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5. 2011 HSC Notes from the Marking Centre — Automotive

2011 HSC Notes from the Marking Centre – Automotive

Contents

• Introduction
• Section II
• Section III
• Section IV

Introduction

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 2011 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 2011 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Automotive.

Teachers and candidates are reminded that – if candidates are undertaking the 240 hour VET Industry Curriculum Framework in Automotive and they want to undertake the HSC examination in Automotive – they need to be entered separately for the examination through Schools Online.

General comments

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 responses. 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 that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Section II

Question 16

1. Candidates were required to name five components in a sectioned diagram of a 4-cylinder motor. Although many candidates named these components, some failed to name any or very few correctly. Commonly, the piston was referred to as a piston head, indicating some confusion in candidates’ minds between a piston and the head of a motor.
   
   
2. In many responses, candidates did not indicate an understanding of the intake, compression, ignition and exhaust cycles. Although words such as suck, squash, bang and blow may be a convenient way to remember the strokes of the engine, candidates are reminded that the use of appropriate industry terminology is always required.
   
   In satisfactory responses to this question, candidates could name the cycles, but had poor explanations of them.

Question 17

1. In better responses, candidates correctly identified that teeth point towards the front of a hacksaw so that the saw cuts on the forward stroke. A common error was drawing an arrow pointing to the rear of the saw or downward, with no indication of direction forward or backward.


2. In better responses, candidates provided a comprehensive explanation of the process. Few candidates explained the process of drilling out the damaged thread and inserting a coil screw thread.
   
   In some responses, candidates explained the process of fitting the thread insert, but did not refer to the prior drilling of the hole.
   
   
3. 1. Most candidates correctly identified the vernier caliper.
      
      
   2. In better responses, candidates clearly identified that the vernier caliper can measure depth, outside diameter and inside diameter.
      
      In poorer responses, candidates were either not aware of these uses of a vernier caliper or could not use industry terminology.
      
      
   3. Few candidates correctly read the 3.6 mm on the vernier caliper. Given the 0.02 mm accuracy indication on the caliper, sizes ranging from 3.4 to 3.8 were accepted.

Question 18

1. In many responses, candidates covered only half of the question by either naming the gas or listing the personal protective equipment (PPE) needed when charging a battery.
   
   In better responses, candidates identified the gas and the precautions necessary – the danger of naked flames or sparks igniting the hydrogen – and the need to be careful of these when charging.
   
   
2. Most candidates clearly labelled the correct order of battery connection, with the active or positive terminal of the good battery connection to the discharged battery first then the earth or negative terminal from charged to discharge last.
   
   
3. In better responses, candidates described the steps for the fault finding and correct replacement of parts of a harness or replacement of the whole harness. In excellent responses, candidates also included workplace-communication aspects as well as testing and post installation to ensure that the problem had been repaired.

Question 19

1. Many candidates successfully listed and named the mandatory design features for a bunded area. In some responses to this question, candidates neglected to mention that bunded areas are designed 10% larger than requirements to contain overflows. Teachers and candidates are reminded of the importance of environmental issues in the automotive industry.


2. The storing of hazardous chemicals is an important aspect in the automotive industry. Many candidates did not clearly explain how the materials safety data sheet (MSDS) should be referred to for information about the correct storage, such as in a cupboard that is lockable and flame proof. In excellent responses, candidates included labelling of material and storing away from stormwater in a well-ventilated, bunded area.

Question 20

1. Few candidates demonstrated that they were aware of the safe operating procedure (SOP) document that should be available in a workplace. In better responses, candidates indicated understanding of the use of the instruction manual or – with specialised machinery – that there may be an opportunity for a training course provided by the supplier or the workshop manager or owner.
   
   In some poorer responses, candidates suggested the workshop manual, which is the document for vehicle maintenance or repair, not for the safe operation of machinery.
   
   
2. The majority of candidates indicated that they understood the reason not to use a tool with a frayed cord. Some candidates noted that the plug should be removed or the tool ‘danger tagged’ and repaired prior to using again. In better responses, candidates also referred to workplace communication, namely that a document trail may be required to have the tool reported and repaired.
   
   
3. In better responses, candidates explained the procedure for raising a vehicle on a two-part hoist so that it can be worked on safely from below. Candidates mentioned such things as checking the safe working limit (SWL), visually inspecting the lift for damage prior to use. They also noted that they would check that the handbrake is off, identify all the lifting points to manufacturer’s specification, check that the lift is in contact with the lifting points and the check stability of the vehicle on the lift. They also noted that it was essential to use safety locks on the lift before working underneath the vehicle.
   
   In poorer responses, candidates typically focused on the vehicle only, while some described unsafe practices in lift use.

Section III

Question 21

The concept of trouble shooting was not well understood, despite it being part of the syllabus and an essential skill for the automotive industry.

In better responses, candidates wrote about communicating with the customer or client, using their experience and knowledge from automotive training and working through a process of elimination to isolate what the problem is. Better responses were rewarded if they indicated a process of elimination – starting with the most likely fault first.

In weaker responses, candidates gave examples of a problem and explained how they would go about repairing the problem. They were also very brief.

Teachers and candidates are reminded the length expected for an extended response question for 15 marks is approximately 600 words or 4 pages of the writing booklet.

Section IV

Question 22

1. In better responses, candidates covered all four aspects of the question and some wrote paragraph headings for each requirement.

In many responses, candidates only included advantages of both, or advantages of rear wheel drive and disadvantages of front wheel drive.

In a few responses, candidates referred to the high-performance or racing car preference for rear-wheel-drive cars. This was not considered an advantage. Some responses were also very brief.


2. Most candidates understood the term ‘hybrid vehicles’. In better responses, candidates described features, such as the use of an electric motor with a petrol or alternatively fuelled internal combustion engine. In these responses, candidates explained the drive-train fundamentals and regenerative braking. These candidates also clearly targeted the question’s requirements regarding harm to the environment. Very few candidates discussed the reduced carbon monoxide (CO) emissions of these vehicles.
   
   In weaker responses, candidates showed a lack of understanding of hybrid vehicles by including single-power-source vehicles, such as electric only. Some candidates included emerging technologies such as hydrogen power and solar power. These are not hybrid technology and could not be rewarded.