 1
(a) The majority of candidates knew that adding reinforcement to concrete increases the strength, but
in order to gain the mark, reference to tensile strength or resistance to bending had to be made.
(b) The resistance to corrosion of plastic based reinforcement was generally recognised though few
candidates used the fact that the reinforcement can be added during the mixing stage of the
concrete. Only a minority of candidates gained the mark for this question.
Question 2
(a) Shear force being the cause of the cracking was noted by most candidates.
(b) Reference to movement in the ground was a common response with many giving a reason, such
as earthquake, for the movement occurring.
Question 3
This question was well answered with clear drawings in most cases and accurate use of force arrows to
indicate the resistance to compression of a strut and the resistance to tension of a tie.
Question 4
(a) Very few candidates failed to tackle this question and the majority correctly gave heat and sound
as the types of energy produced from unwanted friction.
(b) As with the previous part there was clear understanding of where friction is needed in a mechanism
and the examples, such as cycle brakes, gained marks.
Question 5
(a) This question was only answered correctly by the higher achieving candidates. The features that
should have led to the crank mechanism being identified were the handle being offset from the
centre axis of the rotating section and the use of spur gears in the final drive.
(b) A high proportion of candidates identified the 40t and 8t gears correctly from the given list and the
majority of these had put the two gears in the correct order of driver gear 40t, driven gear 8t
needed for an increase in speed.
Question 6
Nearly all candidates scored at least one mark for naming the electronic symbols. In most cases the variable
resistor and the LDR were correctly named; the thermistor seemed to be the one that was not so well known.
Question 7
The majority of those who had noted that the capacitor was electrolytic stated that it should be fitted the
correct way round in a circuit. Somewhat fewer had given a method of identifying the polarity of the legs such
as the shorter cathode leg or the stripe on the casing, with either ‘-‘ or ‘+’ markings.
Question 8
(a) (i) The majority of candidates attempted the question with a much smaller proportion gaining the mark
for applying the voltage drop in the calculation. A common error was to miss the unit from the figure
given in the answer, which should have been 0.35W. Those who had mistakenly used either 9V or
2V in the calculation with a correct answer for those figures were rewarded with one mark.
© 2015
(ii) Candidates who had completed the calculation correctly generally gained a mark for identifying the
0.4W power rating of the resistor. For those who had calculated incorrectly, and given a power
rating to match their result, a mark for error carried forward was allowed.
(b) More than half of the candidates gained a mark for giving the correct result of using a resistor with
too low a power rating; the resistor would be destroyed. Any form of destruction of the resistor was
allowed as was damage to the LED.
Section B
Question 9
(a) (i) The advantages of using aluminium rather than wood for ladder construction were generally well
known, the majority of candidates correctly identified the advantage of lighter weight and higher
achieving candidates gained a second mark for resistance to corrosion / insect attack. Very few
noted that manufacture would be easier to control or rungs can be extruded with grip on them.
(ii) The forces of compression on the top face and tension on the lower face of the rung were well
known and a high proportion of candidates gained both marks.
(iii) The calculation of reactions where the rung joined the ladder sides was very well done by those
who knew the correct method. Full marks were awarded to those with a correct result of 506.76N
for R2 and 243.24N for R1, whether or not the working was shown. Candidates should be made
aware that while a correct solution with no working gains full marks an incorrect one will gain no
marks; whereas if the working is shown it is possible to gain the intermediate marks.
(iv) A number of incorrect solutions showed a strain gauge being used for the measurement of
deflection, when a dial gauge, centrally placed, was the only suitable solution. Other errors
included using methods that could not be relied on to produce precise, accurate results, such as a
ruler.
(v) Very few answers showed understanding of a factor of safety or how it can be applied to a
structure. Recognition that a safe working load will be less than the maximum design load was only
shown in a few cases. Very few candidates recognised that user weight, weight of items being
carried, or slipping on the ground, would have an effect.
(vi) There were some very good answers for this question that demonstrated an understanding of how
equipment is used and why separate printed instructions would not be adequate. A single point
clearly described was awarded both marks; for example stating that a notice printed or attached to
the ladder with maximum safe weight stated and safe angles of leaning shown, would be worth two
marks.
(b) (i) This question was well answered with candidates showing clear understanding of the advantages,
such as mechanical strength and reduced reliance on adhesives offered by a mortise and tenon
joint.
(ii) Good use was made of gusset plates and either screws or dowels inserted across the joint to
