Automotive 2020 HSC exam pack (archive)

 Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and industry terms
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• clearly outline how risk assessments are used in the workplace (a)
• provide clear technical examples relative to the automotive industry (a, b)
• explore safety considerations, such as providing examples of what can happen in the event of not implementing risk assessments and/or following safe operating procedures (a, b).

Areas for students to improve include:

• using specific examples rather than general terms (a, b)
• relating how risk assessments are used specifically within the automotive industry (a)
• referring to applicable safety considerations when removing a differential (b)
• providing a logical order of steps for the removal of a differential (b).

Question 17

In better responses, students were able to:

• correctly identify the placement of a manufacturer recall sticker, such as on the vehicle’s ‘A’ pillar (a)
• demonstrate sound knowledge of warranty processes and consumer rights, such as replacement or refund if the product does not meet the consumer guarantees, in line with Australian consumer law (b).

Areas for students to improve include:

• correctly identifying ways a repairer can identify if a vehicle has had a manufacturer safety recall completed (a)
• exploring legal ramifications that could ensue from major vehicle faults (b)
• providing a logical and cohesive response (b).

Question 18

In better responses, students were able to:

• identify a suitable process for removing and storing SRS airbags, including removing the power source to ensure the system is not accidentally discharged as well as reference to retaining wheel clocking position
• refer to suitable disposal methods for unwanted airbags, including arranging removal by hazardous waste agencies so the devices can be safely discharged in specialist deployment labs
• include reference to correct tools that could be used, such as Torx sockets, ratchets, breaker bar and/ or pullers.

Areas for students to improve include:

• identifying various safety concerns around the removal of SRS airbag systems, including accidental deployment of the device and / or electric shock if the device is not handled correctly.

Question 19

In better responses, students were able to:

• clearly describe the differences between common rail diesel systems and mechanical injection, including reference to the high pressures used in common rail systems which translates into improved efficiency and performance due to increased atomisation and improved combustion charge burn
• provide technical examples to support their answer
• explore in detail the relationship between common rail diesel technology and efficiency.

Areas for students to improve include:

• expanding on their ideas using technical examples, such as explaining how common rail diesel technology achieves improved efficiency from a technical perspective, rather than making general statements that common rail systems improve efficiency
• using specific examples of mechanical injection technology with reference to the why such technology is considered antiquated when compared to common rail diesel systems
• use correct technical terms when articulating their response.

Question 20

In better responses, students were able to:

• clearly describe the operating cycles of a four-stroke engine and compare it to how rotary engines achieve the same four cycles using a different technical configuration (a)
• clearly describe possible faults that can cause ‘engine knock’, including bearing failure, foreign material in the combustion chamber, poorly balanced internal components and/or engine detonation (b)
• provide multiple examples of possible faults and why they can cause ‘engine knock' (b).

Areas for students to improve include:

• referring to operational and efficiency differences between reciprocating engines and rotary engines (a)
• using specific examples rather than general terms (a, b).

Question 21

In better responses, students were able to:

• correctly utilise OHM's law in calculations (a and b)
• recognise the relationship between wiring size and current (b)
• clearly articulate diagnostic processes to identify the source of the fault (c)
• provide a logical and sequenced response (c)
• refer to a range of suitable electrical testing equipment (c).

Areas for students to improve include:

• correctly applying OHM’s law in calculations (a, b)
• demonstrating troubleshooting processes (b, c)
• identifying possible causes to the fault with reference to suitable tools (c)
• outlining electrical testing procedures to locate the possible fault (c).

In better responses, students were able to:

• demonstrate in-depth knowledge of the various components within a cooling system, including/such as; water pump, thermostat, radiator, coolant passages, air fins, oil coolers and various coolant product technologies (a)
• identify the relationship between the various cooling system components (a, b)
• incorporate precise industry specific terminologies (a, b)
• refer to the role of lubrication systems in vehicle cooling (a, b).

Areas for students to improve include:

• providing clear descriptions of the effect of overheating and overcooling on various system components as well as illustrating specific examples of damage that can occur, such as; head gasket damage, damage to lubrication capabilities due to the viscosity change of oil and expansion of metals which impacts on various engine clearances (b)
• exploring the relationship between operating temperature, performance and efficiency
• using specific examples rather than general terms (a, b).

In better responses, students were able to:

• clearly evaluate the specific roles of governments, manufacturers and repairers in addressing the challenge of improving environmental sustainability
• use clear and specific industry terminologies
• provide links to specific and current industry practices
• identify various technologies such as electric, hybrid and diesel emissions technologies
• explore various current global initiatives such as emissions schemes, the Paris agreement and design rule specifications mandating reduced vehicle emissions, with reference to European emission standards such as Euro 5, 6 and 7
• refer to current government policies, including Australian Design Rules (ADR) requirements, Australian voluntary emissions targets and light vehicle emissions standards.

Areas for students to improve include:

• providing adequate depth in their responses
• referring to initiatives from governments, manufacturers and repairers that support environmental sustainability
• providing clear and specific industry examples
• clearly outlining the relationship between the three sectors.

