GCE D&T Legacy Examiners Report 2009 - kcse past papers | 2013 ...

GCE EXAMINERS' REPORTS
DESIGN & TECHNOLOGY (LEGACY)
SUMMER 2009

Statistical Information
This booklet contains summary details for each unit: number entered; maximum mark
available; mean mark achieved; grade ranges. N.B. These refer to 'raw marks' used in the
initial assessment, rather than to the uniform marks reported when results are issued.
Annual Statistical Report
Other information on a centre basis is provided when results are issued. The annual
Statistical Report (issued in the second half of the Autumn Term) gives overall outcomes of
all examinations administered by WJEC.
Unit
Page
DT1 – Product Design 5
DT1 – Food Technology 8
DT1 – Systems and Controls Technology - No candidates 12
DT2 – Portfolio and Extended Task 13
DT3A – Case Study 14
DT3B – Product Analysis 16
DT4 – Product Design 18
DT4 – Food Technology 22
DT4 – Systems and Controls Technology 26
DT5 & DT6 Project 28

DESIGN AND TECHNOLOGY
General Certificate of Education 2009
Advanced Subsidiary / Advanced
Chief Examiner:
Principal Examiner, DT1 – Product Design
Principal Examiner, DT1 – Food Technology
Principal Examiner, DT1 – Systems and Controls Technology
Principal Examiner, DT2 – Portfolio and Extended Task
Principal Examiner, DT3A – Case Study
Principal Examiner, DT3B – Product Analysis
Principal Examiner, DT4 – Product Design
Principal Examiner, DT4 – Food Technology
Principal Examiner, DT4 – Systems and Controls Technology
Principal Examiner, DT5 & DT6 Project
Mr David Jones
Mr Mansel Davies
Mrs Karen Brassington
Mr Phil Glover
Mr John Huxtable
Mrs Gill Smith
Mr David Jones
Mr David Jones
Mrs Karen Brassington
Mr Jason Cates
Mr. David Jones
Statistical Information
As noted on the inside cover, details of statistical outcomes from this year's examinations
may be found in other documents provided for centres, but for convenience summary details
for each module/unit: number entered; maximum mark available; mean mark achieved;
grade ranges are provided below. It is important to note that these refer to 'raw marks' used
in the initial assessment, rather than the uniform marks reported when results are issued.
DT1 - Product Design
Number of
candidates
147
Max mark
available
70
Mean mark
achieved
37.6
Grade
Boundaries
A 48 B 41 C 34 D 27 E 20
DT1 - Food Technology
Number of
candidates
21
Max mark
available
70
Mean mark
achieved
26.8
Grade
Boundaries
A 50 B 42 C 34 D 27 E 20
DT1 - Systems and Control Technology
Number of
candidates
0
Max mark
available
70
Mean mark
achieved
n/a
Grade
Boundaries
A B C D E
DT2 - Portfolio and Extended Task – Product Design
Number of
candidates
98
Max mark
available
100
Mean mark
achieved
54.9
Grade
Boundaries
A 68 B 59 C 51 D 43 E 35

DT2 - Portfolio and Extended Task - Food Technology
Number of
candidates
6
Max mark
available
100
Mean mark
achieved
64.5
Grade
Boundaries
A 68 B 59 C 51 D 43 E 35
DT2 - Portfolio and Extended Task - Systems and Control
Number of
candidates
0
Max mark
available
100
Mean mark
achieved
n/a
Grade
Boundaries
A B C D E
DT3A - Case Study (all focus areas)
Number of
candidates
64
Max mark
available
50
Mean mark
achieved
31.0
Grade
Boundaries
A 36 B 31 C 26 D 21 E 16
DT3B – Product Analysis (all focus areas)
Number of
candidates
129
Max mark
available
50
Mean mark
achieved
25.4
Grade
Boundaries
A 36 B 31 C 26 D 21 E 16
2

A2 COMPONENTS
DT4 - Product Design
Number of
candidates
1406
Max mark
available
100
Mean mark
achieved
41.1
Grade
Boundaries
A 60 B 51 C 42 D 34 E 26
DT4 - Food Technology
Number of
candidates
89
Max mark
available
100
Mean mark
achieved
52.4
Grade
Boundaries
A 64 B 55 C 46 D 37 E 28
DT4 - Systems and Control Technology
Number of
candidates
4
Max mark
available
100
Mean mark
achieved
70.3
Grade
Boundaries
A 63 B 53 C 44 D 35 E 26
DT5 - Project (Designing) Product Design
Number of
candidates
1413
Max mark
available
75
Mean mark
achieved
47.4
Grade
Boundaries
A 60 B 52 C 44 D 36 E 28
DT5 - Project (Designing) Food Technology
Number of
candidates
88
Max mark
available
75
Mean mark
achieved
49.7
Grade
Boundaries
A 60 B 52 C 44 D 36 E 28
3

DT5 - Project (Designing) Systems and Control Technology
Number of
candidates
4
Max mark
available
75
Mean mark
achieved
62.8
Grade
Boundaries
A 60 B 52 C 44 D 36 E 28
DT6 - Project (Making) Product Design
Number of
candidates
1414
Max mark
available
75
Mean mark
achieved
49.9
Grade
Boundaries
A 60 B 52 C 44 D 36 E 28
DT6 - Project (Making) Food Technology
Number of
candidates
89
Max mark
available
75
Mean mark
achieved
53.5
Grade
Boundaries
A 60 B 52 C 44 D 36 E 28
DT6 - Project (Making) Systems and Control Technology
Number of
candidates
4
Max mark
available
75
Mean mark
achieved
55.0
Grade
Boundaries
A 60 B 52 C 44 D 36 E 28
4

DT1 – PRODUCT DESIGN
Principal Examiner:
Mr. Mansel Davies
SECTION A
This paper (available for the last time) was well received by the small number of candidates
sitting the paper, with responses demonstrating appropriate breadth and depth of
understanding of the specification content.
Strong responses in Section A show good structure and the required breadth of
understanding with candidates demonstrating their ability concisely and accurately – drawing
from their knowledge and experience provided within centres, and indeed their wider
experiences.
A number of candidates again tend to use generic terms, particularly in naming materials,
their properties and characteristics and do not gain credit for this lack of detail.
Within section B, candidates responding at the highest level demonstrated a specific ability
to analyse the question, take into account a wide range of factors and show clear
understanding of the issues associated with the question.
Good responses expressed complex ideas fluently, provided sentences and paragraphs
which followed on from each other smoothly and logically and therefore scored at the highest
level.
Q.1 A design specification is an essential tool for the designer.
(a)
(b)
Describe the features of an effective design specification.
Explain how a design specification influences the development of products.
A popular question in which few candidates scored at the highest level. Whilst most
were able to describe the features of a good specification they were not able to
explain its influence in the development of products.
Q.2 Explain what you understand by the term concurrent engineering.
Not a popular question. Candidates who did attempt this described multi disciplinary
teams working in parallel thus reducing life cycle costs and getting the product
quickly to the consumer.
Q.3 Solid modelling and performance modelling are often used in the development of
products.
(a)
(b)
State two benefits of solid modelling to the manufacturer.
State two benefits of performance modelling to the designer.
Responses provided evidence of good understanding of the benefits both to
manufacturer and designer. A small number of candidates failed to focus on the
benefits and merely described the processes.
5

