Automotive 2023 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 HSC content 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
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• identify who was primarily responsible for work health and safety (WHS) in the workplace. For example, the employer/person completing the task, conducting the business or undertaking (PCBU) (a)
• outline two methods for improving WHS practices. For example, practicing safety/fire drills, holding regular WHS meetings with all staff to identify hazards and implement corrective actions, training staff on manual handling techniques, storing tools and equipment correctly to prevent trip hazards and training staff on chemical safety for flammable liquids (b).

Areas for students to improve include:

• identifying and outlining who and how WHS practices are improved
• providing a detailed description of how improvements to work health and safety practices can be achieved in the workplace (b).

Question 17

In better responses, students were able to:

• state how to calculate capacity of a four-cylinder petrol engine, for example, calculate cylinder volume using diameter and stroke measurements and multiplying times 4 (a)
• describe one engine design feature that can affect the compression ratio in a four-stroke engine, for example, decreasing the combustion area by using a thinner head gasket, or by using a piston with a larger piston head which will increase compression ratio (b).

Areas for students to improve include:

• using specific examples of methods to calculate engine capacity
• correctly identifying components that only relate to compression ratio (b).

Question 18

In better responses, students were able to:

• state how diesel emissions harm the environment, for example, soot or carbon is emitted and can harm the environment causing breathing problems and stunting plant growth (a)
• provide a technical response with specific diesel emission control examples. For example, diesel particulate filters (DPF) filter carbon and re-burn, Ad Blue removes dangerous NoX, by producing a chemical reaction which separates the NoX into oxygen and nitrogen (b).

Areas for students to improve include:

• providing a detailed description of diesel emission effects (a)
• demonstrating detailed knowledge of emission control systems and using sound examples (b).

Question 19

In better responses, students were able to:

• describe ways to effectively manage an angry customer, for example, diffuse a difficult situation and calm a customer by reassuring them that the vehicle will be reassessed at no cost and also providing a loan car
• describe methods to ensure the vehicle is repaired correctly, for example, thoroughly checking suspension components. Replacing ball joints and control arm bushings if worn
• provide a technical response with a suitable industry example.

Question 20

In better responses, students were able to:

• state two sources of technical information, for example, access a workshop manual or an online automotive data base such as Autodata (a)
• describe possible faults in a steering and braking system, for example, brake disc pads grabbing on one side, or worn steering component such a worn ball joints (b)
• demonstrate an in-depth knowledge of steering and braking components (b).

Areas for students to improve include:

• linking possible faults to the steering and braking systems (b).

Question 21

In better responses, students were able to:

• state the purpose of a relay in a petrol fuel system, for example, a relay provides power to the fuel pump when the engine is running (a)
• provide a detailed description of relay testing to include both circuits, for example, check magnetic circuit at terminals 85 and 86 by applying 12 volts and hearing a click then check circuit continuity between 30 and 87 (b)
• use Ohm’s law to explain how voltage affects the horn’s performance. For example, a 4 volt drop will reduce the supply voltage to 8 volts. Using Ohms law, divide 8 volts by 2 ohms equals 4 amps compared to normal operation of 12 volts divided by 2 ohms equals 6 amps. Less current to the horn will cause either a quiet or non-operational horn (c).

Areas for students to improve include:

• providing a correct application of a relay in a petrol fuel system (a)
• describing testing methods (b)
• explaining the effects of voltage drop on circuit performance (c)
• demonstrating an understanding and application of Ohms law (c).

In better responses, students were able to:

• describe the operation of an automotive rack and pinion steering system. For example, a rack and pinion steering system comprises a driving gear at the bottom of the steering column which is connected to a flat ‘rack’ gear, that moves the steering arms in the direction determined by the position of the steering wheel (a)
• provide a technical response explaining how electronic systems have been incorporated into steering systems such as lane assist park assist and adjustable steering control (b)
• demonstrate in depth knowledge of various systems and components (b).

Areas for students to improve include:

• linking electronic steering systems to improve vehicle safety and handling (b)
• providing detailed explanation (b)
• demonstrating a deeper understanding of how technology has impacted safety in new vehicles (b).

In better responses, students were able to:

• identify how a range of new technologies could minimise fuel consumption and reduce emissions in internal combustion engines
• provide a range of responses and the included technologies for petrol and diesel engines
• provide clear links to industry specific examples
• demonstrate an understanding of internal combustion exhaust emissions and linked to environmental effects.

Areas for students to improve include:

• referring to specific examples of technologies and demonstrating clear understanding of technologies that minimise fuel consumption and reduce exhaust emissions
• referring to emerging technologies such as hybrid vehicles rather than historic technologies such as fuel injection or other established emission reducing technologies
• expanding on concepts rather than making general statements.