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2012 HSC Notes from the Marking Centre – Metal and Engineering

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Metal and Engineering. It contains comments on candidate responses to the 2012 Higher School Certificate Examination, indicating the quality of candidate responses and highlighting their relative strengths and weaknesses.

It is essential for this document to be read in conjunction 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 the Metal and Engineering course.

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 their knowledge, understanding and skills developed through studying the course.

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 guides 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 candidates to answer 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. The majority of candidates identified the symbol located at A6 as a welding symbol. Many gave additional information stating that it was a 4 mm fillet weld, both sides.
  2. In better responses, candidates extracted correct information from the drawing to calculate the length of the ball. These candidates set out the calculation in a logical sequence.

    In mid-range responses, candidates extracted some of the information required to calculate the length of the ball, but gave an incorrect calculation

    In weaker responses, candidates confused the sphere itself as the length of the ball or extracted only one piece of information for the calculation.
  1. Better responses came from candidates who interpreted the drawing and concluded that the length of the sleeve needed a negative tolerance, and why.

    In weaker responses, candidates used the diameter of the sleeve rather then its length when answering this question. Therefore, candidates often gave a + or – tolerance and an incorrect explanation.
  1. In better responses, candidates recognised that AS1100 is a universal language and that correct interpretation of a drawing is needed to manufacture an item. They used industry specific terminology such as ‘quality systems’ and ‘adhering to specifications’ during manufacture.

    In mid-range responses, candidates often recognised AS1100 standards as universal or discussed the ability to produce a quality item. However they did not link the two

    In weaker responses, candidates often cited safety standards rather than drawing standards.

Question 17

  1. In better responses, candidates presented the correct steps in the marking out and manufacture of the bracket in a logical sequence. They nominated the appropriate tools for each step of the task. These candidates used precise terminology and the responses were clearly written and easy to read.

    In mid-range responses, candidates presented a majority of the steps required to mark out and manufacture the bracket, but often omitted some crucial steps. Most tools were listed, however some candidates indicated an incorrect tapping drill size.

    In weaker responses, candidates proposed a sequence of steps, which were limited or incomplete. Many responses did not include the tools required.
  1. In better responses, candidates clearly described various quality checks that could be applied to the manufacture of the bracket and its attachment to the tow bar. They included checking and testing of the welds, location measurements, and correct drilling and tapping of the holes to ensure that the bolt screwed into the bracket.

    In weaker responses, candidates identified limited quality checks that could be used. They did not supply a reason for quality checks to be completed. Most did not discuss the location of the bracket once attached to the towbar.

Question 18

  1. Most candidates identified the power tool correctly as an angle grinder.
  1. In weaker responses, candidates only listed one or two operations or processes. Some candidates listed operational methods that were inappropriate.
  1. Most candidates listed or described several common faults or defects that occur in the everyday use of the angle grinder.

    In better responses, candidates explained the fault or defect and the consequence to the user.

    In weaker responses, candidates simply listed some basic defects or faults that could occur.
  1. In better responses, candidates outlined a complete series of steps in a logical order to correctly deal with a fire started by a handheld power tool. They also outlined that assessing the size of the fire affected the order in which the steps should be carried out. These candidates used appropriate technical language to provide a clear outline of procedures.

    In mid-range responses, candidates outlined an incomplete series of steps or presented an illogical order of steps to follow in case of fire started by the use of a handheld power tool.

    In weaker responses, candidates simply listed some emergency procedures.

Question 19

  1. This was a challenging question, with most candidates not mentioning the effect of cumulative error or the use of a datum edge for accurate marking out.

    In better responses, candidates provided a thorough explanation why datum line dimensioning is more accurate than chain dimensioning.

    In weaker responses, candidates indicated that chain dimensioning was confusing and didn’t require any calculations. They also did not indicate which method was a more accurate form of marking was out.
  1. In better responses, candidates were able to describe a range of factors that should be considered when selecting a measuring device. They used correct terminology and referred to examples of use.

    In weaker responses, candidates listed some considerations needed for the selection of correct measuring devices, but did not use the correct industry terminology.
  1. In better responses, candidates included a thorough explanation of the benefits to the company of using accurate and correct measurements in the manufacturing process. They explained the fact that accurate marking out led to better quality products. They also explained how this in turn saved the company money, led to customer satisfaction and repeat sales.

    In weaker responses, candidates listed a few benefits of having accurate measurements in marking out stages of the manufacturing process.

Section III

Question 20

Better responses were well planned, easy to read and explained the four key areas of an induction program. They used correct terminology and presented varied examples, linking them to benefits for the company. For example, many candidates explained how a lecture on workplace safety could benefit the company by reducing workplace accidents, which in turn could lower employee layoff time, thus reducing compensation costs. Many candidates were also able to link the key induction areas. They referred to examples such as productivity, among others, as being beneficial to new and existing employees, employers and the organisation.

In mid-range responses, candidates generally gave a list of items discussed at an induction program, mostly regarding the general layout of the workplace. Many candidates provided a brief explanation and limited examples or benefits. These responses briefly addressed several key induction areas, but not all areas required for a successful induction plan.

In weaker responses, candidates gave limited reasons for an induction program, often citing a brief tour of the workplace where the first aid kit was and PPE to be used. No examples or benefits were listed in relation to the four key induction areas.

Section IV

Question 21

  1. In better responses, candidates clearly demonstrated their understanding of why safety signage is used in the workplace as an effective method of communication over other forms of communication.

    In weaker responses, candidates indicated only a general knowledge of safety signage.
  1. In better responses, candidates clearly indicated and described the classes of safety signs and their application, using the examples given.

    In mid-range responses, candidates identified and described the most common, but not all classes of signs.

    In weaker responses, candidates displayed limited knowledge of safety sign classes and the information communicated by them. They simply tried to explain what each sign meant.
  1. In better responses, candidates clearly articulated a comprehensive understanding of the roles and regulations relating to implementation of safety signage for all levels of staff.

    In mid-range responses, candidates made reference to some of the roles and responsibilities for the implementation of safety signage in the workplace by some levels of staff. Some mentioned other forms of safety procedures in the workshop.

    In weaker responses, candidates listed or made mention of a limited number of roles played by some of the levels of staff in the workshop.
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