Q.4 Over time some products have become design icons or classics which have
influenced designers in their work.
(a)
(b)
Identify two design icons or classics.
Describe the features which classify them as design icons or classics.
Some very good responses showing that candidates are exposed to a range of what
they consider to be classics or icons. A wide range of examples were provided (Mini,
Coca Cola bottle, Mini skirt,) with good reasons for their choice. A small number of
responses highlighted architectural icons, therefore gaining no marks.
Q.5 Describe the following in relation to a specific product:
(a)
(b)
Primary processing.
Secondary processing.
Many candidates responded incorrectly in stating research methods (both primary
and secondary). Few candidates scored well in describing and differentiating
between the two processing methods.
Q.6 Polypropylene, Carbon fibre and Aluminium alloys are materials used extensively to
manufacture products.
For any two of these materials:
(a) Name a product where the material has been used.
(b) For each named product, explain how the key properties of the material used
are appropriate.
Generally well answered with many relevant products provided as examples. It
should be stated again however that candidates who do not provide specific terms in
describing the properties of materials do not score well.
Q.7 Testing against specified criteria is essential in the development of products which
are safe for use by the consumer.
(a)
(b)
Identify two different ‘safety marks’ and the products to which each mark
applies.
For each product, state the test it would need to pass to be granted a ‘safety
mark’.
Many responses provided the standard safety marks required and described fully the
test that each named product would need to pass. However a number of candidates
incorrectly identified safety information marks (toxic, flammable etc) rather than the
certification marks required.
Q.8 Flow charts and Gantt charts are often used within project management systems.
Describe the main features of both Flow charts and Gantt charts and explain how
each is used to manage projects.
Many responses did not clearly differentiate between the two project management
systems and gain high marks. The stronger responses provided clear differentiations
and included diagrams in support.
6

Q.9 Qualitative and quantitative testing must be considered when selecting materials and
processes for the design and production of a product.
Describe what you understand by both qualitative testing and quantitative testing in
relation to a specific product.
Very few candidates attempted this question. The few who did provide answers
detailed clearly the testing methods used when selecting materials (and relating their
responses to a product).
Q.10 With reference to specific existing products, describe the evaluation techniques you
could use in order to suggest aesthetic and functional improvements.
Few candidates described effective disassembly methods or the above the line and
below the line evaluation methods in their responses – but described a rather narrow
consumer evaluation process.
SECTION B
Q.11 Innovation requires the key input of both product champion and entrepreneur.
Describe the role of a product champion and an entrepreneur in ensuring the
success of a product or range of products.
Candidates who provided good answers provided clear descriptions of the roles of
both product champion (who essentially have the vision) and entrepreneur (who have
the necessary skills to take the products to market). Many responses highlighted
relevant products and presented their answers clearly and concisely.
Q.12 The growth of global manufacturing continues to expand to meet the needs of
consumers.
Discuss the advantages and disadvantages of global manufacturing for the designer,
manufacturer and consumer.
Many candidates did not discuss the advantages of global manufacturing to the
designer, manufacturer and consumer (but merely focussed on the designer). The
candidates who scored well described industrial manufacturing and commercial
practices.
Q.13 (a) Describe how the use of a named material has influenced the production of
new products aesthetically and functionally.
(b) Describe a manufacturing process relevant to the named material.
The few candidates who selected this question provided effective responses and
provided evidence of their ability to analyse products both aesthetically and
functionally. A range of relevant manufacturing processes were described such as
blow moulding and vacuum forming. Again, candidates need to be specific in their
descriptions both of materials and their knowledge of manufacturing systems in order
to access the higher marks.
7

DT1 - Food Technology
Principal Examiner:
Karen Brassington
General Comments
As in previous years, there was a wide range in the standard of responses to the paper.
Some candidates demonstrated an excellent level of knowledge and used appropriate
terminology to produce mature and informed answers. There were a number of centres
where most of their candidates were consistently producing answers of a high standard and
where the specification had obviously been covered thoroughly. There were quite a number
of candidate this year, however, who appeared to have little understanding or knowledge of
the subject and there were many occasions when a candidate achieved zero marks for a
question.
Some candidates seem to be spending insufficient time on their essay. It is uncertain
whether this was dues to lack of knowledge or poor examination technique, but the
importance of the essay must be emphasised, particularly with the greater number of marks
being allocated to it in the new specification. Generally few candidates used essay plans
this year. Only a few candidates failed to follow the rubric.
Q.1 A design specification is essential both for the designer and for the manufacturer.
(a)
(b)
Describe the features of an effective design specification.
Explain how a design specification influences the development of food
products.
This was a very popular question and candidates generally answered it reasonably
well, with many combining the two parts in a single paragraph. The emphasis for
many was on the features of a design specification rather than how it influences
development, so frequently more marks were gained for a) than b). Many had a
clear understanding how to use a design specification effectively. A number
produced a list of possible specification points without really answering the question
properly.
Q.2 Cornflour, yeast and gelatine are food materials frequently used in Food Technology.
Describe what you have learnt from experimentation you have carried out on one of
these food materials to understand better how this food material reacts at certain
temperatures and under certain processing conditions.
There were some really poor responses from some candidates, showing only very
limited knowledge. Yeast was the most popular of the three food materials chosen
and was generally done to a higher standard than either cornflour or gelatine. Only a
few managed to effectively describe experimentation and what they had learnt from
it, with some even writing about the use of specific temperatures when working with
the food material. However, a good number talked more generally about the chosen
food material and its use. A number of candidates appeared to confuse cornflour
and gelatine and some discussed modified starch instead of cornflour. Some
produced a diluted commentary on all three materials.
8

