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5. 2012 HSC Notes from the Marking Centre — Electrotechnology

2012 HSC Notes from the Marking Centre – Electrotechnology

• Introduction
• Section II
• Section III
• Section IV

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Electrotechnology. 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 Electrotechnology.

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

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 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 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. This question was answered well by the vast majority of candidates. Almost all responses correctly identified 3 appropriate items.

2. Many candidates responded by referring to the potential for unsafe practice when using a power drill, including the possibility of dropping it onto safety boots. They also referred to other external hazards such as water. In better responses, candidates related their answer to an Electrotechnology context and referred to electrical safety including dangers caused by a cracked casing, a frayed cord, missing screws and earth leakage.

Question 17

In many responses, candidates identified the potential danger of electrocution and correctly identified the first action as removing danger, and explained why the action was taken. In better responses, candidates referred to the DRABCD from their training. In poorer responses, candidates did not respond to the colleague’s predicament and simply called for help. Candidates are reminded that a fundamental understanding of workplace health and safety (OHS/WHS) is essential when working in the Electrotechnology industry.

Question 18

The majority of candidates completed the translation of the circuit description into a working circuit with most of the features identified. In poorer responses, candidates neglected to include polarity or incorrectly placed the ammeter and voltmeter. Contemporary symbols should be used in the Electrotechnology framework. Many candidates did not use currently used symbols for a globe or a circuit protection device.

Question 19

1. Most candidates demonstrated a good understanding of current flow by correctly indicating the circuit to get the high, medium and low heat. In poorer responses the question was not correctly interpreted in the context of Electrotechnology.

2. Most candidates calculated the current by adding the 3 resistors in series, given the switch scenario, and then dividing this into the supply voltage of 32V correctly.

3. Many candidates correctly calculated the power dissipation. In poorer responses, candidates could not use the I² R formula to calculate the power dissipation. A common error was to use the total resistance of the circuit rather than the 5 Ω for the heating element alone.

Question 20

1. In many responses, candidates did not identify the correct procedure for calculating the total resistance where resistors are in parallel.

2. In many responses, candidates did not to show working for the total of the two resistors in series and did not translate that value in the parallel calculation.

3. Few responses correctly demonstrated the calculation of voltage from Ohms law.

4. In better responses, candidates referred to resistance increasing and the current decreasing if R₁ was open circuit by completing the calculation of resistance and current. In many responses, candidates demonstrated a lack of understanding of current flow.

Section III

Question 21

In better responses, candidates were able to clearly describe a correct procedure for the manufacture of the plate, and the overall length of the plate required to mark out was calculated.

In poorer responses, candidates listed tools without descriptions or did not express the process in a logical manner.

Section IV

Question 22

1. Most candidates understood and addressed the issue of poor practice by the supervisor. In better responses, candidates also included a range of possible actions where a superior was alerted to the situation and also identified the issue as bullying or harassment in the workplace.

2. In better responses, candidates addressed the issues of poor training, unsafe equipment, lack of time, and the inexperience of the student. In poorer responses, candidates confused the issues referred to in a) with those for b).

3. This question was well understood by the majority of candidates with many identifying the time constraints, the lack of anchor points for harnesses, the lack of supervision, working at heights, the inexperience of the student and then explaining the implications of these matters to the overall safety of the task. Many were able to identify authorities responsible for the maintenance of the standards of safety in the workplace.