2013 Notes from the Marking Centre – Automotive
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Automotive course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:
- the Automotive Curriculum Framework Stage 6 Syllabus
- the 2013 Higher School Certificate Automotive examination
- the marking guidelines
- advice for candidates attempting VET examinations
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Automotive in Stage 6.
Section II
Candidates showed strength in these areas:
- outlining procedures used to locate types of oil leaks, such as visually examining the colour of the fluid, texture and smell (Q.16a)
- outlining a variety of test procedures in a systematic order to identify the causes of a dull headlight lamp and the procedure for eliminating possible causes (Q.16b)
- describing the purpose of a shock absorber (Q.17b)
- understanding that the body design shown was lightweight and cheap to manufacture (Q.18b)
- understanding the aligning of a cylinder head and the need to tension bolts in a set sequence and to a specified torque (Q.19c)
- showing a basic understanding of the purpose of the cooling system and identifying some of the main components (Q.20b)
- understanding that a wash bay has to be in a bunded area and that waste has to be treated before discharging into the sewer (Q.21).
Candidates need to improve in these areas:
- outlining safety procedures for raising and supporting vehicles (Q.16a)
- identifying tools/equipment required to carry out fault finding (Q.16b)
- correctly identifying the names of springs (Q.17a)
- describing the operation of a shock absorber (Q.17b)
- recognising the safety benefits of body design (Q.18b)
- identifying the correct sequence for tightening cylinder head bolts (Q.19a)
- outlining the preparation required before installing a cylinder head, such as cleaning the engine block and bolt holes, ensuring that the surface is cleaned and that the head gasket is correctly installed, and safety procedures (Q.19c)
- explaining the operation of the cooling system including coolant flow through various parts of the system to remove excessive heat generated in the combustion chamber (Q.20b).
Section III
Candidates showed strength in these areas:
- comparing the main types of driveline configurations
- providing examples of specific vehicle makes and their driveline design, and explaining why manufacturers opted for such configurations
- understanding the benefits and disadvantages of different types of drivelines in relation to customer driving needs.
Candidates need to improve in these areas:
- using correct industry terminology
- linking the various types of drivelines to the efficiencies they provide.
Section IV
Candidates showed strength in these areas:
- identifying the emission control components in the diagram (Q.23a)
- understanding emission control regulations (Q.23a)
- using industry terminology (Q.23a)
- providing examples of how technology in vehicle body design improves fuel efficiency (Q.23b).
Candidates need to improve in these areas:
- linking the components in the diagram to vehicle emission control and improved efficiency (Q.23a)
- understanding how engine mechanical design improves efficiency and reduces emissions (Q.23a)
- providing examples of how technology in vehicle engine and body design can contribute to reduction in harmful emissions (Q.23b)
- explaining design features or how efficiencies are achieved.
NSW Government