Q.3 Discuss the advantages and disadvantages of batch production to a food
manufacturer.
This was a popular choice, with many responses done to a reasonable standard.
Answers were fairly balanced, looking at both advantages and disadvantages. A few
wrote about mechanisation, rather than batch production specifically. A few
illustrated their answers with examples of where batch production is used, most
commonly citing bakeries. Some appeared confused between batch production and
mass production.
Q.4 (a) State the main functions in the body of one named vitamin and one named
mineral.
The standard of response was wide. Weaker candidates generally had a
better knowledge of vitamins than minerals. It is disappointing to find so
many candidates at this level apparently completely unaware of what a
mineral is. A number of candidates talked about mineral water and hydration.
(b)
Outline two ways food manufacturers minimise the loss of nutrients during
processing of named foods.
This was generally done well with responses covering a wide range of
processing techniques. A number of candidates included fortification in their
answer, which is of course often used to replace losses rather than a way of
minimising losses in the first place. This illustrates the importance of reading
the question very carefully.
Q.5 Describe the following in relation to a specific food product:
(a)
(b)
Primary processing.
Secondary processing.
This question was generally poorly done with a large number of candidates writing
about primary and secondary research or primary and secondary criteria of a design
specification. Of those who actually wrote about primary and secondary research,
only the minority did it to a good standard. Wheat and flour were the most common
illustrations.
Q.6 Varying the ratio/proportion of food materials in pastry can change the volume,
texture, shelf-life, cost and nutritional content.
Choose two of these factors and explain how each can be changed by varying the
ratio / proportion of specific food materials.
Texture and nutritional content were the most commonly chosen aspects, with
texture being done to a better standard of the two. Many candidates were able to
write quite accurately about the use of fats in pastry products. Some candidates did
not focus their answer on pastry, rather writing very generally or choosing their own
food product. Again, the importance of reading the question carefully must be
stressed.
9

Q.7 National celebrations have a vast market in seasonal food products.
(a)
Describe the product life cycle for this type of food product.
There were a number of good quality responses to this question, with
candidates having a clear understanding of the product life cycle of a food
product with planned obsolescence. The majority used Christmas or Easter
to illustrate their answer. However, a number outlined a general product life
cycle and many waffled. Only a few used diagrams, but many were able to
explain clearly without them. A small number of candidates talked about food
materials with a short growing season, such as strawberries.
(b)
Outline one particular difficulty faced by the retailer of this type of food
product.
Many were able to gain the full two marks here.
Q.8 Flow charts and Gantt charts are often used within project management systems.
Describe the main features of both flow charts and Gantt charts and explain how
each is used to manage projects.
This was a fairly popular question and was generally done to at least a reasonable
level. Many were able to describe the features of each, but were not able to explain
effectively why or how they are used.
Q.9 Describe the manufacturing strategies that a food manufacturer can put in place to
ensure that assembly line workers are operating effectively.
Very few attempted this question and some were done quite well. However, many
wrote generally about mechanisation / machinery and failed to focus their response
on assembly line workers.
Q.10 With reference to specific existing food products, describe the evaluation techniques
you could use in order to suggest aesthetic and functional improvements.
There were a number of good answers to this reasonably popular question. Many
chose bread or cheese to illustrate their answer with a smaller number choosing
cakes. Generally the discussion of functional improvements was much better than
aesthetics.
10

SECTION B
Q.11 The development of new techniques and processes allows for the design and
manufacture of an increasing range of interesting and innovative food products.
Describe the role of new techniques and processes in enabling innovative food
products to be produced.
Of the few who chose to do this essay, there were a number of very good ones.
Many of these focussed on smart materials. In contrast, some missed the focus of
the question entirely and produced waffly responses with very little substance.
Q.12 Food production and manufacturing is increasingly seen on a global scale.
Discuss the advantages and disadvantages of global food production and
manufacturing for the food producer, food product manufacturer and consumer.
This was overwhelmingly the most popular of the essay questions and there was a
wide range in the standard of response. Some wrote about only the advantages or
disadvantages and some focussed on only the food producer, food product
manufacturer or consumer. Transportation, environmental factors and Fair Trade
were the most commonly discussed issues.
Q.13 (a) Describe how the use of a specific food material has influenced the quality of
named food products aesthetically and functionally.
(b)
Describe a manufacturing process relevant to the named food material.
Not many chose this question. A mixture of food materials were chosen and
generally answers were balanced between parts (a) and (b).
11

DT1 - SYSTEMS & CONTROL TECHNOLOGY
Principal Examiner:
Mr Phil Glover
THERE WERE NO CANDIDATES FOR THIS UNIT
12

DT2 - PORTFOLIO AND EXTENDED TASK
Principal Examiner:
Mr John Huxtable
THERE WERE A LIMITED NUMBER OF CANDIDATES WHO RE-ENTERED FOR THIS
UNIT.
FOR ME TO EXPRESS ACCURATE COMMENTS ON THE WORK PRODUCED COULD
DO A DIS-SERVICE TO THOSE WHO ENTERED.
COULD I THEREFORE SUGGEST THAT YOU READ THE COMMENTS WRITTEN IN THE
2008 REPORT.
13

DT3A – CASE STUDY
Principal Examiner:
Gill Smith
The final intake of the Case Study provided as much interesting reading as in the past, with
many candidates taking this last opportunity to gain credit in what has in the main been a
very popular aspect of the ‘A’ Level syllabus. The Case Study has weathered many storms;
particularly the difficulty schools have faced in trying to place their pupils within health and
safety conscious industries. But now the new and exciting specification is upon us all – this
has finally seen the demise of the Case Study, but has left behind a wealth of experience for
all those candidates who have taken part.
Research and time management strategies
Most aspects of this section have been completed to a high standard. Candidates are now
making sure that evidence of pre-placement communication is available in the form of a
letter or e-mail. Very few timetables fail to contain dates and times, and most show good
forward planning, ensuring that all candidates are exposed to as many departments within a
placement as possible.
Aims and objectives continue to display clarity and sound judgement, and candidates are
now well aware of the importance of the inclusion of the specification.
The one section which still seems to be overlooked is the planning of the report itself. What
will be contained in the overview What will be contained in the focussed study There
must be evidence of this within the introductory part of the report.
Effectiveness of the strategy
If research and time management strategies are in place, effectiveness will usually follow.
Reports have been clear and coherent through organised aims and objectives and effective
pre-placement material. Evaluation activities have been present, many in the form of
detailed questionnaires or interviews. Candidates still often miss out on the award for
breadth of overview, but more of this later.
Depth and Breadth of Understanding
Candidates seem to be unaware of the relationship between the marks awarded for the
overview (6), and those of the focus study (12). It is not sufficient to create an overview
which briefly looks at the history only – many aspects could be looked at such as research
techniques, use of I.T, computer aided design and manufacture, raw materials and
machinery, systems and health and safety to name but a few. In fact everything about the
firm could be included here apart from what is included in the main focus study.
Within the focus study, the candidate should attempt to specify an area of the host’s
activities that he/she is interested in. From this a depth of knowledge and understanding will
be developed, thus becoming the main part of the Case Study. Some candidates have
included more than one focus study where information has been a ‘bit thin on the ground’.
This is totally acceptable and often leads to greater interest in the host’s activities. It should
not however be carried out to the detriment of the overview.
14

