Oxford Cambridge and RSA Examinations
GCE
Design and Technology
H404/02: Problem solving in Design Engineering
Advanced GCE
Mark Scheme for November 2020Oxford Cambridge and RSA Examinations
OCR (Oxford Cambridge a
...
Oxford Cambridge and RSA Examinations
GCE
Design and Technology
H404/02: Problem solving in Design Engineering
Advanced GCE
Mark Scheme for November 2020Oxford Cambridge and RSA Examinations
OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications
include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals,
Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in
areas such as IT, business, languages, teaching/training, administration and secretarial skills.
It is also responsible for developing new specifications to meet national requirements and the
needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is
invested back into the establishment to help towards the development of qualifications and
support, which keep pace with the changing needs of today’s society.
This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination. It shows the basis on which marks were awarded by examiners. It does not
indicate the details of the discussions which took place at an examiners’ meeting before marking
commenced.
All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes should be read in conjunction with the published question papers and the report
on the examination.
© OCR 2020H404/02 Mark Scheme November 2020
2
Annotations
Annotation Meaning
Blank Page – this annotation must be used on all blank pages within an
answer booklet (structured or unstructured) and on each page of an
additional object where there is no candidate response.
Tick
Cross
Confused (replaces the question mark)
Benefit of doubt
AO1 – Knowledge and understanding
AO2 – Apply knowledge and understanding
AO3 - Analyse
AO4 - Evaluation
Omission
Not answered question
Noted but no credit given
Too vague
Own figure rule
RepetitionH404/02 Mark Scheme November 2020
4
Question Answer Mark Guidance
1 Indicative content:
Candidates will be expected to make reference to the Resource Booklet in
their answer and also demonstrate their understanding of the Social,
Economic and marketing considerations of designing fitness equipment.
Their answers could include but not be limited to:
Social:
• Increase in personal self confidence.
• Increase in self esteem.
• Increase in emotional health.
• Interaction with others.
• Enables you to perform better at work.
• Any other valid suggestion.
Economic:
• Latest fitness trends affects sales and gym memberships.
• Timing of release, it is fact that gyms and the sale of fitness equipment
peaks during January every year.
• A better level of fitness will save money on the NHS (use information
form the resource booklet to back this up).
• Increase in specific areas of fitness and the importance of knowing
where these are and where they are going to be.
• A healthier workforce will require less sick leave meaning a more
productive and efficient workforce.
• Any other valid suggestion.
Market:
• Current trends, designing the right piece of equipment for the right trend
at the right time.
• The age range you are designing for.
• The size of the market along with their disposable income to spend of
fitness equipment.
• The end goal of that market group with regards to fitness.
• The life span of a piece of fitness equipment, enabling more detailed
development into suitable materials.
14
All responses
should be in
relation to the
social, economic
and marketing
considerations of
fitness
equipment.
Any lifted
information can
be used in
support of the
critical
examination but
no marks should
be awarded
simply for
duplicating text.
Credit should be
given for
responses which
identify issues
evident in the
supplied
information and
which are then
analysed and
evaluated in
terms of their
significance to the
given scenario
and relating to
design and
Level 4 [11-14 marks]
A comprehensive discussion of the issues
that would be considered.
Comprehensive understanding of a wide
range (all three) of issues that would be
considered when designing a piece of fitness
equipment.
Information in RB is used effectively to fully
exemplify the points being made.
Well-constructed narrative in relation to
question with clear and supported evaluative
comments.
Level 3 [7-10 marks]
A good discussion of the issues that
would be considered.
Good understanding of a range (at least 2) of
issues that would be considered when
designing a piece of fitness equipment.
Information in RB is used for the most part
effectively to exemplify points being made
although one or two opportunities are missed.
Well-constructed narrative in relation to
question although one or two opportunities
missed to develop response. Evaluate
comments are clear but not always
supported.
Level 2 [4-6 marks]
A sufficient discussion of the issues that
would be considered.
Sufficient understanding of issues (at least 1)
that would be considered when designing a
piece of fitness equipment.
Information in RB is used to exemplify some
points being made although much more could
have been done to exploit the stimulus
material available.H404/02 Mark Scheme November 2020
5
• Any other valid suggestion. technical
principles.
Reasonable narrative in relation to the
question although response at times lacks
depth and cohesion. Evaluative comments
lack clarity and are unsupported.
