Automotive 2022 HSC exam pack

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 terminology
• 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:

• correctly identify where the lifting pads should be placed when lifting a vehicle on a two-post hoist, such as, on the chassis rails or jacking points (a)
• outline safety checks that should be included in a safe operating procedure on a two-post hoist, such as, the safe working load and checking the condition of the lift pads (b).

Areas for students to improve include:

• identifying the equipment used
• providing a range of safety checks that could be used rather than the procedure of operating a hoist (b).

Question 17

In better responses, students were able to:

• correctly identify lead as the main recyclable component of a 12-volt car battery (a)
• provide a detailed description of how electric vehicles will affect environmental sustainability practices in an automotive workshop, such as the reduced need for oil disposal, as electric vehicles do not require regular oil changes (b).

Areas for students to improve include:

• use specific examples rather than general terms.

Question 18

In better responses, students were able to:

• outline a plausible fault for the whining noise, such as worn or damaged teeth, excessive gear end-float or a worn bearing on third gear (a)
• provide a technical response with suitable industry examples
• clearly describe the process of troubleshooting a driveline noise, including questioning the owner, road testing the vehicle and checking the driveline for excessive free play (b).

Areas for students to improve include:

• providing a detailed description of the troubleshooting process (b)
• demonstrating detailed knowledge of the mechanical systems and using sound examples to support their reasoning.

Question 19

In better responses, students were able to:

• clearly state the importance of bleeding the fuel system to remove air trapped after replacing the fuel filter, with reference to possible consequences to the system if bleeding is not done, such as possible pump burn out (a)
• clearly explain how coolant improves engine operating efficiency, with examples such as increasing the boiling point which allows for better combustion of fuel (b)
• provide a technical response with suitable industry examples.

Areas for students to improve include:

• demonstrating an understanding of the mechanical systems.

Question 20

In better responses, students were able to:

• clearly describe an advantage of electronic park brake systems compared to mechanical park brake, such as the difference in effort required for electrical braking systems (a)
• demonstrate understanding of the application and operation within their description
• clearly explain the differences between disc and drum brake systems, with reference to the improved heat dissipation with disc brakes as well as the reduction of brake fade (b).

Areas for students to improve include:

• providing explanation why disc brakes are more efficient than drum brakes (b)
• using specific examples rather than general terms.

Question 21

In better responses, students were able to:

• provide a clear outline of the differences between a fuse and a circuit breaker, including fuses being sacrificial as they are destroyed once they break, as opposed to circuit breakers which can be switched back (a)
• correctly use Ohm’s law to explain why the wiring requirements differ between 12-volt and 24-volt electrical systems (b)
• refer to the thickness of wire and fuse rating for a 12-volt system, and why this is greater than on a 24-volt system (b).

Areas for students to improve include:

• demonstrating an understanding of circuit protection devices and their role within the system (a)
• using Ohm’s law to determine the wiring requirements of various electrical systems
• using industry specific examples to support their answer.

In better responses, students were able to:

• provide a technical response comparing the way drive is transferred in an all-wheel-drive and a four-wheel-drive vehicle, including recognising that all-wheel-drive vehicles engage all four wheels at all times for drive (a)
• elaborate on the different functions provided with typical four-wheel-drive vehicles that are not available on typical all-wheel-drive vehicles, such as low and high gear options and the ability to shift in and out of four-wheel-drive (a)
• demonstrate in-depth knowledge of the various components
• refer to specific differential components such as crown wheel and pinion, and clearly articulate their role within the system (b)
• develop a clear explanation of the function and role of centre differentials, including the distribution of power between front and rear wheels (b)
• include a diagram or flow chart to support answers.

Areas for students to improve include:

• including technical references and examples
• exploring the role of centre differentials rather than general differential technology
• linking the specific role of the centre differential to the application of both all-wheel-drive vehicles and four-wheel-drive vehicles.

In better responses, students were able to:

• clearly identify how a range of technologies could affect the diagnosis and repair industry, such as, the introduction of electric vehicles, hybrid technologies and hydrogen vehicles
• explore the ramifications for the various sectors of the automotive industry, including the need for workshops to purchase expensive electrical scanning devices, update software, tool and equipment resourcing, retraining requirements and the subsequent response from dealerships and trade training centres
• refer to the potential loss of business for smaller scale repair workshops who may not be able to afford the specific diagnostic tools required to repair electric vehicles, as well as the safety concerns with non-specialised technicians working on new technologies without specific training
• provide clear links to industry specific examples
• provide specific examples of how the industry is currently addressing technological change, such as, the increase of dealership level training for service and repair.

