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5. 2013 HSC Notes from the Marking Centre — Electrotechnology

2013 HSC Notes from the Marking Centre – Electrotechnology

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Electrotechnology 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 Electrotechnology Curriculum Framework Stage 6 Syllabus
• the 2013 Higher School Certificate Electrotechnology 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 Electrotechnology in Stage 6.

Section II

Candidates showed strength in these areas:

• identifying an appropriate metal fastener and explaining the reasons for the selection (Q.16a)
• outlining pre-operational checks that should be carried out and appropriate PPE (Q.16b)
• describing good housekeeping practices with a clear link to WHS requirements (Q.17a)
• explaining the associated problems involved in working in a ceiling cavity, including heat, dust, ventilation, illumination and rest periods (Q.17b)
• interpreting the information provided in a diagram, using Ohms Law formula, and performing correct calculation using this information (Q.18a)
• understanding parallel circuits and the appropriate formula for calculating equivalent resistance (Q.18c–d)
• understanding multiple to sub-multiple calculations and applying Kirchhoff’s current law (Q.18)
• recognising a method to calculate total circuit resistance (Q.19ai)
• identifying the circuit current supplied (Q19.aii)
• either transposing 100mΩ into 0.1Ω or producing the correct formula (Q19.bi)
• using the parallel circuit formula, entering the correct values and calculating the correct answer (Q.19bi).

Candidates need to improve in these areas:

• explaining the strategies to overcome risks when working in a ceiling cavity (Q.17b)
• showing all mathematical working for which some marks could have been awarded
• transposing multiples and sub-multiples for use in formulas
• recognising voltage drops and calculating the required voltage drop (Q.18b)
• transposing the correct formula (Q.18c–d)
• understanding series/parallel resistances (Q.18c–d)
• identifying the correct values required for a successful calculation (Q.18c–d)
• calculating globe resistance based on supplied wattage (Q.19ai)
• recognising the series circuit of the globe and resistor (Q.19ai)
• using the resistance of R1 to calculate voltage drop (Q.19aii)
• recognising the series circuit (Q.19aii)
• identifying the correct parallel circuit formula (Q.19bi)
• understanding the effects of higher current and its associated effects on all components in the circuit (Q.19bii).

Section III

Candidates showed strength in these areas:

• demonstrating knowledge of traffic control and excavation, and recognising the need to keep aerial supply active until underground mains have been installed (Q.20).

Candidates need to improve in these areas:

• addressing risk management, communication issues or electrical requirements
• referring to relevant standards such as AS/NZS 3000:2007.

Section IV

Candidates showed strength in these areas:

• recognising the importance of isolation and testing to both sub-main at main switchboard and the sub-board itself (Q.21a)
• including aspects of pre-planning for the task such as having a first aid kit, non-conductive crook, adequate training, certified tools, etc (Q.21a)
• acknowledging the importance of first aid (Q.21b)
• identifying the correct fire fighting tools and technique (Q.21b)
• explaining correct isolation techniques (Q.21b)
• addressing the issues in the scenario in the correct sequence of action (Q.21b).

Candidates need to improve in these areas:

• producing a procedure to complete the task, rather than risk assessment for the task (Q.21a)
• considering the forward planning aspect of this question (Q.21a)
• addressing the entire suite of issues present in the scenario (Q.21b)
• identifying the correct triage/disaster management practices (Q.21b).