Personal Comments
Analytical comments should run throughout the whole of the case study. Candidates
sometimes forget this, and the report then becomes purely descriptive. These comments
should include personal thoughts and perceptions of the host company and not concentrate
on whether the candidate has written a worthwhile study or not, which often happens. Too
often candidates are evaluating themselves rather than the company.
It is beneficial however to revisit aims and objectives, noting whether they have been
achieved or not.
Quality of the report
A high standard of presentation is achieved in most instances. Spelling and grammatical
errors are showing less and less. Over the years ICT skills have shown the most
improvement; candidates are however still hesitant to show graphical skills whether
computer generated or carried out by hand.
On a final note
I would like to thank all subject teachers who have worked particularly hard alongside their
pupils to make this element of the course a worthwhile experience. My fellow moderators
and I have taken great pleasure in discussing and marking the wide variety of placements
which have been undertaken. My thanks also extend to the moderators for their diligence
and sense of humour which have been displayed year in year out. It can be such a daunting
task when the huge parcels of case studies arrive, but my team have been conscientious to
the end, sharing in the experiences of all candidates.
15

DT3B – PRODUCT ANALYSIS
Principal Examiner:
Mr David Jones
General comments
From the cohort of candidates who entered this unit and it was evident by the work of the
majority of candidates that they were aware of the requirements as set out in the guidance to
examiners.
There was again a good range of products selected by candidates for analysis, some with
complex mechanical components to a number of intricate textile products and food products.
Some candidates lost marks due to no evidence of planning in their analysis and also failed
to indicate the structure that the report will take.
There were some instances of product analysis being completely descriptive, with little or no
graphic images. The report then becomes difficult for candidates where they are describing
or analysing features that require some form of graphic and consequently fail to access the
higher mark ranges.
Research Strategy
In some cases candidates did not include communication methods to gain information about
the product being analysed. Examiners were looking for candidates to evcidence
communication with the manufacturers, suppliers or users of the product.
Some form of timeline with dates was present in most research strategies, this was
sometimes in the form of a flow chart or table, but mainly GANNT charts but where no dates
were given no marks were awarded. These tables also gained marks for use of ICT.
Candidates must include evidence of planning for the various sections of the product
analysis. The aims and objectives for the task should arise out of this planning. Knowledge
of specification content was often missing in the research strategies.
Effectiveness of strategy
Aims/objectives not included in the research were then not mentioned in the body of the
product analysis. Most candidates described the product to be analysed, in the form of a
brief product overview. Many candidates took the opportunity to discuss the target audience
or similar products demonstrating the level of understanding the candidate has of how the
various elements of the product are inter-related.
Only when aspects of the specification are evidenced in more than three areas was a mark
allocated to candidates. Planned evaluation activities were again often omitted, where they
could have included the evaluation of the product and/or its component parts. Survey’s
asking peoples’ opinions and user trips were some of the strategies candidates employed.
16

Depth and Breadth of Understanding
Candidates who used the guidance materials produced some excellent work on both the
above the line and below the line analysis criteria. Many candidates demonstrated excellent
analytical comment under the six core areas including graphics, either digital images or
drawings to illustrate the features of their chosen product. This was further enhanced in the
better reports by analysis of relevant ancillary features.
In the weaker Product Analysis analytical comment was usually highly descriptive within the
report. Again we have seen a great many descriptions of products with no mention of the
components that they apply to. This also applies to materials and processes where
candidates merely described the material properties and industrial processes without relating
them to the actual components to which they were pertinent. All core aspects must be
included in the product analysis for both above the line and below the line.
Quality of report
Quality of spelling and grammar was good in most cases. There was little evidence of useful
freehand drawings or computer generated drawings related to the product analysis
integrated into the report. Use of supplementary materials in the reports could have been
better integrated within the body of the product analysis. Most product analysis
demonstrated good evidence of a variety of ICT skills such as production of tables, digital
images, scanned images, use of internet, screen captures, etc. Most reports indicated some
pre-determined structure which was in the main a clear structure which was easy to follow.
17

DT4 – PRODUCT DESIGN
Principal Examiner:
Mr David Jones
General Features
• The paper appears to have been accessible in that all questions were answered by
a number of candidates.
• Many questions were answered superficially with no justification for answers or
examples to illustrate the point.
• There was a big range in performance for this paper.
• Narrow responses from too many candidates.
• Knowledge of materials and processes remains weak.
• Intellectual property knowledge is generally weak.
• Designers that are studied lack the ability of candidates to relate their influence to
product design.
• Ethical, moral and social considerations of designing and manufacturing are not
fully understood by many candidates particularly with reference to their impact on
sustainability.
• Many candidates simply using the I Pod or mobile phone to illustrate features of
products. This is a cause for concern as it results in a very narrow range of
knowledge.
SECTION A
Q.1 Describe two factors that demonstrate how incremental improvements can have a
positive impact on the life cycle of the product.
A very popular question, with some very good descriptions of products that have
been subject to incremental improvement. However, there were far too many
superficial answers involving I Pod’s and mobile phones.
Q.2 Describe an advantage that can be gained by cutting materials:
(a)
(b)
By hand
Using a laser
Probably the most popular question answered but in many cases very superficially
giving little or no explanation of the reasons chosen.
Q.3 Explain how improving the ‘build quality’ can have a positive impact on the
environmental footprint of a chosen named product.
Another popular question that featured the mobile phone and the I Pod from most
candidates. Some candidates recognised that improving the build quality made the
product last longer therefore requiring fewer new materials. A greater likelihood of
repair included in after sales and the ability to be re-used or recycled.
18

Q.4 (a) Explain how the process of laminating improves the properties of a particular
named plastic material.
(b)
Describe the essential features of the process.
This should be followed in section (b) by a short description of the process
relating to the chosen material.
Many candidates answered this question and some very well using GRP, Kevlar and
Goretex as their descriptions in answers. However there were also many poorly
answered responses citing Acrylic and PVC with little or no knowledge of the
materials or associated processes. Some candidates used pouch laminating which
was not an acceptable response.
Q.5 State how concurrent engineering affects the ‘lead in time’ for product manufacture
Some candidates answered this question well discussing shorter lead in time by
actions, designs and testing being undertaken, the internet facilitating the use of
CAD, integrated manufacturing systems where concurrent design and concurrent
engineering allow expertise to work together.
Enhanced communications via the internet facilitating the use of CAD was not discussed by
many candidates
SECTION B
Q.6 Explain the importance of:
(a)
(b)
Internal Quality Control (QC)
External Quality Assurance (QA)
requirements for the process of manufacturing products.
Answered by many candidates in a very superficial manner with little or no reference
to key quality control points or visual inspections, the use of gauges etc.
The quality assurance aspects that were attempted were mainly referenced to safety
with little reference to BS or ISO standards.
Q.7 State the form of protection that
(a)
A patent gives to a product
(b)
Design right gives to a product
Description of patent requirements answered by most candidates but again there
were many that did not know the features of the Intellectual property.
Design right answers were weak with little understanding of the features important to
this Intellectual Property.
19