Level 1 [1-3 marks]
A limited discussion of the issues that
would be considered.
Limited knowledge and next to no
understanding of issues that would be
considered when designing a piece of fitness
equipment.
Use of information from the RB is used in a
simplistic way and adds limited value to the
point being made.
Limited narrative in relation to question.
Response is basic and unstructured with no
evaluative comments.
0 marks
No response or no response worthy of credit.
2* Indicative content: 14 Level 4 [11-14 marks]H404/02 Mark Scheme November 2020
6
Candidates could consider the following within their answer:
• Size of the intended unit, gym space is at a premium and gym owners
will not want it taken up by excess equipment.
• Charging capabilities
i) Ability to charge a range of different devices
ii) Acknowledgment of potential different charge requirements for
different devices (mention of voltage and current) using the
information in table 1.
iii) Different charging connections to the mobile devices – wireless
charging, lightning 2, USB-C etc. Does it have cables or does the
user bring their own cable?
iv) The time it takes to charge a device.
• The effect on the user experience. Will driving an alternator increase the
effort required at each of the levels on the rowing machine.
• Materials that would be used in the manufacture, taking into account the
environment and the usage. Candidates could discuss a polymer for the
case, marks should be awarded for mentioning an appropriate one only
with justification.
• Suitable systems to connect the new system to the existing flywheel.
Pulleys, Gears, Chain and Sprocket etc.
• The maintenance of the system when it is in place at the gym, what
considerations should be made? Cleaning, repair/replacement of broken
cables or USB ports?
• Some recognition for the users safety:
i) Having a cable around the rowing machine or on the floor of the
gym could be a hazard.
ii) The voltage and current from the generator could be dangerous
if accessible.
iii) The system should not interfere at all with the usage of the
machine which may cause harm to the user i.e. cause an electric
shock to the user.
• Users will be at different fitness levels, this will affect the charging time
of the devices, and also may create too much current damaging the
mobile devices. Suggestion of a current limiter or mention of charge
from the battery which will give a constant current output suitable for all
devices.
• Some method of holding the mobile device and taking into
consideration.
All responses
should be in
relation to the
design and
development the
system outlined in
the Resource
Booklet.
Candidates may
extract
information from
any part of the
Resource Booklet
but specifically
page 4 (and
possibly pages 2
and 3). Any
information
should be
critically
evaluated or
applied to the
question and no
marks should be
awarded for
simply copying
the text.
Credit should be
given for
responses which
identify issues
evident in the
Resource Booklet
and which are
critically analysed
and evaluated in
terms of the
A comprehensive critical evaluation of the
issues a designer would need to consider
when developing a charging system for a
rowing machine used in a gym.
Comprehensive understanding of the issues
that would need to be considered.
Analysis of product and issues raised re
consistently and appropriately aligned with
the development of a charging system.
Information in RB is used effectively to fully
exemplify the points being made.
There is a well developed line of reasoning
which is clear and logically structured. The
information presented is relevant and
substantiated.
Level 3 [7-10 marks]
A good critical evaluation of the issues a
designer would need to consider when
developing a charging system for a
rowing machine used in a gym,
Good understanding of the issues that would
need to be considered.
Analysis of product and issues raised are
appropriately aligned with development of a
charging system but one or two opportunities
are missed to make connections.
Information in RB is used for the most part
effectively to exemplify points being mad
although one or two opportunities are missed.
There is a line of reasoning presented with
some structure. The information presented is
in the most part relevant and supported by
some evidence.
Level 2 [4-6 marks]H404/02 Mark Scheme November 2020
7
• Any other valid suggestion. significance to the
given scenario
and relating to the
design and
technical
principles.
Candidates can
draw on their
experience of
iterative design
and product
analysis to
support their
response to the
question.
A sufficient critical evaluation of the
issues a designer would need to consider
when developing a charging system for a
rowing machine used in a gym.
Sufficient understanding of the issues that
would need to be covered.
Analysis of product and issues raised are
reasonably aligned with development of
charging system but there are significant
opportunities missed to make connections.
Informative in RB is used to exemplify
some points being made although much
more could have been done to exploit the
stimulus material available.
The information has some relevance and
is presented with limited structure. The
information is supported by limited
evidence.