Areas for students to improve include:

• referring to specific examples of technologies and demonstrating a clear understanding of the various considerations around their implementation, such as, safety concerns with the increase of electric vehicles and the various ramifications on the repair sector
• referring to emerging technologies, such as hydrogen vehicles rather than historic technologies that reduce emissions, such as electronic fuel injection or other established emission reduction technologies
• expanding on concepts rather than a general statement.

Question 16

In better responses, students were able to:

• correctly identify where the lifting pads should be placed when lifting a vehicle on a two-post hoist, such as, on the chassis rails or jacking points (a)
• outline safety checks that should be included in a safe operating procedure on a two-post hoist, such as, the safe working load and checking the condition of the lift pads (b).

Areas for students to improve include:

• identifying equipment used
• providing a range of safety checks that could be used rather than the procedure of operating a hoist (b).

Question 17

In better responses, students were able to:

• correctly identify lead as the main recyclable component of a 12-volt car battery (a)
• provide a detailed description of how electric vehicles will affect environmental sustainability practices in an automotive workshop, such as the reduced need for oil disposal as electric vehicles do not require regular oil changes (b).

Areas for students to improve include:

• using specific examples rather than general terms.

Question 18

In better responses, students were able to:

• outline a plausible fault for the whining noise, such as, worn or damaged teeth, excessive gear end-float or a worn bearing on third gear (a)
• use accurate industry terms
• provide a technical response with suitable industry examples
• clearly describe the process of troubleshooting a driveline noise, including questioning the owner, road testing the vehicle and checking the driveline for excessive free play (b).

Areas for students to improve include:

• providing a detailed description of the troubleshooting process (b)
• demonstrating detailed knowledge of the mechanical systems and using sound examples to support their reasoning.

Question 19

In better responses, students were able to:

• identify two body panels (a)
• demonstrate an understanding of the process of alignment (b).

Areas for students to improve include:

• identifying more than one item (a).

Question 20

In better responses, students were able to:

• understand the term back masking
• described the tape folding back on itself
• describe the reasons for back masking (b)
• described clear examples of why back masking is used regarding finish (b).

Areas for students to improve include:

• describing the term back masking rather than the general term of masking.

Question 21

In better responses, students were able to:

• provide a clear outline of the differences between a fuse and a circuit breaker, including fuses being sacrificial and they are destroyed once they break, as opposed to circuit breakers which can be switched back (a)
• correctly use Ohm’s law to explain why the wiring requirements differ between 12-volt and 24-volt electrical systems (b)
• refer to the thickness of wire and fuse rating for a 12-volt system is greater than on a 24-volt system (b).

Areas for students to improve include:

• demonstrating an understanding of circuit protection devices and their role within the system (a)
• using Ohm’s law to determine the wiring requirements of various electrical systems
• using industry specific examples to support their answer.

In better responses, students were able to:

• clearly describe a number of advantages of spray booths, for example, WHS, speed of repair, surface contamination and noise pollution
• specifically described procedures when applying wet on wet primer (b).

Areas for students to improve include:

• providing specific and detailed answers.

In better responses, students were able to:

• identify how a range of technologies could affect the diagnosis and repair industry, such as, the introduction of electric vehicles, hybrid technologies and hydrogen vehicles
• explore the ramifications for the various sectors of the automotive industry, including the need for workshops to purchase expensive electrical scanning devices, update software, tool and equipment resourcing, retraining requirements and the subsequent response from dealerships and trade training centres
• refer to the potential loss of business for smaller scale repair workshops who may not be able to afford the specific diagnostic tools required to repair electric vehicles, as well as the safety concerns with non-specialised technicians working on new technologies without specific training
• provide clear links to industry specific examples
• provide specific examples of how the industry is currently addressing technological change, such as, the increase of dealership level training for service and repair
• clearly respond to the specific question asked.

Areas for students to improve include:

• referring to specific examples of technologies and demonstrating clear understanding of the various considerations around their implementation, such as, safety concerns with the increase of electric vehicles and the various ramifications on the repair sector
• providing adequate depth in their response
• referring to emerging technologies, such as, hydrogen vehicles rather than historic technologies that reduce emissions, such as electronic fuel injection or other established emission reduction technologies
• expanding on concepts rather than making a general statement.