2009 HSC Notes from the Marking Centre – Construction
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in Construction. It contains comments on candidate responses to the 2009 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with the relevant syllabus, the 2009 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Construction.
Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.
General comments
Teachers and candidates should consider that examiners may ask questions which require candidates to respond by integrating their knowledge, understanding and skills developed through studying the course and those gained through work experience.
Candidates need to be aware that the mark allocated to the question and the answer space (where this is provided on the examination paper) are a guide to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Section II
Question 16
- In better responses, candidates outlined the process of both grinding and honing. In weaker responses, candidates tended to focus on one area of sharpening a plane blade. Many candidates demonstrated little knowledge of tool maintenance.
- Most candidates were able to demonstrate some knowledge of planing a chamfer. In better responses, candidates described a method in a logical sequence. In weaker responses, candidates tended to outline a limited range of steps in planing a chamfer.
Question 17
Most candidates were able to identify factors to consider when setting up pedestrian controls.
In better responses, candidates demonstrated their depth of understanding by providing a variety of strategies. In weaker responses, candidates tended to only outline one method, usually signage.
Question 18
Most candidates were able to demonstrate a recall of DRABCD. In better responses, candidates demonstrated an understanding of this procedure and applied it to the given situation. In weaker responses, candidates became confused in applying DRABCD, or only identified a few aspects to consider in relation to dealing with accidents.
Question 19
- In better responses candidates clearly demonstrated the purpose of an OHS committee. In weaker responses candidates tended to generalise the OHS committee’s responsibilities on a building site. Some candidates incorrectly stated that the OHS committee has the responsibility of regulating OHS.
- Better responses clearly demonstrated an understanding of the responsibilities of both employer and employee associated with protection from UV radiation. In weaker responses, candidates had difficulty in defining the responsibilities of either employer and/or employee and some candidates did not display any understanding of UV radiation.
Question 20
In better responses, candidates identified and clearly outlined in detail the safe use, maintenance and storage of a piece of equipment. Weaker responses were typically disorganised, provided very limited information and considered only maintenance.
Question 21
Most candidates correctly identified the staff and that a dumpy level was used in conjunction with it. Some candidates had difficulty using the correct terminology.
Question 22
- Most candidates were able to calculate lengths and costs for the table. In weaker responses, candidates demonstrated limited knowledge of how to calculate lengths from the material list.
- Many candidates showed limited knowledge of appropriate timbers. The better responses named suitable timbers and provided justification for the selection of that timber.
- In the better responses, candidates named an appropriate fastener such as galvanised nuts and bolts and provided reasons for its suitability. However, the majority of candidates failed to correctly identify a mechanical fastener, naming a power tool instead.
- Most candidates described a levelling method. However, in better responses candidates included an explanation of a suitable process for levelling the table.
- Candidates demonstrated a broad knowledge of an appropriate method for securing the picnic table to a concrete slab. Some responses were limited by the use of incorrect terminology for suitable fasteners.
Question 23
Better responses displayed a broad knowledge of signage in the building industry. Some misunderstood the categories of signs, for example hazard warning signs were confused with hazardous substances. The descriptions of signs were not well articulated. In better responses, candidates considered the shape, colours, applications and examples for the use and locations for signage.
Section III
Question 24
In better responses, candidates considered a range of factors to explain how changes in the economy affected the construction industry. The examples used helped demonstrate their depth of understanding and clearly showed the cause and/or effect between economic change and the construction industry. These examples covered a range of activities conducted in the industry and, using industry terminology, clearly showed how the construction industry had responded to changes in the economy.
In weaker responses, candidates tended to describe only one or two issues relating to economic change. Some focused only on a single aspect, finding it difficult to demonstrate any cause and effect between economic change and the construction industry. Examples generally were limited to
outlining changes in employment.
Many candidates provided very short responses making it difficult for them to demonstrate any depth of understanding.
Question 25
In better responses, candidates considered a variety of elements of the course including OHS procedures. Candidates included the discussion of procedures that must be followed by management and workers during the emergency, and the investigation of the short-term impact on the site. In these better responses candidates demonstrated an in-depth knowledge of the evacuation procedures such as the alarm, an evacuation plan, exit paths, meeting points, roll call, and calling emergency services. The best responses distinguished between the roles of management and workers in the evacuation process.
Better responses also considered the specific roles of emergency personnel on the site. For example, the Site Safety Officer’s role and responsibilities, including taking a roll to the emergency evacuation point, notifying of any person not accounted for, notifying fire authorities of the location and types of chemicals stored on site and having personnel directing emergency services on their arrival at the site. In better responses, candidates demonstrated a knowledge of electrical fires and appropriate extinguishers.
In better responses, candidates also considered the investigation of the incident and the short-term impact on the site. These candidates had enough general knowledge to discuss the parties involved in the investigation and the delays, extra costs and loss of income. They also made reference to the evaluation process, including a review of the evacuation plan.
Question 26
In better responses, candidates made good use of the stimulus material provided to identify the on-site hazards, including those associated with the water main, the proximity of the road and the slope of the site. Other potential hazards were also identified. These candidates also indicated the logical steps involved in the construction of the concrete slab and identified appropriate controls and responsibility for establishing and supervising these controls.
In the weaker responses, candidates did not consider who was responsible for organising the control measures. These responses also failed to identify a variety of hazards, instead referring only to personal protective equipment.
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