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5. 2012 HSC Notes from the Marking Centre — Automotive

2012 HSC Notes from the Marking Centre –Automotive

Contents

• Introduction
• General comments
• 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 2012 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 2012 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 that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Section II

Question 16

1. Many candidates responded well to this question. In weaker responses, candidates did not identify a tool or did not fully understand the use of the tool.

Question 17

2. In better responses, candidates explained appropriate tests that would check the condition of a battery. In good responses, candidates understood that the battery casing and electrolyte level needed to be checked in addition to the condition of the acid density using a hydrometer. In some responses, candidates also explained that a specific gravity reading below 1.220 and battery voltage below 9.6 volts during a load test means that the battery should be replaced.

Question 18

1. In many responses, candidates identified the input shaft, clutch folk, pressure plate, clutch plate and the flywheel. In weaker responses, candidates did not identify all components. Most candidates knew most of these critical components in any vehicle’s drive train.
2. In most responses, candidates clearly related the cause and effect of the clutch pedal being depressed, forcing the pressure plate off the clutch, which allows slippage between the clutch plate and flywheel, effectively disengaging the engine from the transmission. In better responses, candidates also demonstrated an understanding of the reversal of this process.
3. In better responses, candidates accurately described the operation of the hydraulic braking system and correctly identified all parts shown. In weaker responses, candidates demonstrated little understanding of increased hydraulic braking pressure to the disc and drum brakes created by the power booster.

Question 19

1. Very few candidates correctly identified a serpentine belt in this question. A multi ‘V’ belt or a multi-ribbed belt was also accepted.
2. In the majority of responses, candidates provided a comprehensive list of the names of the components.
3. Few candidates outlined a logical and safe troubleshooting methodology to determine the location of the component making the whining noise.

Question 20

1. Few candidates fully explained the procedure for dealing with liquid products, oils, lubricants, trade waste or recyclable materials that are typically found in an automotive workshop. In a small number of responses, candidates related the effect of sorting, storing and disposing of these hazardous materials appropriately. Candidates received marks if specific examples were given, such as old batteries, tyres, waste oil and more volatile materials such as petrol or kerosene.

Question 21

In better responses, candidates described career opportunities related to higher level qualifications such as Certificate IV in Automotive Technology and the completion of their traineeship or apprenticeship. In some of these better responses, candidates included references to industry association opportunities.

Section III

Question 22

In better responses, candidates described how advancement in modern vehicle steering, braking, vehicle structure and construction, and vehicle body and warning systems have made the motor vehicle safer for occupants. In these better responses, candidates provided a variety of vehicle system’s safety features that included ABS braking and traction control, steering stability control, vehicle crumble zones design in vehicle structures, tyre constructions including wall-thickness designs of run-flat tyres, occupant protection systems such as SRS and seatbelt pretensioners. In excellent responses, candidates provided a description of the systems operation and how its design improves driver awareness and control as well as how it reduces risks of injury in the case of a collision.

In weaker responses, candidates gave few examples of safety in automotive systems. These responses were very brief and did not describe how these systems improve driver control or driver awareness.

The expected length for an extended response question worth 15 marks is approximately 600 words or 4 pages of the writing booklet.

Section IV

Question 23

1. In better responses, candidates covered a range of work practices with reference to the diagram. Some candidates used paragraph headings for each requirement and provided a range of actions that can be taken to reduce the risk of injury in the automotive environment.
   
   In many responses, candidates only included a list of issues presented in the diagram, but did not provide a range of work practices in order to improve the working environment.
   
   A few candidates wrote very brief responses that did not discuss the issues presented in the diagram.

2. In most responses, candidates explained how best work practices affect both business profitability and service to the client. In better responses, candidates provided a range of industry practices that help improve business image and the environment such as correct labelling and storage of hazardous material, workshop cleanliness and sorting of workplace tools and equipment, using bunded areas for storage of oils and improved business profitability due to employees retention as a result of job satisfaction.
   
   In excellent responses, candidates clearly identified how these best work practices will improve customer satisfaction, improve employee work performances and business image to potential clients as well as how poor work practices can have a negative impact on the business.
   
   In weaker responses, candidates showed a lack of understanding of best work practices and how they affect an automotive business.