Q.8 Identify the key stages in the process of market research and describe its importance
in the process of innovation.
One of the least popular questions answered and restricted to the target audience
and questionnaires. Little knowledge of the results of data collection.
The answer demanded candidates to:
• Define the area of research.
• Plan the research programme.
• Undertake the research.
• Analyse the data.
• Draw up conclusions in a report.
Q.9 Describe the properties of a specific named thermoplastic material that has been
selected for use in a named product.
Answered by many candidates. Thermoplastic referred to must be named otherwise
no more than half marks are awarded for generally referring to thermoplastic
properties.
Justification as to why the material was chosen in a named product.
Q.10 (a) Explain what is meant by the term anthropometrics.
(c)
Describe how anthropometric data is vital to the successful design of a
specific named product.
Another very popular question answered well in many cases, particularly part B
Q.11 Describe the effect that technology push has had on the development of two named
innovative products.
SECTION C
Candidates made reference to fashion design, systems, etc. Some products fitted
into both categories but there were a great many superficial answers relating to
mobile phones and I Pods again
Q.12 Describe how a designer of your choice, from 1970 onwards, has influenced the
development and aesthetics of competing products.
Many quality of answers around the work of a designer to transform the development
including function and visual attractiveness of products and how styling has become
more important when selling products.
However, many weak answers simply gave the biographies of designers that had
been learned from notes.
Q.13 Give a detailed description of two made materials that have been used to replace
natural materials in specific named products.
In your description discuss the particular purpose, characteristics and working
properties of both made materials that make them appropriate for use
A lack of detailed descriptions of made materials. These did little to indicate technical
terminology or features that were not commonplace and based around the purpose
for which the material was chosen for use and their appropriateness. Most answers
did refer to a particular named product.
20

Q.14 ‘Does form follow function or function follow form when designing products’
Discuss the possible relationships that exist between form and function in the quote
above.
Some excellent philosophical discussions including many examples of a balanced
response to the question and there were instances where either hypothesis can be
correct and were exemplified.
Q.15 During the last ten years we have seen increasing impact of ethical, moral and social
considerations upon the process of designing. This has been further highlighted by
the development of a design consciousness in society.
Describe how these factors have affected the products that we buy.
Again many balanced discussions around the development of a design consciousness
in society responding to issues of ‘Fair trade’, Environmental issues, extended life
cycles, the emerging economies,
Q.16 Explain the reasons for selecting any two specific named materials that you have used
in your design studies. Give a detailed description of the properties and characteristics
of these specific named materials and name and justify a possible alternative material
for each.
Many weak discussions of the properties and characteristics of particular materials
with little justification for the reasons for their choice.
21

DT4 – FOOD TECHNOLOGY
Principal Examiner:
Mrs Karen Brassington
General Comments
There was a wide range in the quality of responses, but generally clear progression from AS
to A2 was seen. A number of centres had clearly covered the specification to a very good
standard with all or most of their candidates answering questions to a consistently good
standard.
A number of candidates used essay plans and a number also jotted down notes for some of
the section A and B questions. Only one candidate did not answer the correct number of
questions. Generally candidates appeared to make good use of their time across the paper.
There were very few occasions this year where candidates appeared not to have read the
question properly.
Many candidates seemed to have a good level of knowledge of how food products are
produced within an industrial setting with a good number writing their best responses for the
questions on JIT, standardised components, CAMM and cross-contamination. A number
referred to work experience placements they had done which had clearly given them a first
hand insight into food production on a large scale.
Q.1 (a) Explain the terms qualitative and quantitative testing, used in thedevelopment
of food products.
(b)
Give one example of how each test is used to develop food products
A number of candidates appeared to understand the terms, but found difficulty in
explaining them clearly. Many of these would have been helped by including
examples of qualitative and quantitative testing. A few mixed the terms up. Many
candidates seemed to slightly overlook b) and did not really explain how the tests are
used to develop food products.
Q.2 Describe two factors that demonstrate how incremental improvements can have a
positive impact on the life cycle of a named food product.
This was one of the less popular questions on the paper. The better responses very
clearly focussed on a named food product, these generally being confectionary
items.
Q.3 Food materials can be cut and formed in many ways. State two advantages of
cutting and forming food materials by:
(a)
Hand
(b)
Using a CAMM machine.
This was perhaps the most popular question on the paper and was generally quite
well done. Generally candidates were able to explain a wider range of advantages of
cutting and forming by hand with the advantages of using CAM generally confined to
uniformity and speed.
22

Q.4 Many food products are made containing textured vegetable protein (TVP) or quorn.
Evaluate the dietary reasons for using one of these food materials in named food
products.
This was a popular question, with most focussing their response on quorn. A number
of candidates failed to focus on the dietary reasons for using either, writing generally
on the versatility, organoleptic properties etc. Most had at least a reasonable
understanding of the nutritional content of the food material, with protein and fat
contents being the most widely discussed.
Q.5 Discuss the advantages and disadvantages, to the manufacturer, of using
standardised food components.
This was a very popular question and the majority seemed to have a good level of
knowledge and understanding in this area. Most balanced their answers between
advantages and disadvantages. Most common examples of advantages were
economies related to storage, time and wastage and most commonly sited
disadvantages were potential increased costs and reliance on suppliers.
Q.6 Quality is an important factor in the manufacture of food products.
Explain the importance of:
(a)
Internal Quality Control (QC)
(b)
External Quality Assurance (QA)
Many of the candidates who attempted this question wrote quite generally about
quality / HACCP etc. and did not appear to have a clear understanding of the
difference between QC and QA. Many illustrated their answers with reference to
specific checks. A few referred to food hygiene legislation.
Q.7 Food manufacturers use various forms of packaging to extend the shelf-life of food
products.
Identify two forms of packaging and explain how each extends the shelf-life of food
products
Canning and MAP were the most commonly chosen types of packaging. A few
candidates had a very good technical knowledge of MAP and were able to give
examples of particular mixes of gases used with specific food products. Many
candidates were able to explain to a reasonable standard how the packaging extends
shelf life. Bacteria / oxygen / sealing from the risk of contamination were the most
commonly discussed points. Only a very few candidates failed to focus the body of
their answer on extending shelf-life and wrote more widely about various functions of
packaging.
Q.8 Identify the key stages in the process of market research and explain how they
influence the development of food products.
This was a reasonably popular question, but not one generally done to a high
standard. Answers tended to be a little vague, with many candidates writing about
how to carry out a particular type of market research, rather than identifying the key
stages. Many gained low to mid-range marks.
23