prevent removal. Drawings were generally clear and well annotated.
(iii) There was confusion in many cases between temporary and permanent methods of joining timber.
Those who did gain the marks generally gave screws or bolts with very few mentioning G cramps
or sash cramps.
(c) A high proportion of candidates scored one or two marks out of the available four on this question.
The longer spans allowed by lamination was a common feature with a few noting that laminated
beams can be more aesthetically pleasing than a steel girder. Candidates should note that where
an explanation is called for it is not enough to just list the factors involved, the benefits offered
should form part of the response.
© 2015
Question 10
(a) (i) A high proportion of candidates recognised at least two of the drive systems shown in the
illustration; very few had failed to gain any marks at all.
(ii) This question was not answered well. Of the three drive systems shown, the vee belt between the
intermediate shaft and the blade axle, was the only one that allowed any slipping. That factor
should have given an indication of the reason for choice, with the result of slight slipping being less
or no damage to any components beyond that point in the drive system.
(b) The calculation of speed of the blade axle was answered well with a high proportion of candidates
gaining all three marks for giving 320 rpm and the answer. As with the other calculations in the
paper it is to the candidates’ advantage to show all of the working that leads to their answer.
(c) (i) The majority of candidates correctly identified the mower handle as being a first order lever.
(ii) Most of the responses gained all of the available three marks with a minority mixing up the
positions of load and effort while identifying the roller as the fulcrum.
(d) Conversion of motion was understood in more than half of the responses; there were very few
single marks, the majority identifying input and output motion as rotary to linear.
(e) (i) Explanations of the benefits of using a worm gear were in some cases confused. The large
reduction in speed was the most regularly identified benefit but very few showed understanding of
the one way nature of the motion and the fact that the spur gear cannot turn the worm wheel, in this
case ensuring that the lift cannot drop back.
(ii) This part was generally well answered with widespread recognition that the load is spread and
safety is increased when more cables are used.
(iii) In many cases the knowledge of hydraulics was not good with frequent confusion between
pneumatic and hydraulic features.
(f) The roller and flat followers were in most cases drawn correctly. Very few candidates had noted
that the third example already had the follower drawn and the requirement was to amplify the
movement from the cam by extending the follower and having an off centre pivot point.
Question 11
(a) A high proportion of candidates answering this question gained full marks for distinguishing
between the conductors crossing and conductors joined symbols and for knowing the symbol for a
voltmeter.
(b) (i) This part of the question was well answered with most of the calculations being accurately
completed to give an output of 2.11V.
(ii) In about half of the responses the 1MΩ variable resistor was correctly identified as having the most
suitable value. With the candidates who had got it wrong there was no particular preference shown
for any one of the incorrect answers.
(iii) The question required both two input OR gates to be combined into a three input gate. This was
correctly carried out in half of the responses by taking the output from one gate and feeding it into
an input of the second gate.
(c) (i) In a high proportion of responses pins 4 and 7 were correctly identified as the 0V and supply
connections and were added to the diagram.
(ii) The results of the given input conditions on the comparator were generally not known. The
acceptable answers allowed for some tolerance but needed to be close to 0V and to the power
supply voltage respectively.
© 2015
(iii) There was more than one correct solution to the routing of the tracks in this question. Those
candidates who had carried out this task in a practical way could generally produce a workable
solution. Thickness of the track or neatness was not judged, only the placing of the track.
(iv) As with the previous part those who had used a PCB layout in practical work showed
understanding that the reason for reversal of the symbols was to allow them to read correctly on
the copper layer.
(d) (i) This question focused on the understanding of how a relay works and the connections needed for it
to operate. There were a number of fully correct answers seen, showing the common relay
connector attached to the supply voltage, the normally open connection to the pump motor and the
other motor connection to 0V.
(ii) In the majority of cases a diode symbol was drawn on the circuit but very few had correctly placed
it in reverse bias with the negative end of the diode connected to the positive rail.
(iii) The identification of the negative end or cathode was shown clearly as a stripe in about half of the
responses seen.
(e) The majority of candidates correctly identified at least one key benefit of using a programmable IC.
The most common benefit given related to the precision / accuracy of the time delay. None had
recognised that it is easier to interface with other inputs and outputs or that the effective size of the
circuit board can be reduced.
© 2015