Question 16

In better responses, students were able to:

• clearly outline how risk assessments are used in the workplace (a)
• use correct industry terms (a, b)
• provide clear technical examples relative to the automotive industry (a, b)
• explore safety considerations, such as providing examples of what can happen in the event of not implementing risk assessments and/or following safe operating procedures (a, b).

Areas for students to improve include:

• using specific examples rather than general terms (a, b)
• relating how risk assessments are used specifically within the automotive industry (a)
• referring to applicable safety considerations when removing a differential (b)
• providing a logical order of steps for the removal of a differential (b).

Question 17

In better responses, students were able to:

• correctly identify the placement of a manufacturer recall sticker, such as on the vehicle’s ‘A’ pillar (a)
• use correct industry terms (a, b)
• demonstrate sound knowledge of warranty processes and consumer rights, such as replacement or refund if the product does not meet the consumer guarantees, in line with Australian consumer law (b).

Areas for students to improve include:

• correctly identifying ways a repairer can identify if a vehicle has had a manufacturer safety recall completed (a)
• exploring legal ramifications that could ensue from major vehicle faults (b)
• providing a logical and cohesive response (b).

Question 18

In better responses, students were able to:

• identify a suitable process for removing and storing SRS airbags, including removing the power source to ensure the system is not accidentally discharged as well as reference to retaining wheel clocking position
• refer to suitable disposal methods for unwanted airbags, including arranging removal by hazardous waste agencies so the devices can be safely discharged in specialist deployment labs
• include reference to correct tools that could be used, such as Torx sockets, ratchets, breaker bar and/ or pullers.

Areas for students to improve include:

• referring to specialist tools within their examples, such as Torx sockets, ratchets, breaker bar and/or pullers
• identifying various safety concerns around the removal of SRS airbag systems, including accidental deployment of the device and/or electric shock if the device is not handled correctly.

Question 19

In better responses, students were able to:

• clearly describe the various problems that can occur if an engine bay is cleaned incorrectly, including reference to water intrusion into electrical components and the related damages that can follow
• use correct industry terminology
• provide technical examples to support their answer
• refer to specific damages that may emerge when an engine bay is cleaned incorrectly, such as damage to the ECU, fuse boxes and/or water entering the intake system.

Areas for students to improve include:

• referring to specific components that could be damaged if water is able to infiltrate electrical components
• using specific examples with correct terminology
• exploring a range of problems that could occur and why, such as corrosion of electrical terminals which can cause problems in years to come, possible damage to rubber components and/or vehicle paintwork due to the possible use of incorrect chemicals.

Question 20

In better responses, students were able to:

• clearly list the various contaminants that can be found on a panel that is to be painted, such as silicones, grease, road tar, dirt, dust, acids, heavy metal particles and/or old polishes … (a)
• provide logical steps for the removal of contaminants (b).

Areas for students to improve include:

• using technical examples rather than general terms (a, b)
• providing adequate depth in their responses for the allocated marks (b)
• describing a logical process for the removal of contaminants and exploring why each step is used (b).

Question 21

In better responses, students were able to:

• correctly utilise OHM's law in calculations (a, b)
• recognise the relationship between wiring size and current (b)
• clearly articulate diagnostic processes to identify the source of the fault (c)
• provide a logical and sequenced response (c)
• refer to a range of suitable electrical testing equipment (c).

Areas for students to improve include:

• correctly applying OHM’s law in calculations (a, b)
• demonstrating troubleshooting processes (b, c)
• identifying possible causes to the fault with reference to suitable tools (c)
• outlining electrical testing procedures to locate the possible fault (c).

In better responses, students were able to:

• correctly describe the differences between a non-structural panel and a structural vehicle panel, including references to non-structural panels typically being cosmetic that do not contribute to the structural integrity of the vehicle
• clearly identify examples of non-structural and structural panels such as bonnet, guards, doors, bumpers, boot lids and tailgates (a)
• provide a logical and sequenced response, with a range of applicable steps included within the response (b)
• refer to a range of quality checks that need to be made when refitting a panel, with clear reference to ensuring body gap consistency is retained as well as correct alignment (b).

Areas for students to improve include:

• providing adequate depth in their responses for the allocated marks (a, b)
• using specific automotive industry examples rather than general terms (a, b)
• referring to specialist tools within their examples (b).

In better responses, students were able to:

• clearly evaluate the specific roles of governments, manufacturers and repairers in addressing the challenge of improving environmental sustainability
• provide links to specific and current industry practices
• identify various technologies such as electric, hybrid and diesel emissions technologies
• explore various current global initiatives such as emissions schemes, the Paris Agreement and design rule specifications mandating reduced vehicle emissions, with reference to European emission standards such as Euro 5, 6 and 7
• refer to current government policies, including Australian Design Rules (ADR) requirements, Australian voluntary emissions targets and light vehicle emissions standards.

Areas for students to improve include:

• providing a range of examples
• providing adequate depth in their responses for the allocated marks
• referring to initiatives from governments, manufacturers and repairers that support environmental sustainability
• clearly outlining the relationship between the three sectors.