2010 HSC Notes from the Marking Centre — Automotive
This document has been produced for the teachers and candidates of the Stage 6 course in Automotive. It contains comments on candidate responses to the 2010 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 2010 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 Automotive.
Teachers and candidates are reminded that candidates undertaking the 240-hour VET Industry Curriculum Framework in Automotive and wanting to undertake the HSC examination in Automotive need to be entered separately for the examination through Schools Online (Administration) by the due date that is published in the Higher School Certificate Events Timetable.
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating the knowledge, understanding and skills they developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated 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’.
Many candidates clearly identified several ways in which computer-based technologies can improve the efficiency of an automotive workshop. Better responses included the use of scan tools for diagnostic purposes in addition to the more traditional office, internet and online resources and manuals.
Poorer responses tended to be very broad in their expression of computer-based technologies and did not explain the impact of them.
- This question was not well answered by the majority of candidates. Many could not identify a procedure that would include standard OHS practices of reporting injuries in addition to treatment of the injury. Very few responses went further into risk management concepts of minimisation of future risk from the same occurrence.
- Many candidates were unaware that the nation-wide Australian Apprenticeship Centres are the current bodies that can assist employees and employers in the establishment of apprenticeships.
Most candidates understood what an evacuation plan was, but many could not describe or list the key elements of such a plan.
In better responses, candidates indicated they understood that the plan needed clear unambiguous communication to workers, and that signage was important as was a roll call to determine the success of the evacuation.
Most candidates could recognise the need for a jack of correct SWL to be used at correct jacking points and the need for car or axle stands to be in place before working on the vehicle.
Poorer responses typically ignored the need for stands as an essential safety addition or did not include the safe working limit of the jack.
Nearly all candidates understood that the vehicle needed to be on level ground and be secured by chocks and/or handbrake.
- This question was not well answered by many candidates. Poorer responses referred to reducing damage to bolts or studs rather than the even application of pressure to avoid warping or the part being located off axis.
- The torque or tension wrench was correctly identified by most candidates but many could not clearly state the purpose of the tool.
- It was clear that most candidates did not understand the uses of different types of lead in the battery. Battery components are part of the advice provided within AURE218670A, Service, maintain or replace batteries. Students and teachers are reminded of this unit from Automotive Industry Retail, Service and Repair (AUR05).
The majority of candidates recognised most of the components and could reproduce the symbols.
Poorer responses generally did not know the symbol for a fuse and a variable resistor.
- A range of materials was suggested. Better responses suggested a material and described how the material has been used. There was some depth to many candidates’ understanding of the use of materials to reduce weight and improve fuel efficiency.
- Only a few responses correctly named the Colour Code, but many candidates recognised that the information was held on the Vehicle Identification Plate or within the Vehicle Identification Number, the VIN.
- Very few candidates understood that the bright yellow wiring was for the Safety Restraint System, SRS, or air bags and associated safety equipment. This question was poorly answered by most candidates.
- Better responses to this question described damage to components and explained the effect of this damage on handling, steering and ride. They used appropriate industry terminology referring to camber angle and stub axle and they named suspension components accurately.
The few high quality responses described the release of the pressure tank relief valve and also indicated an understanding of an ongoing maintenance regime so that this practice would be completed regularly.
Poor responses indicated that the water was part of the air line and the leak should simply be patched so that the water would not escape.
Most candidates related the cause and effect of the OHS act on the employee and what the employee’s responsibilities are. Some confused the responsibilities of employers or WorkCover with those of an employee, which the question asked for.
Better responses included compliance with workplace requirements regarding PPE, signage, cleanliness and use of equipment. These candidates also understood that all employees have a responsibility to ensure a safe and healthy workplace by describing situations that they had worked in and had taken responsibility for.
- There were some excellent and detailed responses to this question. However, poorer responses were in the majority. Most responses identified the EPA as one government authority helping ensure compliance of the automotive industry with environmental regulations and guidelines. Very few responses could go further and discuss the local or state government authorities. Most candidates had trouble describing the responsibilities of the authority and simply named them.
- Better responses understood that the goal was to reduce pollution and noise emanating from the workshop into the community and the environment. Candidates found the selection and explanation of three environmental issues to be an easy task. Poorer responses looked at environmental issues within the workshop rather than taking a broader interpretation. These responses included PPE examples as part of the explanation of the automotive workshop dealing with, for example, poor air quality. The wearing of a face mask does not improve the air quality, it minimises the effects on the individual. Similarly many candidates referred to ear muffs as reducing the effects of noise. Few candidates were able to provide examples as the question asked. Most candidates chose to respond to trade waste water, air quality and noise, but found it difficult to state the environmental impact or methods that could be used to deal with these in the environment.