Automotive 2018 HSC exam pack (archive)

Students should:

• have a clear understanding of the content from the various mandatory focus areas in the syllabus
• communicate technical concepts using relevant examples to support their answer
• communicate using precise industry specific terminology
• incorporate examples from both a local and a global perspective
• respond correctly to key words, such as ‘explain’ and ‘analyse’
• refer to emerging issues within the automotive industry
• where appropriate, refer to relevant legislation
• draw examples from the various aspects of the automotive industry.

Question 16

In better responses, students were able to:

• name the tool correctly as a dial indicator (a)
• clearly list how the tool can be used (a)
• clearly outline the processes for checking a disc rotor for serviceability (b)
• used precise industry terminology (b).

Areas for students to improve include:

• identifying the name of the tool the way it could be used (a)
• making precise measurements instead of placing too much focus on cleaning the disc and using visual checks (b).

Question 17

In better responses, students were able to clearly identify:

• the type of fluid by using terms such as texture, smell and colour (a)
• three clear and likely causes for milky coolant to occur (b).

Areas for students to improve include:

• correctly using industry terminology when explaining processes (a)
• using technically accurate examples to support the diagnosis (b).

Question 18

In better responses, students were able to:

• clearly define the difference between diesel and petrol engine operating systems (a)
• identify that diesel fuel requires higher pressure than petrol for combustion (a)
• explain the process of energy exchange to convert fuel to torque through the engine (b)
• identify various engine components and operations (b).

Areas for students to improve include:

• using correct terms when describing the diesel operating system (a).

Question 19

In better responses, students were able to:

• explain that electrical shock was the main danger (a)
• clearly describe how to compare voltages in a system and interpret the readings (b)
• list and explain a range of explanations using industry terminology of the advantages of using wiring diagrams (c).

Areas for students to improve include:

• identifying the hazard as opposed to the secondary considerations of vehicle damage (a)
• using correct industry terminology and compare voltage readings (b)
• clearly applying troubleshooting processes rather than making general statements (c).

Question 20

In better responses, students were able to:

• identify specific tyre wear patterns prior to alignment using industry specific terminology (a)
• clearly explained the diagnostic process in assessing four related components (b).

Areas for students to improve include:

• using specific examples with correct terminology (a)
• including an explanation of the diagnostic process used (b).

In better responses, students were able to:

• clearly outline how modern cars achieve lower emissions (a)
• explain the efficiencies gained from E.F.I compared to carburettor systems (a)
• incorporate precise industry specific terminologies (a and b)
• provide a range of precise examples of how to upgrade a classic vehicle to improve emissions (b)
• use correct industry terms when referring to both vehicle and engine components (b).

Areas for students to improve include:

• providing adequate depth to their response for the allocated marks (a and b)
• clearly link how modern systems are more efficient than carburettor systems (a)
• using specific examples rather than general terms (a and b).

In better responses, students were able to:

• clearly explain a range of ways how the automotive industry is addressing recycling
• use clear and specific industry terminologies
• provide current and emerging examples of how the automotive industry are supporting sustainability.

Areas for students to improve include:

• providing adequate depth in their responses for the allocated marks
• providing a range of examples
• referring to various sectors of the automotive industry, such as local repairers, vehicle manufacturers and aftermarket suppliers.

Question 16

In better responses, students were able to:

• clearly identify reasons the advantages of plastic body panels, using clear examples (a)
• explain various ways plastic panels are repaired differently to metal panels (b).

Areas for students to improve include:

• incorporating clearer examples about why plastic body panels may be advantageous to manufacturer(s) (a)
• providing clear and accurate examples of how plastic panels are repaired (b).

Question 17

In better responses, students were able to:

• clearly identify logical steps for dismantling components (a)
• use correct terminologies of components (a).

Areas for students to improve include:

• describing the disassembly in a logical order.

Question 18

In better responses, students were able to:

• correctly identify the tools shown (a).

Areas for students to improve include:

• using the correct name of the tools in the description (a).

Question 19

In better responses, students were able to:

• explain that electrical shock was the main danger (a)
• clearly describe how to compare voltages in a system and interpret the readings (b)
• list and explain a range of explanations using industry terminology of the advantages of using wiring diagrams (c).

Areas for students to improve include:

• identifying the hazard as opposed to the secondary considerations of vehicle damage (a)
• using correct industry terminology and compare voltage readings (b)
• clearly applying troubleshooting processes rather than making general statements (c).

Question 20

In better responses, students were able to:

• identify specific tyre wear patterns prior to alignment using industry specific terminology (a)
• clearly explained the diagnostic process in assessing four related components (b).

Areas for students to improve include:

• using specific examples with correct terminology (a)
• including an explanation of the diagnostic process used (b).

Question 21

In better responses, students were able to:

• clearly describe the procedures needed to be done prior to repairing the metal work (a)
• use clear industry specific terminologies (a)
• explain a range of precautions that can be taken to protect the vehicle, with reference to what could happen if the precautions were not taken (b).

Areas for students to improve include using relevant examples:

• using correct industry terminologies (a)
• of what precautions could help protect the vehicle (b).

In better responses, students were able to:

• clearly describe the procedures needed to be done prior to repairing the metal work (a)
• use clear industry specific terminologies (a)
• explain a range of precautions that can be taken to protect the vehicle, with reference to what could happen if the precautions were not taken (b).

Areas for students to improve include using relevant examples:

• using correct industry terminologies (a)
• of what precautions could help protect the vehicle (b).

In better responses, students were able to:

• clearly explain a range of ways how the automotive industry is addressing recycling
• use clear and specific industry terminologies
• provide current and emerging examples of how the automotive industry are supporting sustainability.

Areas for students to improve include:

• providing adequate depth in their responses for the allocated marks
• providing a range of examples
• referring to various sectors of the automotive industry, such as local repairers, vehicle manufacturers and aftermarket suppliers.