Automotive 2024 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:

• provide a clear and logical description of the steps a workshop manager could take to manage a harassment complaint in an automotive workshop. For example, discussing with the apprentice, noting concerns, meeting with and effectively managing the technicians harassing the apprentice; developing and implementing procedures to protect the individual making the complaint, mentioning workplace policies and compliant procedures.

Areas for students to improve include:

• providing a detailed description of how to manage a staff complaint, in a logical sequence, for example, explaining procedures related to a bullying and harassment complaint and escalating it to a manager, and organising a team meeting to list expectations to relevant staff.

Question 17

In better responses, students were able to:

• state the hierarchy of risk management, provide clear links in the use of an engine crane to remove an engine from a vehicle and explain how processes are safer.

Areas for students to improve include:

• providing clear links to a formal process of risk management to the task, such as stating some of the hierarchy of risk and applying it to the engine crane operation
• using correct industry terminology such as safe working load (SWL), oil spills and teamwork.

Question 18(a)

In better responses, students were able to:

• outline three specific precautions related to inspecting a vehicle braking system. For example, identifying and managing hazards such as lifting device operation, using a safe and level working area, wearing appropriate personal protective equipment (PPE) for dust and effectively managing exposure to heat and heavy objects.

Areas for students to improve include:

• outlining more than one safety precaution rather than listing hazards associated with inspecting a vehicle’s braking system.
• providing more than one word answers such as ‘PPE’ or ‘dust’ by using specific industry terminology such as jack stands, trolly jack, dust mask and gloves to protect against heat.

Question 18(b)

In better responses, students were able to:

• provide an explanation detailing a procedure for replacing rear brake pads on a vehicle fitted with an electric handbrake and reference how to manage park brake retraction and issues with brake dust and wearing appropriate PPE, such as a dust mask
• explain how specific tools are used for the task, such as a scan tool for park brake retraction, and placing the vehicle into service mode by retracting the brakes and then implementing re-calibration once the job was complete.

Areas for students to improve include:

• providing an explanation of the process of the brake pad removal
• referencing specific tools appropriate to the task such as retraction of the park brake assembly with the use of a scan tool.

Question 19

In better responses, students were able to:

• explain both positive and negative results of teamwork in an automotive workplace and how productivity is affected. For example, regular team meetings to discuss workshop processes, refining and applying learned experiences including workshop clean up and storage, use of shared tools like scan tools, identifying faulty equipment leading to an increase in productivity
• explain distractions that could be caused by working in a team leading to negative productivity.

Areas for students to improve include:

• using specific examples in an automotive workplace, such as team meetings and problem solving with links to how productivity is impacted positively or negatively.

Question 20(a)

In better responses, students were able to:

• outline a specific and logical process to troubleshoot a vehicle vibration. For example, discussing with a customer to confirm when and where the fault occurs, confirming the fault with a road test, checking components, diagnosing repair then confirmation the fault is resolved.

Areas for students to improve include:

• outlining a logical process a technician could use to troubleshoot the vibration when driving, for example, questioning the customer for more information and test driving the vehicle under different conditions.

Question 20(b)

In better responses, students were able to:

• explain possible causes and effects linking to why an engine could be overheating with no evidence of leaks. For example, the head gasket could cause steam from an exhaust pipe as coolant is leaking internally to the cylinder, a blocked thermostat will cause coolant not to pass through a radiator to dissipate heat, a radiator fan will cause no heat dissipation through the radiator.

Areas for students to improve include:

• linking the causes to the effects, for example, a thermostat which does not open will cause an engine to overheat because coolant is not circulating through the radiator to dissipate heat, to why an engine is overheating.

Question 21(a)

In better responses, students were able to:

• correctly use listed voltage 8 V and resistance 40 Ω and calculate the correct answer 0.2 A.

Areas for students to improve include:

• applying Ohm’s law for a correct calculation, for example, I = V/R = 0.2 A.

Question 21(b)

In better responses, students were able to:

• identify specific sequential steps to repair wiring using a soldering iron including wearing correct PPE, preparation (tinning the soldering iron), removing insulation and cleaning wire, applying heat evenly, soldering, testing and insulation.

Areas for students to improve include:

• describing the soldering process, including wire stripping, wire cleaning, twisting the wire, applying heat to a tinned soldering iron in the bottom of the wire, physical test and insulation
• using industry terminology such as tinning, application of heat from a soldering iron, heat shrink, insulation, mechanical test of new joint.

Question 21(c)

In better responses, students were able to:

• use the heater circuit diagram, refer to points A, B & C and provide a clear link to testing voltage, current and resistance
• measure applied voltage at the battery and compare to voltage at A and B, testing voltage at B and C
• compare voltages and explain how resistance, current and voltage would allow for diagnosis and identification of a faulty part
• provide an explanation of the importance of measuring for the 15 Ohm heater resistor and compare to the measured value.

Areas for students to improve include:

• referring to the diagram and explaining a logical test sequence using tools such as a test light, multimeter, and linking to state electrical values (volts, Ohms and Amps).

Question 22(a)

In better responses, students were able to:

• describe the operation of a charging system and provide examples of conducting voltage and current tests
• provide descriptions of possible charging system faults, for example, voltage drop issues caused by bad connections, faults related to pulleys, belts and abnormal noises from alternators.

Areas for students to improve include:

• describing how a charging system works and linking test procedures to identify specific faults such as faulty pully (alternator rotor not turning and causing no charging), broken or corroded wire (low voltage at battery compared with voltage at the battery), faulty diodes (low voltage and abnormal noises) and stating operational voltage compared with no charge (14 V correct & 12 V too low).

Question 22(b)

In better responses, students were able to:

• explain how an engine management system works by linking the operation to specific components such as oxygen sensors detecting the amount of oxygen in the exhaust  to incomplete combustion and adjusting the air fuel ratio for efficiency
• use examples, such as engine temperature sensor ECU adjusting the fuel delivery for a cold start up and leaning off as temperature increased, accurate metering of fuel injection such as direct injection under high fuel pressure, accurate knock sensor inputs for more accurate ignition timing and combustion.

Areas for students to improve include:

• linking to efficiency such as a comparison to older systems which only have one oxygen sensor to new vehicles with multiple. For example, manifold injection compared to direct injection, more accurate throttle control by ‘fly by wire’
• demonstrating an understanding of how engines are electronically managed
• describing the operation of specific engine management components and linking to the management of fuel delivery to improve efficiency and performance. For example, the air mass meter measures the air flow so the engine management system can calculate the air fuel mixture correctly.

In better responses, students were able to:

• provide clear links to the industry adapting and managing challenges in technology whilst maintaining environmentally sustainable practices. For example, local workshops complying to national government regulations with lithium battery disposal
• provide examples, such as servicing requirements and battery disposal/recycling, resources such as minerals impacting the industry.

Areas for students to improve include:

• understanding technologies related to electric vehicles and linking to examples of how the automotive industry is adapting to challenges whilst maintaining sustainable practices, such as new equipment and training in the workplace
• explaining practices related to mining minerals used to manufacture electric vehicles
• understanding the disposal and recycling of used parts
• explaining regulations being made more stringent
• explaining issues relating to risk of fire in electric vehicles and PPE when diagnosing faults with high voltage.