Level 1 [1-3 marks]
A limited examination of the issues a
designer would need to consider when
developing a charging system for a
rowing machine used in a gym.
Limited knowledge and next to no
understanding of the issues that would
need to be covered.
Isolated statements made in relation to
product and issues raised resulting in
only weak alignment with development of
charging system.
Use of information from the RB is used in
a simplistic way and adds limited value to
the points being made.H404/02 Mark Scheme November 2020
8
The information is basic and
communicated in an unstructured way.
The information is supported by limited
evidence and the relationship to the
evidence may not be clear.
0 marks
No response or no response worthy of
credit.H404/02 Mark Scheme November 2020
9
3 Indicative content:
Issue 1
Required current = 3A
Use of Fig. 7 to identify a required generator speed of 1500rpm to produce
a current of 3A
Calculation of velocity ratio between flywheel and generator:
Velocity ratio = 600/1500 = 0.4
Equating the velocity ratio to the ratio of pulley sizes required:
Driven pulley (50mm) / driver pulley = 0.4
Determining the driver pulley diameter required on the flywheel:
Driver pulley diameter = 50 / 0.4 = 125mm
Detailed evidence of a workable method of transferring the drive from the
flywheel to the generator pulley, e.g.
• Pulley and belt drive
• Method of attaching driver pulley to flywheel
• Method of tensioning belt
• Use of ribbed belt to reduce slipping
Method of mounting generator.
Issue 2
Identifying a sensor suitable for detecting shaft rotation, e.g.
• Slotted opto-switch
• Gear tooth sensor
• Reed switch
• Microswitch
• Quadrature encoder
etc.
Evidence of how the sensor interacts with the rotation of the shaft, e.g
• A slotted disk is attached to the pulley. As it rotates, the slotted disk
breaks the beam in the opto-switch
16
Award a
maximum of 8
marks For Issue
1.
There must be
evidence that
these figures
have been
deduced for the
award of marks.
Allow ECF at any
stage in the
design
calculations.
Allow 1400 –
1600 rpm as read
from graph.
No need for
explicit mention of
velocity ratio.
Candidate may
describe this as a
speed ratio.
Allow 1500/600 =
2.5
Allow calculations
involving gear
systems.
Allow 50 x 2.5
Other rotary drive
transfer systems
may be
described, e.g.
• Spur
gears
• Friction
wheel on
Level 4 [13-16 marks]
A comprehensive demonstration of
technical solutions to overcome the two
issues identified.
Comprehensive understanding of technical
design and technology principles to
overcome the two issues identified. Both
solutions are well-developed.
Information in RB is used effectively to fully
exemplify the points being made.
Sketches if used will be clear and supported
with relevant notes.
The process will be end to end and clear in
the way it is explained.
Level 3 [9-12 marks]
A good demonstration of technical
solutions to overcome the two issues
identified.
Good understanding of technical design and
technology principles to overcome the two
issues identified. Both solutions will be
covered but one of the solutions may be
underdeveloped.
Information in RB is used for the most part
effectively to exemplify points being made
although one or two opportunities are missed.
Sketches if used will for the most part be
clear and supported with relevant notes
although one or two opportunities for clarity
may be missed.
The process will be end to end and for the
most part be clear in the way it is explained.
Level 2 [5-8 marks]
A sufficient demonstration of technical
solutions to overcome the two issues
identified.H404/02 Mark Scheme November 2020
10
Evidence of the type of signal produced by the sensor, e.g.
• The pulses from the slotted opto-switch……
Identifying a specific processing subsystem, e.g. Microcontroller
Identifying an output device capable of switching off the charging current,
e.g.
• Relay
• Transistor (MOSFET)
Evidence of how the entire system works, e.g.
• Microcontroller measures the time interval between each pulse from the
slotted opto-switch
• If the time interval is less than a specified time then the output to the
relay goes high
• The relay turns on and allows charging current to flow to the mobile
phone.
A short time delay would be added in the program loop to prevent the relay
switching rapidly on/off as the speed fluctuates around 1000 rpm.
circumfere
nce of
flywheel
• Chain and
sprocket
etc.
Award a
maximum of 8
marks For Issue
2.
Marks are not
awarded for the
system diagram
itself, but for the
information it
conveys.
Sensor may be
sketched and
annotated.
Evidence may be
presented in a
diagram.