Q.9 (a) State the causes of one specific named type of food poisoning.
(b) Explain how food manufacturers avoid cross-contamination.
Most who attempted this question were able to achieve the full two marks for a) with
salmonella overwhelmingly the most commonly identified type of food poisoning.
Some wrote about symptoms of food poisoning rather than causes. Many were able
to write about a number of ways of avoiding cross-contamination with answers clearly
focussed on an industrial setting. A wide range of points were used.
Q.10 Explain the benefits of using ‘Just in Time’ (JIT) in food manufacturing.
This question was generally answered quite well with candidates appearing to have a
good understanding of how JIT is used in the food industry. A range of benefits were
discussed.
Q.11 Describe the effects that technology push and market pull have had on the
development of two named food products.
A few of the candidates who attempted this question clearly had no understanding of
the concepts technology push and market pull. Of those who did understand them, a
number failed to discuss specific food products, rather writing more generally.
Examples of market pull were more evident and better explained. One candidate
wrote at length about non-food products.
Q.12 Chefs, restaurateurs and food writers, past and present, have always influenced food
trends.
Discuss the influence of two of these on food trends and the development of food
products. Select one from the 1970s or earlier and one from the current era.
Clarity of communication.
All those who attempted this question wrote in more detail about the chef from the
current era than the one from previous decades. Jamie Oliver was overwhelmingly
the most frequently chosen individual and his impact on school meals etc. was with
some the main focus of their answer. Generally candidates did not achieve high
marks for this question.
Q.13 There have been dramatic and continued increases in the price of food in recent
years.
Discuss the factors that determine the price of food products and suggest how food
costs might be controlled in the future.
Clarity of communication.
This was, perhaps, the most popular of the essay questions. Costs of production,
including farming, manufacturing, transportation and packaging were the most
commonly discussed factors. Generally where candidates achieved a higher mark it
was because of the number of factors included rather than depth of knowledge.
Many appeared to have only a very simplistic understanding of the factors which
affect the price of food. Many struggled to suggest how food costs might be
controlled.
24

Q.14 Many people are becoming increasingly concerned about the health implications of
the foods they consume.
Discuss how food product designers and manufacturers have responded to these
concerns.
This was another popular question. Candidates wrote about a wide range of
changes which have been made to food products with reductions in fat, salt and
sugar being the most common and changes in labelling also widely discussed. Many
candidates seemed to have a good knowledge of the issues surrounding this area
including the use of additives, GM, probiotics and fortification. A few included brief
discussion on health issues, particularly obesity, heart disease and diabetes.
Q.15 The last ten years have witnessed the increasing impact of ethical, moral and social
considerations upon the process of designing. This impact has been accompanied
by the development of design consciousness in society.
Explain how these factors can affect our choice when buying food products.
Quite a large number of candidates attempted this question and answers tended to
focus largely on the impact on ethics on food choices, most frequently with air miles,
animal welfare, fair trade, vegetarianism and minimal packaging / recycling being
discussed. A number of social factors were also considered by many candidates,
mainly the credit crunch, the increase in single occupancy households and working
families.
Q.16 Explain the reasons for selecting any two specific named food materials that you
have used in your design studies.
Give a detailed description of the properties, characteristics and application of these
specific named food materials.
Very few chose this question, but of those a number did it to a good standard. Many
had an excellent knowledge of the properties and characteristics of their chosen food
materials and were clearly able to explain the applications of these. Technical
vocabulary was used effectively. Many appeared to have gained knowledge of
materials through using them practically. Eggs were the most commonly chosen food
material.
25

DT4 – SYSTEMS & CONTROL TECHNOLOGY
Principal Examiner:
Mr. Jason Cates
General
Systems and Control Technology remains a small entry at A2 compared to Product Design.
This report focuses on the performance of candidates attempting the questions relating to
the Systems and Control knowledge and skills outlined in the syllabus. Additional questions,
common with DT4 Product Design, are reported on previously.
SECTION A
Q.2 State two advantages of constructing electronic circuits on:
(a) Stripboard [4]
(b) Printed circuit boards [4]
Candidates accessed this question very well and generated responses deserving
high marks. All answers included the ability to prototype a range of different circuits
on stripboard, and the fact that it was relatively inexpensive and readily available.
Good answers for PCB’s included the idea that circuit boards are designed and
made specifically for individual circuits, and often mass produced. Some responses
also offered included the economic advantages of reproducing smaller pcb’s, and the
ease at which PCB’s may be modified for revitalised control systems in products.
Q.3 Explain how the anticipated life cycle of a named electronic product affects the
design and manufacture of the control system for that product. [8]
Responses here were predictably based around mobile phone or mp3 player
products. Candidates made good reference to the expected life cycle of products and
how the reliability, quality and tolerances of components may vary, and also how
manufacturing processes and quality of build would alter with the product
expectation. Higher achieving candidates discussed energy efficiency in both the use
of the product by the consumer and also in the production process for the named
product.
Q.4 Low voltage sensing circuits can be used to activate high voltage systems.
(a) Describe how the two separate systems are linked. [4]
(b)Produce a circuit diagram showing the components needed to achieve this.
This question was answered well by the candidates who general the use of a relay
switch and offered some very well presented diagrams to show how this would
function. Candidates had clearly covered this in their centres and were able to
describe, in theory, how a relay switch functions, and the need for a diode connected
around the relay coil.
[4]
26

SECTION B
Q.8 Explain the impact that an energy efficient control system has on the success of a
product. [8]
This question proved to be less popular with candidates. Answers relating to moral,
social and ethical issues often explored the responsibility of the designer to design
energy efficient products. Candidates used examples, including solar garden lighting,
to illustrate the popularity that ‘green’ products have as a result of alternative energy.
Candidates gained higher marks for including cost implications and the idea of
lowering running costs for products increased popularity.
Q.9 Describe, with the use of diagrams, two different mechanical systems that transfer
rotary motion to linear motion and give examples of their use in named products.[2x4]
This question provided candidates with the difficulty of naming products that included
such mechanical systems. The candidates that selected this question scored well in
the diagrams generated but some lost marks as a result of the failure to identify
typical products. Some used the car engine to illustrate a cam system or crank and
slider, the steering system in a car also showed how a rack and pinion could be
used.
Q.10 (a) Explain the difference between a ‘block diagram’ and a ‘flowchart’ [2]
(b)
Describe with the use of diagrams how a block diagram or flowchart may be
used to develop a control system for a specific named product. [6]
This question drew a range of responses that scored well. Candidates were able to
illustrate and describe the essential features of both block diagrams and flowcharts.
A variety of products were named and block diagrams were sketched out to show
how designers might ‘plan’ out the system for a particular product. More commonly
candidates produced flowcharts for named product showing how decision boxes
used feedback loops to provide a range of different outputs in products. Responses
here were comprehensive and demonstrated good coverage of the topic in centres.
SECTION C
Q.13 Give a detailed description of a programmable micro controller that has been used to
replace traditional components for specific named applications.
In your description, discuss the particular purpose, characteristics and working
properties of programmable micro controllers that make them appropriate for use in
the applications you have named. [22]
Candidates who had used this technology in their project work responded very well
and scored highly. Many described PICAXE IC’s and the 16F84A. Candidates
produced detailed descriptions of their chosen micro controller with comprehensive
information on the number of digital and analogue inputs and outputs available.
Responses included the versatility offered by microcontrollers and their ability to
control a variety of factors. Answers contained good knowledge about typical uses for
microcontrollers, including timing, switching, sensing and driving motors. Candidates
understood the use of microcontrollers affected the size and cost of pcb’s and
therefore products.
27