Paper 0445/42
Systems and Control
Key messages
the booklet.
answer.
General comments
Section B.
© 2015
Section A
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
© 2015
Section B
Question 9
ruler.
marks.
joint.
or sash cramps.
© 2015
Question 10
Question 11
voltmeter.
© 2015
the copper layer.
responses seen.
© 2015

Paper 0445/43
Systems and Control
Key messages
the booklet.
answer.
General comments
Section B.
© 2015
Section A
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
© 2015
Section B
Question 9
ruler.
marks.
joint.
or sash cramps.
© 2015
Question 10
Question 11
voltmeter.
© 2015
the copper layer.
responses seen.
© 2015

Paper 0445/05
Project
General Comments
The 2015 November moderation session ran very smoothly. The work that Centres do in preparing their
students for moderation and the care and attention over the administrative tasks required to accurately
complete documentation is greatly appreciated.
The vast majority of work submitted was well structured and covered the assessment criteria. Some of the
work submitted was very innovative with many candidates producing well manufactured, high quality,
functional outcomes.
leaving sufficient time for appropriate testing and evaluation. Some of the work produced is outstanding and
Centres and candidates are to be congratulated on the effort and care that goes into their projects.
A growing number of Centres include individual candidate assessment sheets with supporting comment.
These are very helpful for moderators to see how and where marks were awarded.
Centres are reminded that if after internal moderation a different total mark is inserted on the Coursework
Assessment Summary Form, it is helpful to moderators if it is made clear on the form where any changes in
marks to particular assessment criterion have been made.
format.
To access the highest mark range for Testing and Evaluation, candidates should have photographic
evidence of the product in use.
The majority of Centres apply marks consistently and accurately and in line with the standards set by the
Awarding Body. Centres are encouraged to use the guidance given in this report and the specific information
in the Moderators Comments on School Based Assessment of Coursework form when assessing the work of
candidates.
Candidates generally complete this section very well. Most candidates explained the need fully, using
photographs where appropriate, and described the needs of the user group before producing a clear and
detailed design brief. A number of Centres were lenient in awarding marks in this section; a brief statement is
not enough to access the middle or higher mark ranges. To access the higher mark range, candidates must
analyse the need in detail and consider the requirements of possible users.
Work continues to improve in this section. The majority of candidates produced focused and relevant
research. Some candidates however, produce very large amounts of information, much of which is not
related to the brief. Research needs to be more focused on the situation chosen and specifications should
state the main functions and qualities of the product.
© 2015
Many candidates analyse existing products as part of their research, they should highlight the particular
design strengths and weaknesses and use this information when generating a specification and when
designing.
This section should include information such as the details and dimensions of items to be stored or fitted into
the product.
More candidates produced detailed and justified briefs and most candidates focused on the specific details
of the requirements for their product.
Although most Centres assess this section accurately and in line with Cambridge standards, a significant
number are too lenient. A wide range of different, well-annotated possibilities is required to access the higher
mark range. Ideas should be evaluated on their suitability for further development making reference to the
specification.
Much of the work sampled had well-presented, innovative and creative design proposals.
This section requires candidates to show their decision making regarding development of their initial
concepts/ideas, materials and construction methods, through trialling and testing where appropriate, and
modelling. Most candidates had clear evidence of developmental work.
Some Centres are generous with their assessment. Candidates must show their design decision – making;
giving reasons for selecting materials and the manufacturing process to access the higher mark ranges. An
increasing number of candidates make very good use of 2D and 3D modelling and computer aided images to
develop their design proposal.
Working drawings continue to be of a good standard with many candidates producing high quality work. To
achieve the highest mark ranges, drawings should include all details necessary, such as: key dimensions,
additional fixtures used e.g. hinges and screws, and finishes applied. The best drawings should enable a
third party to have all the information required to manufacture the product.
The majority of Centres are accurate and fair in awarding marks commensurate with the quality of work
produced.
Most candidates fully complete the manufacture of a practical outcome and there were many examples of
very high quality manufactured products presented.
Candidates generally include good quality photographs to show full details of their product. Many gave
photographic evidence of key stages of manufacture of the product to emphasize particular features and the
quality of making which is to be encouraged.
Centres tend to be lenient when assessing this section. To access the higher mark range, candidates should,
where possible, test the product in its intended environment and produce detailed evaluations of successes
and possible weaknesses.
Photographic evidence ought to be included in this section.
A tick list against the specification is not appropriate. In many cases the specification is not detailed and
restricts comments on the performance and appearance of the product. Candidates should use sketches and
notes to recommend modifications and possible improvements based on their evaluation.
© 2015
A number of candidates included third party evaluations from clients or potential users of the product which is
to be encouraged.
© 2015
Examiners’ Report
June 2016
GCSE Design & Technology: RMT