The signal may
be shown as a
graph.
The system
description may
be in the form of
a program
flowchart.
Quantified
answers are not
necessary, but for
full marks, the
description must
clearly go beyond
“The processor
monitors the
Sufficient understanding of technical design
and technology principles to overcome the
two issues identified. Both solutions may be
covered but both may be underdeveloped.
Informative in RB is used to exemplify some
points being made although much more could
have been done to exploit the stimulus
material available.
Sketches if used will be adequate and
supported with notes, some of which may be
relevant.
The process may not necessarily be end to
end with some knowledge gaps evident.
Level 1 [1-4 marks]
A limited demonstration of technical
solutions to overcome the two issues
identified.
Limited knowledge and next to no
understanding of technical design and
principles to overcome either issue
identified. Any solution given will be
basic.
Use of information from the RB is used in
a simplistic way and adds limited value to
the points being made.
Sketches if used will be unclear with only
basic notes to accompany them.
The end to end process may not exist
and if anything is basic in nature.
0 marks
No response or no response worthy of
credit.H404/02 Mark Scheme November 2020
11
pulses and if they
are too slow it
turns off the
relay”.H404/02 Mark Scheme November 2020
12
4 a Information should be gathered from the Resource Booklet:
Vertical height = a + d = 100 + 200 = 300mm (1)
�������� �����ℎ (��) = �(3002∗ + 7502) (1)
Extended length = 808 mm (1)
3 Award three marks as follows:
One mark for calculating the vertical height of
the right-angled triangle.
One mark for the application of Pythagoras.
One mark for calculating the answer.
If correct answer is given without working out
shown award full marks.
Where an incorrect answer is given working
out should be used to credit appropriate
marks.
*Allow error carried forward (ECF) where
correct working out is shown.
Award marks for any other appropriate
method, e.g. trigonometry.H404/02 Mark Scheme November 2020
13
b Information should be gathered from the Resource Booklet:
Sin θ = d / L2 (1)
θ = Sin-1 (200 / 300) = 41.8° (1)
Cos (41.8) = H / (L1+L2) (1)
H = Cos (41.8*) x (340 + 300)
H = 477mm (to nearest mm) (1)
4 Award four marks as follows:
One mark for using trig to calculate the angle
of the rack arm with the horizontal.
One mark for calculating θ.
One mark for trig expression to calculate
distance H.
One mark for calculating H.
If correct answer is given without working out
shown award full marks.
Where an incorrect answer is given working
out should be used to credit appropriate
marks.
*Allow error carried forward (ECF) where
correct working out is shown.
Candidates may draw sketches of the
triangles involved.
Award marks for any other appropriate
method.
d
L θ
2
H
41.8°
L1+L2H404/02 Mark Scheme November 2020
14
c Eliminate A and C (1)
Calculating the minimum cylinder cross section area required:
Area = force / pressure (1)
Minimum area required = 1100 / 0.6 = 1833.3 mm2 (1)
Area = π/4 (d12 – d22)
Area = π/4 (502 – 202) = 1649mm2 (1/1)
Area = π/4 (802 – 252) = 4536mm2 (1)
Most appropriate cylinder – D (1)
7 Award seven marks as follows:
One mark for eliminating cylinders A and C
because their extended length is too short
(808mm required from answer to 4(a)). The
minimum extended cylinder length must have
been considered for the award of this mark.
One mark for the pressure formula. Allow P =
F/A or F = PA
One mark for calculating the minimum area.
Up to two marks for calculating the instroke
area of the Ø50mm cylinder.
Award only 1 of the 2 marks for candidates
who forget to subtract the piston rod area.
They will calculate Ø50mm cylinder area as
1963mm2
One mark for calculating the instroke area of
the Ø80mm cylinder.
One mark for deducing that Cylinder D is
most suitable as it has sufficient area to
generate the required force.
Allow ECF from piston area calculation
(candidates who ignore piston rod area will
deduce that Cylinder B is suitable)
No marks awarded for guessing Cylinder D
without any explanation or reasoning.H404/02 Mark Scheme November 2020
15
5* Within their response, candidates should cover both development and
introduction to market. The weighting in the response does not have to be
equal with each part.
Candidates should clearly show an understanding of the different Digital
Design Tools that could be used in the suggested areas.