DT5 and DT6 - Project
Principal Moderator:
Mr. David Jones
Many moderators have again been impressed by a number of excellent design projects
during their visits to centres. The high standards achieved for DT5 and DT6 continue in the
best projects with favourable comparison to previous years. Very Good quality and depth of
studies were seen in many centres and this was exemplified at the A Level exhibition, which
continues to demonstrate an increasingly high standard of work. One concern, at the end of
this specification, is that we are beginning to see a number of student projects that are
simply no challenging enough to access the higher range of grades available at advanced
level.
Again a reminder to all centres that any preferred design studies derived under
question 9 must be submitted for approval before the end of September of the
academic year that the candidate intends entering.
Analysis of design intentions and products is becoming more focussed and examiners are
now seeing a more realistic approach to understand the factors that will probably be directly
relevant to the understanding gained by the analysis and further investigation. This will
continue to be the case for the new specification DT 3 Design study and is central to
establishing a pool of knowledge that may be used to inform design intentions. Creative
thinking early on in the project must be emphasised by teachers and is facilitated by the use
of sketchbooks. Where there has been an investigation of the problem using a bubble chart
it would be useful if candidates are able to identify the results of their analysis, indicating the
value of the exercise to their designing, in too many cases a sterile bubble chart is
presented. It would be good to see diverse thinking, possibly with group work and extended
debate, which would make the exercise more meaningful and probably having impact on
future design activities.
A broad precise specification has been stressed in previous examiner reports and INSET
and this is now more evident in the extended searching specifications that we often see. The
specification is beginning to be used as a design tool and should be further used by
evaluating existing products. The specification should be used to test the viability of initial
ideas with the requirements of the task, however, it is not yet having sufficient impact in the
formative stages of designing. The use of a specification should be evidenced when
annotating and evaluating early design ideas. Candidates should also research the
characteristics and working properties of possible materials, which could be used to
construct their final product.
It would be useful if candidates were to reflect on the findings of their research and analysis,
before embarking on designing solutions. They should evaluate the research and analysis
material, specifying their new learned knowledge and their appraisal of the critical features of
their design task.
Many candidates continue to develop designs in a superficial manner, we are not seeing
enough candidates going into sufficient depth enabling them to accept or reject ideas from a
rational basis. Unpacking ideas and developing hypotheses by sketching and annotation
should also be central to sketchbook activities. Research, in many cases, is still not carrying
through into this area of the design study and many candidates are undertaking designing
activities in a linear way. It should be made clear that it is good design practice to undertake
continued research at relevant points in the project as and when it is appropriate
demonstrating the iterative nature of design.
28

Sketchbook work is still poor in many centres and they are not being used to their best
advantage – i.e. directly related to the designing being undertaken. They should also be
integrated into the design work. This is a major weakness that still needs a great deal of
attention, particularly as there is greater emphasis on quick developmental sketches in the
new specification.
The use of Prodesktop and other forms of quick modelling is now featuring in more students’
work. Experimental work and modelling in the designing stage of the project are fundamental
to the candidate’s insight into possible solutions to the task. Where candidates are working
on fashion design, commercial patterns should merely be a possible starting point for design
activity; there must also be evidence of original designing on the part of the candidate.
There is still a lack of formal three dimensional or orthographic drawings with detailed
dimensions, sections, parts drawings, etc. Candidates must aim for the product to be made
by a third party without reference back to the designer to access the higher range of marks
for detail design. This would probably mean getting down to fully dimensioning parts in most
cases.
There were many good written objective evaluations against initial specification but there
were far too many students who only used this form of evaluation technique. End testing –
even if it is only by the candidate themselves – must be encouraged – and this would be
even better if they use the target audience. Annotated photographic evidence is imperative
here to demonstrate the nature and effectiveness of the end testing. Candidates should also
seek the opinions of their target audience or experts in the field as to the success or
otherwise of their prototype. The assessment criteria for the higher mark allocation requires
evidence of a range of evaluative techniques.
Candidates demonstrated fairly similar communication skill levels to the standard and variety
seen in the past. Further work needs to be devoted to producing accurate sketches which
are in proportion and candidates should use colour judiciously to demonstrate form and
accentuate aesthetic value of their prototype.
Making
Planning for making – there is good use of Gantt charts; however, there should be
explanations to the blocks of time indicated within the plans. Good quality planning will also
help with preparation for the examination paper as well, particularly in relation to quality
control and quality assurance features. Candidates understanding of quality control and
quality assurance remains weak.
Candidates’ understanding of materials and equipment is again poor in many cases and this
penalises them in the application of the mark scheme. It would be helpful for candidates to
have a detailed knowledge of the characteristics and working properties of the materials and
equipment that they intend to work with. They should also experience these properties by
subjecting these materials to some form of testing. This knowledge would also benefit them
in the written papers.
Accuracy in implementation of the design solution – some excellent work was seen here
which continues to maintain the high quality standards seen throughout the present
specification. A great variety of products demonstrating mature design, accuracy of
construction, high in quality and which functioned well. These products were a pleasure for
moderators to see and demonstrated the care; precision and hard work undertaken by
candidates and the quality of support given by their teachers.
29

DT2 - Design & Make Task - Food Technology
DT5+6 Legacy Specification
Principal Moderator:
Mrs Karen Brassington
Many centres have made a good start with the new specification. It appears that INSET is
helping centres to improve those areas which have been identified in previous years as
weaker: design specifications and evaluations in many centres have improved.
A wide range of briefs are being used at AS, with the majority being appropriate. Some
centres have obviously benefited considerably from the time saved not doing portfolios,
being able to devote more time and effort to the major project.
In many centres there is obvious progression from AS to A2 in project work. Generally there
is a greater level of detail and obvious understanding by AL candidates.
The level of presentation amongst food candidates remains generally high and it is common
for portfolios to be clear and easy to follow, with an obvious design process being carried
out. Most are providing good quality photographic evidence, though in a very few cases
candidates are providing little or even no evidence of practical work. Marks cannot be
awarded for practical work without evidence. A few centres are failing to include
photographic evidence of disassembly for the product analysis and in a small minority it
appears questionable whether actual disassembly is being carried out. It must be noted
that from the next round of moderation, visiting moderators will require to see actual
practical outcomes for final designs for AS, as well as AL. Photographic evidence will
continue to be used for experimental work, trialling, prototypes and design
development etc. but centres must keep practical outcomes for final designs.
Some centres have made a good attempt at tackling the new “Research and Product
Analysis” section of the new AS specification. However, a few centres appear to consider
that the new specification requires candidates to disassemble an existing product and little
else. It must be noted that this is only one aspect of the research that candidates need to
carry out. Research and product analysis should have breadth, depth and focus. It is
essential that candidates gain a clear understanding of the task and the target market from
their research section. The detailed analysis of an existing product / existing products is
intended to inform them more fully.
It is true to say that the quality and quantity of research has varied considerably this year,
particularly at AS. Some research seen is too generic or is not being analysed effectively in
order to inform the candidate. Some candidates have included information which is not
directly relevant to their topic and some are still failing to appreciate the real purpose of their
research. It is becoming much less common for copious amounts of unevaluated internet
research to be included, but still in some portfolios we continue to see some research
material included which has barely been analysed.
In some centres all of the candidates have disassembled the same existing product(s).
Whilst cost constraints are acknowledged, it is essential that each disassembles a food
product / products directly relevant to their own chosen task in order to be of real value. It is
important that candidates consider the ways food materials are used in existing products and
the reasons for particular materials being used. It is not sufficient for candidates to carry out
organoleptic testing of an existing product: analysis needs to be much more in depth and
inform them much more fully.
Some centres are choosing to do moodboards. These can be beneficial when done well to
enable candidates to gain a better feel for the target audience / product. A number of
candidates managed to convey a real “feel” for their target group, using a variety of means.
30

