Automotive 2019 HSC exam pack (archive)

Students should:

• have a clear understanding of the content from the various mandatory focus areas of the syllabus
• communicate technical concepts using relevant industry examples to support their answer
• refer to specific components rather than general systems
• 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 ‘discuss’
• refer to emerging technologies within the automotive industry
• ensure all parts or requirements of questions are addressed
• draw examples from the various sectors of the automotive industry.

Question 16

In better responses, students were able to:

• outline THREE detailed hazards associated with moving an engine and transmission (a)
• clearly link how the task can be hazardous (a)
• clearly describe how to safely move the engine and transmission (b)
• use precise industry terminology (a and b)
• demonstrate understanding of best practice procedures (b).

Areas for students to improve include:

• including specific hazards rather than general references to workshop hazards (a)
• using industry specific terms when referring to equipment that can be used (b).

Question 17

In better responses, students were able to:

• clearly identify THREE possible causes of a vehicle pulling to the left (a)
• use precise industry specific terminology when referring to components a)
• clearly describe the troubleshooting processes that could be used to test the steering and suspension components (b)
• identify specific components that may need to be inspected and how they could be inspected (b).

Areas for students to improve include:

• referring to specific components rather than general systems that may cause a vehicle to pull to the left while driving (a)
• identifying specific components that could be checked during troubleshooting and how they can be checked (b).

Question 18

In better responses, students were able to:

• correctly identify why manufacturers are now using Direct Petrol Fuel Injection technologies (a)
• correctly identify the differences between Multi-Point and Direct Petrol Fuel Injection (b)
• use correct industry terms when explaining the different injection technologies (b).

Areas for students to improve include:

• providing adequate technical detail of how both injection systems work (b)
• using specific examples rather than general terms (b).

Question 19

In better responses, students were able to:

• correctly identify piston rings as the device that seals the combustion chamber (a)
• clearly explain the possible faults that can cause engine cylinder pressure to be lower than specified (b)
• incorporate precise industry specific terminologies (b)
• provide a range of examples that could cause the drop in compression and why (b).

Areas for students to improve include:

• providing adequate depth in their response for the allocated marks (b)
• clearly linking how certain faults can cause a drop in compression (b).

Question 20

In better responses, students were able to:

• identify two logical steps to remove surface charge from a battery (a)
• use correct industry terminology (a, b and c)
• clearly describe how to measure reference voltage at the battery (b)
• refer to the voltage level to be measured at the tail light (b)
• identify processes for identifying voltage drop (b)
• provide a logical and sequenced response (c)
• explore a range of possible faults (c).

Areas for students to improve include:

• using specific examples with correct terminology  (a and b)
• demonstrating in-depth knowledge of electrical testing (b).

In better responses, students were able to:

• demonstrate in-depth knowledge of the properties of oil (a)
• clearly describe how engines can be damaged due to incorrect service intervals (a)
• incorporate precise industry specific terminologies (a and b)
• clearly explain how manufacturers have extended service intervals with a wide range of examples (b)
• provide reference to specific systems and components such as oil galleries, bearings and clearances when explaining their reasoning (b).

Areas for students to improve include:

• providing adequate depth for their response for the allocated marks (a and b)
• clearly linking how new engine technologies have extended service intervals (b)
• using specific examples rather than general terms (a and b).

In better responses, students were able to:

• clearly discuss various implications that the phasing out of diesel technologies could have on various sectors of the automotive industry
• use clear and specific industry terminologies
• identify potential issues that may arise to technician safety in relation to the phasing out of diesel technologies
• relate how new technologies would be needed to replace diesel technologies
• explore the various social impacts that the phasing out of diesel technologies may have.

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 manufacturers and local repairers
• exploring the safety implications for technicians when new or emerging technologies replace diesel systems.

Question 16

In better responses, students were able to:

• outline THREE hazards associated with moving an engine and transmission (a)
• clearly link how the task can be hazardous (a)
• clearly describe how to safely move the engine and transmission (b)
• use precise industry terminology (b)
• demonstrate understanding of best practice procedures (b).

Areas for students to improve include:

• including specific hazards rather than general references to workshop hazards (a)
• using industry specific terms when referring to equipment that can be used (b).

Question 17

In better responses, students were able to:

• clearly identify THREE possible causes of a vehicle pulling to the left (a)
• use precise industry specific terminology when referring to components a)
• clearly describe the troubleshooting processes that could be used to test the steering and suspension components (b)
• identify specific components that may need to be inspected and how they could be inspected (b).

Areas for students to improve include:

• referring to specific components rather than general systems that may cause a vehicle to pull to the left while driving (a)
• identifying specific components that could be checked during troubleshooting and how they can be checked (b).

Question 18

In better responses, students were able to:

• correctly identify what needs to be done to protect a vehicle prior to welding (a)
• correctly describe the problems that could be caused by not refitting a chassis earth cable (b)
• use correct industry terms when explaining what problems may arise (b).

Areas for students to improve include:

• providing adequate technical detail explaining why problems can occur when a chassis earth cable is not refitted (b)
• using specific examples rather than general terms (b).

Question 19

In better responses, students were able to:

• correctly outline how primer should be applied to a repair area (a)
• clearly explain a range of benefits of a well applied primer to a finished repair (b)
• incorporate precise industry specific terminologies (b).

Areas for students to improve include:

• providing adequate depth in their response for the allocated marks (b)
• clearly linking the reasoning behind their response (b).

Question 20

In better responses, students were able to:

• identify two logical steps to remove surface charge from a battery (a)
• use correct industry terminology (a, b and c)
• clearly describe how to measure reference voltage at the battery (b)
• refer to the voltage level to be measured at the tail light (b)
• identify processes for identifying voltage drop (b)
• provide a logical and sequenced response (c)
• explore a range of possible faults (c).

Areas for students to improve include:

• using specific examples with correct terminology (a and b)
• demonstrating in-depth knowledge of electrical testing (b).

In better responses, students were able to:

• clearly outline how automotive fluids should be handled when disassembling a vehicle (a)
• refer to precise examples, such as the use of bunded areas and spill kits within their response (a)
• use precise industry specific terminologies (a, b and c)
• clearly describe the processes for cleaning a vehicle in preparation for paint repairs (b)
• provide a range of steps when explaining processes for preparing paint repairs (b)
• clearly explain a range of logical steps used in the process of masking a vehicle before paint repair (c)
• relate reasoning behind each step used when masking a vehicle for paint repair (c).

Areas for students to improve include providing:

• adequate depth in their responses for the allocated marks
• a range of examples
• clear reasoning to justify their chosen processes.

In better responses, students were able to:

• clearly discuss various implications that the phasing out of diesel technologies could have on various sectors of the automotive industry
• use clear and specific industry terminologies
• identify potential issues that may arise to technician safety in relation to the phasing out of diesel technologies
• relate how new technologies would be needed to replace diesel technologies
• explore the various social impacts the phasing out of diesel technologies may have.

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 manufacturers and local repairers.