A-level DESIGN AND TECHNOLOGY: PRODUCT DESIGN 7552/1

A-level DESIGN AND TECHNOLOGY: PRODUCT DESIGN 7552/1 Paper 1 Technical Principles Mark scheme June 2019 Version: 1.0 Final *196A7552/1/MS* Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from Copyright © 2019 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Glossary for maths If a student uses a method which is not explicitly covered by the mark scheme the same principles of marking should be applied. Credit should be given to any valid methods. Examiners should seek advice from their senior examiner if in any doubt. [a, b] For π Their Accept values between a and b inclusive. Accept values in the range [3.14, 3.142] Accept an answer from the candidate if it has been inaccurately calculated but is subsequently used in a further stage of the question. As a general principle, a correct response is awarded full marks. Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. Qu Part Marking Guidance Total marks AO 1 Explain why ‘potatopak’ is a suitable material for the manufacture of disposable cutlery. One mark per correct appropriate reason. Indicative content: • ‘Potatopak’ can be easily formed into the shape of cutlery using a heated compression mould • ‘Potatopak’ is a bio-polymer that will naturally decompose when disposed of • ‘Potatopak’ is a starch based material that is food safe • Disposable cutlery is a single use product and wont contribute to landfill waste when disposed of. • The use of ‘Potatopak’ reduces the demand for oil based polymers Note: This indicative content is not exhaustive: any other valid points should be credited. 3 marks AO41b 2 Explain how BSI certification impacts on the purchase of a child’s car seat by a consumer. Indicative content: • BSI certification shows that the car seat has been rigorously tested before being able to be sold. • Consumers will want to ensure that their child’s seat is safe and fit for purpose. • BSI certification will increase a brand’s reputation by it becoming synonymous with a company that invests in testing and produce high quality safe products for transporting children. • It will allow the company to display the kite mark on its seat and packaging, which consumers will associate with a safe and secure product and its presence is often a deciding factor when making a purchase over other car seat brands or models. • It reassures consumers that the child’s seat will undergo ongoing tests and faulty products recalled providing piece of mind to parents. • It reassures the consumer that the seat will be up to date and meet current safety regulations such as rear facing requirements etc. • BSI standards are updated periodically, which will reassure parents that current legislation is being met and this in turn will ensure the child seat is fit for purpose. Note: This indicative content is not exhaustive: other creditworthy responses should be awarded marks as appropriate. 6 marks AO41b 3 Give three benefits of using stock forms of material for a manufacturer. One mark per correct benefit of stock forms to the manufacturer. Indicative content: • Uniformity of material sizes across countries and suppliers. • The use of a stock form reduces extra costs for manufacturers associated with machining to a specific size. • Less expensive than custom sizes due to the large quantity produced. • Allows for efficient planning of manufacture to minimise waste. • Allows manufacturers to plan for the efficient storage of raw materials. • Less likely to have any delays in manufacture than a custom size. Note: This indicative content is not exhaustive: other creditworthy responses should be awarded marks as appropriate. 3 marks AO41A 4 PAR is a stock form of timber. What does PAR stand for? One mark for the correct definition of PAR • Planed All Round (PAR) 1 mark AO41A