5RM02 01




www.pearson.com/uk.
June 2016
Publications Code 5RM02_01_1606_ER

2 GCSE Design & Technology: RMT 5RM02 01

Introduction
The format of the paper is very familiar now to candidates and centres. It is encouraging
to report that centres appear to be using past papers and previous reports to support and
improve their teaching and candidates' learning.
On the whole candidates continue to improve in many areas. They respond to the longer
written questions better and various methods are adopted when responding to the design
question.
There are still a large number of candidates who are writing too much outside of the space
provided on the paper and are using additional sheets. There is sufficient space provided
on the paper for candidates to be able to communicate fully and still be able to score full
marks.
GCSE Design & Technology: RMT 5RM02 01 3

Question 1 (a)(i)
This question was well answered with the large majority of candidates giving the correct
response.
Question 1 (a)(ii)
The flat bits use was not done well by many candidates. Too many candidates thought it was
used for marking out or that it could be used in any number of materials.
Question 1 (a)(iii)
Despite the name of the tool being given as a rasp (and not a file), the overwhelming
number of responses observed referred to it being used to file wood, metal or plastic.
Question 1 (a)(iv)
Many candidates were able to name some kind of marking out tool, but only a limited
number were able to correctly identify the tool shown as a mitre square.
Question 1 (b)(i)
This type of question is recall in relation to being able to name two different properties of
stainless steel. A good number of candidates were able to name at least one property with
hard or hardness being the most commonly seen response.
Question 1(b)(ii)
A good number of candidates were able to correctly identify one risk associated with
welding, with burns or damage to eyes being the most commonly seen correct response.
Candidates need to ensure that they focus their responses in questions like this to the task,
i.e., welding, and not simply focus on general Health and Safety issues.

Question 1 (b)(iii)
This question was a "Describe" type question and as such it required candidates to make a
point and then develop it to say why or what the benefits or consequences are.
A good number of candidates were able to make a comment about the process of laser
cutting being accurate or components being identical. Some were able to go on and
develop their response but many candidates were not able to fully identify the benefits or
consequences.
When faced with this type of question, candidates should try and use connectives such
as 'which means' or 'therefore'. This means they could develop their answers, giving
themselves the best possible chance of securing the second mark.
Question 1 (c)(i)
This question was a test of factual knowledge about the classification of polymers. This
question was not completed well by a large proportion of the cohort.
Question 1 (c)(ii)
This question asked candidates to identify which type of manufacturing process would be
used to make the clear acrylic tube of a fixed cross section. A large majority of candidates
were not able to correctly identify the process as extrusion. The most common incorrect
response observed was injection moulding.

Question 1 (d)
This was an 'Explain' type question which is similar in structure to the aforementioned
'Describe' type question.
Each single 'Explain' is worth 2 marks, with two explanations being asked for a total of 4
marks on offer.
Examiner Comments
Examiner Tip
The candidate here has made two good
correct points, one about no greenhouse In this instance the candidate made
gases being produced, and one about not appropriate connections and as
having to pay for the power to be supplied. such they were awarded full marks.