Some good quality questionnaires were seen this year, with a few candidates gaining real
insight into the requirements of their target group. Many, however, just appear to be doing a
questionnaire for the sake of it, with questions lacking sufficient depth and focus and
seemingly no real grasp of what they are trying to achieve.
The quality of design specifications still varies considerably, although there appears to be a
general improvement in the standard this year. Once again, I wish to emphasise the need
for detailed, high quality specifications to facilitate candidates in designing and evaluating
with purpose. This remains an area where some centres need to focus more time and effort.
Many include very general comments, such as “must be of a good quality”, “must be
attractive”. Candidates must question whether their chosen specification points are specific
to their intended design and are actually serving to focus their designing. Most centres are
getting their students to attempt some kind of hierarchy for design specifications. This is
now increasingly important with the new specification as a hierarchy is needed to award
marks from the top two bands. Many are choosing to order specifications into points which
are essential and points which are desirable and many are able to do this effectively. The
use of measurable criteria is being increasingly seen and where used effectively, is making
specifications much more meaningful. Some candidates are designing packaging without
specifications to guide them.
There is a lack of quick idea generation with many centres. Many candidates are coming up
with a very limited range of ideas and very few are doing quick ideas on separate elements
of possible designs.
Some centres are not using appropriate methods for rejecting / selecting ideas. Some
candidates continue to trial large numbers of initial ideas, many of which they then deem
inappropriate by means which could have been used without trialling e.g. nutritional analysis
/ cost calculations. A great deal of time and effort (and resources) is being wasted by these
candidates. Often these are candidates who would have benefited greatly from spending
more time and effort on other sections of their major project. While it is acknowledged that
many students really love carrying out the practical elements of the major project it is
essential that teachers focus the efforts of some students in a direction where they will
achieve better marks.
With many centres, their greatest weakness is lack of development: many are carrying out
extremely limited / constrained design development and much of the work could well be
classified as “tinkering” e.g. changing a flavour or shape. Some centres are continuing to do
a really excellent job of carrying out full development, including experimental work and
trialling components of the food products. Design ideas and reasons for selecting / rejecting
/ carrying out certain developments should always be explained and justified.
Clear reference should be made to the specification through annotation when analysing and
developing ideas. Candidates should be encouraged to be creative.
The quality and amount of sketching has varied considerably this year. It is essential that
food candidates try to communicate their ideas in this medium, where appropriate. Some
portfolios are being seen with virtually no sketching and in these cases, candidates are
severely disadvantaging themselves in terms of putting across their ideas. It is impossible to
award high marks for communication without a range of methods of communication done to
a high standard. The use of ICT as a means of communication is good in many centres.
The majority of candidates are using sketchbooks, but some more effectively than others.
Many use them to collect research items and record experimental work. Fewer are using
them for design sketching. Some candidates need to be encouraged to do “rough” work as it
can greatly aid creativity.
31

The amount and standard of on-going evaluation has varied greatly this year. Some
candidates are providing insightful and mature analysis, whilst others appear to be giving
little or no thought to what they are doing / learning. Still some candidates are failing to
evaluate their food products against the specification, but this is becoming less common.
The quality of star diagrams has generally been higher this year, with many candidates using
a wide range of appropriate descriptors. A few continue to use them in an extremely
unsophisticated way.
Third party evaluation is becoming more common, but candidates do not always use
appropriate third parties and sometimes user trials are not terribly objective. Candidates
should not be afraid of offering objective criticism of the food products they make. They
need to then make appropriate suggestions for improvement. Centres should be reminded
that both user trials and third party evaluation are essential aspects of the evaluation
process. Where possible, candidates should obtain comment from those with commercial or
specialist knowledge.
A number of candidates are calculating the food / manufacturing costs for their final
outcome, although cost has not until then appeared to feature in their thoughts. The
importance of cost as an aspect of food design will vary of course, depending on the product
and the target market, but it should be recognised that it is frequently a major constraint on
food designers and manufacturers. Where candidates consider it sufficiently important to
include it in their final evaluation, surely they ought to be giving it some consideration in their
research and design specifications Many appear to be calculating cost merely because
they have been told to do so. Nutrition, too, is often considered as a very much secondary
aspect of food product design by candidates. Again, depending on the brief, nutritional
content can be one of the most important considerations. Often it is mentioned as a vague
point in the specification. Candidates must use measurable criteria for nutritional aspects of
their design intentions. It becomes much more meaningful if candidates acknowledge these
in relation to RDAs. Where a computer program is being used to calculate the nutritional
content of an idea or outcome, it is absolutely essential that candidates analyse printouts
and offer some commentary.
Planning is often reasonably thorough, although some candidates are being insufficiently
detailed and specific. They should be stating exact measurements, timings etc and using
tolerances where appropriate. Many candidates are attempting to consider QC / QA, but
there continues to tend to be a much greater emphasis on safety than there does on
planning for products of a consistent quality. Many candidates are choosing to present their
planning using flowcharts. It is becoming very unusual to see retrospective “planning”
though it does continue on rare occasions. Candidates should be demonstrating the use of
a project management system to plan their work, such as a GANNT chart.
The quality of making remains good in many centres and often candidates demonstrate high
levels of accuracy and a range of skills. A small minority of candidates are making food
items which are too simplistic for AS and AL. In the better projects, food materials are tested
to aid decision-making. It is much less common to see different tools or techniques being
tested to find the most appropriate and effective. Many candidates do in fact use
appropriate materials, but fail to demonstrate their real understanding of the properties of the
materials or convey their reasons for selecting them as evidence in their portfolios.
Candidates work should demonstrate depth of understanding. To achieve the highest bands
of marks, work should be innovative and creative.
GCE Design & Technology (Legacy) Examiners Report (Summer 2009) JF
13 10 09
32

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