A-level DESIGN AND TECHNOLOGY: PRODUCT DESIGN 7552/2 Paper 2 Designing and Making Principles Mark scheme June 2022

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MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant question ... s, 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 Examiner. 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 aqa.org.uk Copyright information 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. Copyright © 2022 AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 3 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. MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 4 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] Accept values between a and b inclusive. For π Accept values in the range [3.14, 3.142] Their Accept an answer from the candidate if it has been inaccurately calculated but is subsequently used in a further stage of the question. Questions which do not ask students to show working As a general principle, a correct response is awarded full marks. MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 5 Qu Part Marking Guidance Total marks AO 01 Figures 1 and 2 show two screwdrivers. Figure 1 Figure 2 Handle material(s) Aluminium Thermoplastic and elastomer Handle formed by Casting Injection moulding Screwdriver tip Fixed tip Interchangeable magnetic attachment Compare the two screwdrivers shown. In your answer you should refer to: • ergonomics • material suitability • product function. Marks Description 9–12 marks The response provides detailed analysis and comparison of both screwdrivers, referring with technical details to ergonomics, material suitability and product function. The response makes judgements regarding the design of both products using the majority of the information provided. 5–8 marks The response provides a good comparison of both screwdrivers referring to all reference points. The response makes analytical judgements regarding the design of both products referring to some aspects of the information provided. 1–4 marks The screwdrivers are compared in basic terms with limited use of the information provided. Responses may refer to elements such as material properties without linking these to the bullet points. 0 marks No response or nothing worthy of credit. Indicative content The guidance provided is illustrative and not exhaustive. Credit any worthy points made in support of the band descriptors above. Material suitability • Figure 2 has a thermal and electrical insulator for the handle. • Aluminium can be textured using the die casting process. • Texture can be applied within the injection moulding process. • Figure 1 requires fine adjustment and has flutes suitable for this. 12 marks AO3 1a AO3 1b MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 6 • Use of aluminium for the handle gives rigidity not possible from polymer of the same thickness. • Aluminium is a non-ferrous metal and will not corrode/rust. • The rotating top of the jeweller’s screwdriver has been attached by bolt which may be possible using polymer but would not last as long. • Material recyclability: aluminium kept pure, TPE and Thermoplastic require separation Ergonomics • TPE gives a degree of elasticity required for increased grip when using Figure 2. • Figure 1 is for precision and doesn’t generally require a lot of force to be applied, leading to the slender pencil like grip. • Figure 2 may require significant force and therefore has a wide handle allowing pressure to be applied without harming the palm of the hand. Function • The interchangeable ends for Figure 2 means fewer tools are required. • If a tip was damaged then the whole product does not need to be replaced. • The use of standardised hexagonal tips allows for a wide range of functions to be achieved with one tool. • Figure 1 the long narrow body means recessed screws can be reached easily. • Figure 2 the magnetic tip means that removed screws are less likely to be lost when removed as they may remain attached to the tip upon removal. Accept any other valid responses. MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 7 Qu Part Marking Guidance Total marks AO 02 Explain how different prototyping methods may be used in the development of a screwdriver handle. Marks Description 3–4 marks The response gives a detailed explanation of appropriate prototyping methods that are directly related to a screwdriver handle. 1–2 marks The response gives a basic explanation of prototyping used in product development. 0 marks No response or nothing worthy of credit. Indicative content The guidance provided is illustrative and not exhaustive. Credit any worthy points made in support of the band descriptors above. Methods: • Physical/visual prototype to check handle ergonomics with a focus group • 3D CAD prototype to check aesthetics and colour schemes for branding • Sketch prototypes for client feedback before CAD modelling • 3D CAD prototype to check costings with different materials • FEA prototype to check forces, such as torsion and impact • mould flow analysis to check forming processes • Working prototypes to assess movement of components within the handle. Accept any other valid responses. 