Question 2
The design question is now very well established and candidates continue to improve with
their level of response. The question requires two different designs to be proposed in
response to a set of specification points.
It is worth noting at this stage that it is not sufficient for candidates to simply label their
solutions and say 'sit on a flat stable base' or 'allows for the postcard to be easily removed'
without saying how or why. Such candidates will not be credited for this type of response. It
is important that they annotate their work to say how such points are achieved.
Question 3 (a)(i)
This is another question where candidates need to be recalling knowledge about a specific
type of material within a given context, in this case a chair.
Two properties of ash were asked for, and most candidates were able to correctly identify
one, the most common response seen was 'being tough'.
Question 3 (a)(ii)
A description was required here as to why ash was a better choice of material for the
laminated chair rather than mild steel.
On the whole, this question was not well done. Many candidates made reference to mild
steel not being able to be laminated. When candidates did score marks, it was most
commonly related to the fact that ash was more flexible or lighter than steel. In these
instances, candidates did not fully go on to develop their responses to say why these points
were appropriate.

Question 3 (b)
This question was completed quite well with a good number of candidates being able to
identify one reason for applying a coat of varnish, the most common response being to
protect the chair / timber.

Examiner Comments
The candidate has given a correct point and

they have gone on to say what the benefits
are. In this instance they noted that the varnish
finish would make it look nice and went on the
say that it would appeal to the user.
Examiner Tip
It is important here with this type of
question that the points made are
appropriate. In many responses seen,
candidates made comments about
the varnish stopping the wood from
splintering, which is not correct.

Question 3 (c)(i)
This question relates to how the selected product is successful in meeting the specification
points given.
Examiner Comments
There are always a number of reasons why the

products are successful in meeting the criteria
stated but it is important that candidates try to
select the most obvious or natural reasons.
Examiner Tip
This is an 'explain' type question and as such it

requires a point to be made and then explained.
In this case the candidate has correctly identified
the fact that ash is lightweight which is correct
but they simply went on the re-state the question
- 'so it makes it easy to stack'. In this situation
where a candidate simply restates what was
given in the question, no marks can be awarded.

Question 3 (c)(ii)
The same applies here from the previous part question 13ci, in that this is an 'explain' type
question.
Examiner Comments
Many candidates made reference here to

the fact that the materials were lightweight
or that there was a handle in place.
Examiner Tip
In this example you can see that the candidate

has noted the fact that there is a handle but they
went on to say that it was simple to put your hand
through and pick up the chair, rather than to restate
the question. As such this response scored 2 marks.

Question 3 (d)
There was a full range of marks scored here. Candidates have improved their response style
by writing in full sentences and making good comparisons rather than merely compiling lists
of points and observations.
It is worth noting that the question is not asking candidates to make a final judgement as to
which product they prefer or would buy.
Similarly, it is also worth restating that if candidates do not evaluate the product with
reference to the two stated requirements, in this case form and user requirements, they will
not be awarded any marks.
Question 4 (a)
This was quite a straightforward question which asked for two finishes that could be applied
to the aluminium.
Most candidates were able to score one of the two marks on offer with the most common
response being paint. However, many candidates gave two different types of paint or
suggested that the aluminium could be galvanised or plated rather than being anodised.
Question 4 (b)
This question was not completed at all well. There have been similar questions or part
questions on previous papers and as such it was hoped that centres might have taught this
and candidates learned it better than we saw.
In basic terms it should have been straightforward recall. It was evident where centres and
candidates had covered this as candidates scored all 3 marks available.
Question 4 (c)(i)
In general terms this question was poorly done along with the remaining questions on
casting.
Very few candidates demonstrated any knowledge of what a split pattern was. Most
candidates gave an answer, however they were related to being able to extract the weight
once it had been cast.

Question 4(c)(ii)
Another question about the process of casting. Here candidates performed a little better,
perhaps because a number have done some pewter casting in their centres.
Examiner Comments
This should have been quite straightforward in many

respects, either with the process being demonstrated
in centres or watched on You Tube clips online.
In essence candidates simply needed to describe the
reason for the inclusion of runners and risers when
casting.
Examiner Tip
The candidate has given a correct description as

to why a runner and riser is used when casting
and therefore they were awarded both marks.

