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Section B
Question 2
2(a) This question seemed to challenge most candidates with few correctly identifying the
microswitch. A common mistake was confusing the rotary switch with a potentiometer.
2(b) Completing the thyristor circuit diagram by adding switches proved to be difficult for the
majority of candidates. Most correctly drew a PTM switch to the resistor, but some then went on to
also connect the PTM to zero volts, thus creating a short circuit. There were also a lot of responses
where the reset switch was connected across the power supply, again creating a short circuit.
2(c) A minority of candidates gained full marks for naming the connections of a thyristor. Most
candidates correctly identified the anode and cathode, but there were many who confused the
thyristor with a transistor, so there were many examples of base, collector and emitter responses
seen.
2(d) Disappointingly only a minority of candidates were able to answer the question about the
bistable correctly. A common error was to suggest that it was a device that could be a monostable
or an astable.
2(e) There were many different suggestions for why membrane switches are suitable for a remote
control, and most candidates justified or explained their responses. There were some candidates
who perhaps did not know what a membrane switch was, but nevertheless attempted the question
after having studied the picture, and gave some valid reasons.
Question 3
3(a) The potential divider calculation was well answered, with most gaining full marks. As has been
the case for many years, the question specifically asked for the formula, evidence of working, and
the answer with units and most candidates adhered to the structure. There were some calculation
errors even though a correct substitution had made, and centres are reminded that candidates are
allowed a calculator in the exam.
3(b)(i) Most candidates correctly identified the component as a diode.
3(b)(ii) This question was poorly answered. Many candidates described the behaviour of a diode,
suggesting it allows current to flow in one direction. However, the question asked for its function
within the circuit i.e. to protect the transistor. Also, there were a large number who wrote that the
diode was there to protect the buzzer, and not the transistor.
3(c) Few candidates gained both marks for this question. There were, however, many references
to CAD helping to produce a neat, or small or accurate circuit design, yet this can be achieved by
simply drawing a layout by hand. There were also unjustified or vague responses such as quick,
easy and cheap, which gained no marks.
Question 4
4(a) This question was well answered, with most candidates scoring well. Many correctly
connected the switch and resistor to the power rails, and connected the junction to the input of the
integrated circuit. However, the reset part of the circuit was less well answered, with some
candidates unable to draw another PTM switch and resistor, or correctly connect them to the reset
pin of the IC.
4(b) Very few candidates understood the purpose of the pull-down resistor in the circuit, with a high
number of unattempted responses. Of those who attempted the question, most seemed to think
that the resistor was there to protect the IC from too much current or voltage. This was a more
technically challenging question, but surprisingly poorly answered.
4(c) Generally, candidates understood what is meant by switch bounce and the effect it can have
on a counting circuit. There were a number of basic or poorly explained responses, such as it is
when a switch bounces, and there were candidates who did not attempt the question at all.
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4(d) Many candidates suggested the use of a monostable, Schmitt trigger or even a delay in a
microcontroller program, but few went on to explain why the addition of these components would
help. Candidates should be taught to look at some of the terms used in questions, and understand
their meaning; for example, explain, describe, and suggest.
Question 5
5 This was the QWC question, with candidates being asked to discuss the use of electronic
devices in cars. The topic proved to be more challenging than the health and safety issues
question from last year, and the number of candidates scoring at least six marks was around one
third. There were many excellent responses, with candidates using very clear, concise and
focussed language, and discussing the advantages and disadvantages of these products in detail.
Evidence of candidates planning their answers was seen on several papers. They also mentioned
several different examples of devices, and not just the two given in the question. Some responses
simply described the use of devices, and did not give advantages and disadvantages to the driver,
or just discussed one device.
Also, some candidates responses were poorly constructed, with very long sentences and
containing numerous spelling mistakes. Candidates should be reminded that it is good practice to
read through and check their answers if there is time permitting, and correct any mistakes they
may notice.
Question 6
6(a) Around forty percent of candidates scored at least two marks with this question. Many clearly
discussed the advantages of using a rapid prototyping process, but there were also candidates
who simply discussed the advantages of prototyping in general. They wrote about testing and
evaluating prototypes as part of a development process, and not specifically about the use of, for
example, a 3-D printer or similar.
6(b) This question was generally answered well, with some clearly identified advantages of using
injection moulding, and many candidates justified or explained their responses. Once again,
however, there were many simple and unjustified responses including its cheap, its quick, its
easy. Centres are reminded that this level of response is not worthy of credit at GCSE level.
6(c) Many candidates suggested significantly modifying the design of the case rather than
modifying the former in order to ease production. For example, there were suggestions that the
recess at the top of the case should be removed, or that the top layer be removed completely.
There were few who gained full marks for this question, although vacuum forming appears to be a
process that is very familiar to the majority of candidates.
6(d) The question about the vacuum forming process was quite well answered, with ten percent of
candidates gaining full marks, and around thirty percent gaining at least five marks. The one major
step that was commonly missed was the clamping, or securing, of the material prior to heating.
Question 7
7(a)(i) The vast majority of candidates showed that they understood why a polarised component
needs to be correctly connected.
7(a)(ii) This was another well answered question, with the capacitor and buzzer being the most
common selections. There were a surprising number of resistors and switches circled by
candidates.
7(b) Describing the operation of a monostable circuit proved to be a technically challenging
question for a high number of candidates. It was not necessary to explain the function of every
component in order to gain full marks, but there were a significant number of unattempted
responses seen. Marks were available for any clear and relevant point made, so candidates should
be encouraged to always attempt a question, or parts of a question.
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7(c) As with the voltage divider calculation, this question was well answered, with candidates
adhering to the structure by clearly writing the formula, showing workings, and giving the answer
with units. Some candidates were not confident when using micro-farad units.
7(d) There were a high number of candidates who suggested simply changing the values of the
resistor or capacitor in order to change the time period of the monostable. However, the question
asked for a modification so that the monostable could time different processes, and the use of a
variable resistor would have been a much better response.
7(e) This question was answered well, with most candidates at least drawing a repeating wave
pattern, and almost half drawing a repeating square wave.
7(f) Almost all candidates knew that a buzzer generates a single sound or frequency, and around
half also knew that a sounder can create a range of sounds, frequencies or tunes.
7(g) The microcontroller question was well answered, with just under half of the candidates gaining
at least five marks. There seemed to be a much higher proportion of BASIC based responses than
in previous years, and candidates seem more confident in attempting this type of question.
Common mistakes seen with this question included not turning the LED off, and not having the
correct timing. The majority included some kind or procedure, or sub-routine, as part of their
solution. There still remains a number of responses that are not using commands or language that
would be seen in programming software, and are simple re-writes of the question. For example,
candidates write, in a command box, turn the LED on for two seconds, rather than LED on 2
seconds.
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