Answers could include but are not limited to:
Development:
• Use of digital technology to collate and process stakeholder research.
i) Questionnaires (online) – enables a wider focus group. Saving
costs and aids collation of information.
ii) Focus groups using video conferencing – does not rely on ‘local’
groups and could make a focus group of a wide range of people.
iii) Methods of presenting the data (spreadsheets) – Produces a
clear rest of results that are easy to analysis and get the data
from.
iv) Social media hits to particular sites. – A large platform with likeminded people, looking for improvements/changes.
v) Online social group participation.
• Product development stage
i) CAD drawings of initial concepts – Allows for quick and high
quality representations of the prototypes before production,
saving costs and enables quick and easy modifications.
ii) Photo realistic representations for presentations – Gives
potential investor a clear understanding of the product. – Gives
the prototype builders a clear understand of what they are
creating.
iii) CAE – Stress analysis of certain components before physical
prototype or manufacture – saves money and allows for suitable
materials to be sort which meet the requirements without going
‘over the top’ costing extra.
iv) Computer modelling of any attachment systems to the cars roof
to ensure that they fit a wide variety before the expense of
physical prototyping.
v) CAM – Enables quick and efficient transfer from prototype to
manufacture. Speeds up manufacture and quality. Ensures that
12
Candidates
should make
direct links to the
roof mounted bike
rack in their
responses.
Credit should not
be awarded for
simply listing a
number of Digital
Design Tools
without a direct
link to a) the
Advantages of
that process and
b) the roof rack
system.
Level 4 [10-12 marks]
A comprehensive discussion of the
advantages to x of using digital design
tools.
Comprehensive understanding of the
advantages of using digital design tools
during development and introduction to
market of stated product.
Analysis of product and issues raised are
consistently and appropriately aligned
with the stakeholder group in question.
Information in RB is used effectively to
fully exemplify the points being made.
There is a well-developed line of
reasoning which is clear and logically
structured. The information presented is
relevant and substantiated.
Level 3 [7-9 marks]
A good discussion of the advantages
to x of using digital design tools.
Good understanding of the advantages of
using digital design tools during
development and introduction to market
of stated product.
Analysis of product and issues raised are
appropriately aligned with the stakeholder
group in question but one or two
opportunities are missed to make
connections.
Information in RB is used for the most
part effectively to exemplify points being
made although one or two opportunities
are missed.H404/02 Mark Scheme November 2020
16
products are to the same standards, especially important in the
welding.
vi) CAE – Prototyping and simulating the Pneumatic system through
a Digital Design Tool would save time and money.
• Communication
i) Allows for design ideas to be communicated between different
groups within the company, either internally or international if
manufacture is done elsewhere. Allows for a quick turn around
and response time which ultimately saves money.
ii) CAD presentation techniques allow for a clear representation of
the concept, showing all the workings.
Introduction:
• Product launch
i) Social media could be used to advertise the roof rack on certain
social sites to increase awareness.
ii) Graphical packages would be used to create presentations for
marketing, posters, adverts etc
Other appropriate areas within Digital Design can be used if explained.
There is a line of reasoning presented
with some structure. The information
presented is in the most part relevant and
supported by some evidence.
Level 2 [4-6 marks]
A sufficient discussion of the
advantages to x of using digital design
tools.
Sufficient understanding of the
advantages of using digital design tools
during development and/or introduction to
market of stated product.
Analysis of product and issues raised are
reasonably aligned with the stakeholder
group in question but there are significant
opportunities missed to make
connections.
Informative in RB is used to exemplify
some points being made although much
more could have been done to exploit the
stimulus material available.
The information has some relevance and
is presented with limited structure. The
information is supported by limited
evidence.
Level 1 [1-3 marks]
A limited examination of the
advantages to x of using digital design
tools.
Limited knowledge and next to no
understanding of the advantages of using
digital design tools during developmentH404/02 Mark Scheme November 2020
17
and/or introduction to market of stated
product.
Isolated statements made in relation to
product and issues raised resulting in
only weak alignment with the stakeholder
group in question.
Use of information from the RB is used in
a simplistic way and adds limited value to
the points being made.
The information is basic and
communicated in an unstructured way.
The information is supported by limited
evidence and the relationship to the
evidence may not be clear.
0 marks
No response or no response worthy of
credit.OCR (Oxford Cambridge and RSA Examinations)
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