Question 4 (d)
On the whole, the responses to this question were poor.
In a good number of responses seen, candidates decided to write about the advantages
rather than the disadvantages of the process.
Examiner Comments
This response identified two correct

disadvantages but only went on to
describe one of them and as such they
were awarded 3 of the 4 available marks.
Examiner Tip
Try to make sure that you clearly identify a

point and then make it evident with one of the
connective words or phrases that you are going
to use to describe or explain the benefit.

Question 4 (e)
This question proved to be a real discriminator in that many candidates failed to correctly
identify the fact that it was asking about the ways in which mains supplied energy and
materials could be minimised during the production as opposed to the design.
Many candidates discussed the issues relating to using different materials, such as steel,
with many candidates suggesting it melted at a lower temperature than aluminium and
therefore would save energy.

Paper Summary
Based on the performance of this paper, candidates are offered the following advice:
• Candidates should make use of skills and techniques through shorter focused practical
tasks.
• Candidates must be secure and confident in their knowledge and understanding,
especially in areas such as manufacturing techniques, tools, materials and their
associated properties.
• Candidates should be encouraged to go over their design ideas with a pen if they have
sufficient time so that the designs are more visible when marking.
• The use of additional sheets should be strongly discouraged for planning or for rough
work.

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CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education

MARK SCHEME for the May/June 2014 series

0445 DESIGN AND TECHNOLOGY

1 (a) Aluminium [1]

(b) Safe edge correctly labelled [1]

Cutting thin metal/small

Preparation of material, quick

5 (a) Vacuum forming, injection moulding [1]

(b) Release from mould [1]

(c) To add strength, rigidity [1]

6 2 measurements indicated: floor to behind knee, behind knee to backside, backside to

8 Sheet metal shown between folding bars (1)

© Cambridge International Examinations 2014

9 (a) Soft solder [1]

(b) Tinplate work, plumbing [1]

10 Two advantages of moulded polypropylene include: weather resistance, durability,

© Cambridge International Examinations 2014

11 (a) Suitable joints include: M&T, halving, bridle, dowel

(ii) Sash cramps [1]

(c) Table of drilling machine shown (1)

(d) Some form of base (1)

Male and female formers (0–2)

© Cambridge International Examinations 2014

(ii) Acceptable methods:

Wood secured for plane and hand-powered router

Technical accuracy of named tools and equipment (1) [3]

Pencil, rule, sliding bevel, marking knife, mitre

Tenon saw, coping saw, various machine saws

Sanding disc, file, chisel, plane,

(iii) Easier to clean, remove debris, allows water to escape [1]

(f) Problems involve weather/climate:

© Cambridge International Examinations 2014

(g) End of D [or support] shaped to fit under roof (1)

(ii) Quicker, more accurate, repetitive accuracy

(ii) Award work piece clamped in position/use of machine vice (1)

(e) Practical solution/ concept (0–3)

© Cambridge International Examinations 2014

MARK SCHEME for the May/June 2014 series

0445 DESIGN AND TECHNOLOGY

1 Left to right: panel pin round wire oval wire (3 × 1) [3]

Vacuum forming Polythene, polystyrene, HIPS

Injection moulding Urea formaldehyde

3 Award 0–3 dependent upon accuracy of sketch (0 – 3) [3]

4 A four jaw B three jaw or four jaw C three jaw (3 × 1) [3]

5 (a) Mild steel (1)

(b) Brass (1) [2]

6 (a) Hole saw / cutter [1]

(b) Interchangeable cutters, 20–75 mm Ø holes, leaves solid washer [1]

7 (a) Corrosive substance (1)

(b) Wear ear protection / defenders (1) [2]

8 A Half-round file (1)

B Square file (1) [2]

10 Polypropylene injection moulding (1)

© Cambridge International Examinations 2014

11 (a) Tough, hard, durable, close-grained, straight-grained (2 × 1) [2]

(b) (i) 3 parts: use of vice or jig to hold steel (1)

(ii) Some form of ‘stopper’ to cover end of steel (1)

(iii) Araldite or generic epoxy resin / superglue (1) [1]

(iv) Resin and hardener mixed in equal amounts (1)

(c) (i) Between centres [1]

(iii) Chisel, gouge, scraper (2 × 1) [2]

(iv) [Outside] calipers [1]

(d) Screw shown (1)