4 marks AO4 2c MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 8 Qu Part Marking Guidance Total marks AO 03 A screwdriver handle has a volume of 55 000 mm3 The handle is formed from two materials: Material Density Percentage of handle A 1.4 g/cm3 85% B 1.1 g/cm3 15% Calculate the mass of the handle in grams. Calculate volume in mm3 of material A and/or B A = 55 000 × 0.85 = 46 750 mm3 B = 55 000 × 0.15 = 8250 mm3 1 mark Convert volumes of A and B into cm3 or Convert densities of materials A and B into g/mm3 Volume of A = their 46 750 1000 = 46.75 cm3 Volume of B = their 8250 1000 = 8.25 cm3 Density of A = 0.0014 g/mm3 Density of B = 0.0011 g/mm3 1 mark Calculate mass of material A and mass of material B (use of correct formula) Use of: Mass = Density × Volume Mass A: their 46.75 × 1.4 = 65.45 g Mass B: their 8.25 × 1.1 = 9.075 g or Mass A = their 46 750 × 0.0014 = 65.45 g 1 mark 4 marks AO4 2c MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 9 Mass B = their 8250 × 0.0011 = 9.075 g Accurate calculation of mass of handle Total = 65.45 + 9.075 = [74, 75] 1 mark Calculate mass of handle Where no working has been shown but final answer is accurate [74, 75] g 4 marks Special case Award 3 marks for a final answer which begins with the digits 74 or contains only the digits 75 e.g. 7.42 or 750 3 marks or Calculate volume of 1% of handle 55 000 100 = 550 mm3 1 mark Calculate volume of material A and/or material B Volume of Material A = 85 × their 550 = 46 750 mm3 Volume of Material B = 15 × their 550 = 8250 mm3 1 mark Calculate mass of material A and mass of material B (use of correct formula) Use of: Mass = Density × Volume Mass A = 1.4 1000 × their 46 750 = 65.45 g 1 mark MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 10 Mass B = 1.1 1000 × their 8250 = 9.075 g Calculate mass of handle Total = 65.45 + 9.075 = 74.525 g 1 mark Calculate mass of handle Where no working has been shown but final answer is accurate [74, 75] g 4 marks Special case Award 3 marks for a final answer which begins with the digits 74 or contains only the digits 75 e.g. 7.42 or 750 3 marks Note to markers: The order of the calculations may not follow those in the mark scheme. MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 11 Qu Part Marking Guidance Total marks AO 04 Explain how the Art Deco design style was influenced by: • historical design styles • socio-economic factors. Marks Description 5–6 marks The response gives a detailed explanation of socio-economic factors and historical design styles that impacted on Art Deco design and how these influences were seen within the style. 3–4 marks The response gives a good explanation of socio-economic factors or historical design styles on Art Deco design. 1–2 marks The response gives a basic explanation of the Art Deco design style. 0 marks No response or nothing worthy of credit. Indicative content The guidance provided is illustrative and not exhaustive. Credit any worthy points made in support of the band descriptors above. Socio-economic factors • The end of World War One (WW1) signalled a new beginning for a modern world with a need to rebuild, this is reflected in the use of sunburst motifs used to show a ‘new dawn’/start. • The zoning regulation of 1916 was concerned with the building of skyscrapers that blocked light to streets below. The regulation ensured that buildings were stepped back from the streets like ziggurats to increase light. • Building on the need for simple and affordable style suitable for those returning from WW1, the class system was changing and a modern style was needed to embrace this. • Modern mass manufacturing techniques used during WW1 lent themselves to the production of simple geometric forms. Historical Design Styles • The discovery of Tutankhamun’s tomb in Egypt was a huge international story that caused a desire to replicate the Egyptian style of simplistic imagery and costume. • African art influences with patterns. • Rectilinear forms to emphasise height and power. Accept any other valid responses. 6 marks AO4 2b MARK SCHEME – A-LEVEL DESIGN AND TECHNOLOGY: PRODUCT DESIGN – 7552/2 – JUNE 2022 12 Qu Part Marking Guidance Total marks AO 05 Outline the concept of eco-labelling and the impact on customer buying preferences. Marks Description 3–4 marks The response shows detailed knowledge and understanding of eco-labelling, using specific technical vocabulary to outline the key issues and impact on consumer buying preferences. 1–2 marks The response shows basic knowledge of eco-labelling beyond the information provided in the question. 0 marks No response or nothing worthy of credit. Indicative content The guidance provided is illustrative and not exhaustive. Credit any worthy points made in support of the band descriptors above. • Eco-labels can raise awareness of environmental issues • Consumers feel a sense that they are doing the right thing (ethically and morally). • The use of a recognised eco-label can increase the chance of a customer purchasing the product. • The wide range of eco-labels can lead to confusion due to lack of clarity on their meaning. • As eco-labels are voluntary they may not always g [Show More]

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