Automotive 2025 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 extended response answer booklet 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 providing 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 (a)

In better responses, students were able to:

• outline how workshop safety would benefit staff by implementing safety measures based on the report being logged, for example, a readily available workshop and safety procedures document.

Areas for students to improve include:

• providing a clear outline of how workshop safety would be improved
• providing relevant examples, such as only removing a radiator cap after the vehicle has cooled down.

Question 16 (b)

In better responses, students were able to:

• provide examples of safety hazards presented by the scenario and methods to address them, for example, providing hearing protection, checking that tools are tagged and tested.

Areas for students to improve include:

• recognising the safety hazards presented by the scenario and describing ways to address these using relevant examples, such as using personal protective equipment (PPE).

Question 17 (a)

In better responses, students were able to:

• explain how time could be used to improve workflow efficiency
• provide examples of a technician using time management strategies, such as assigning staff one task and completing it quickly as a way to improve efficiency
• provide examples of simple tasks a technician could complete at the start of a day, such as stock checks that allow time later in the day for tasks such as the ordering of parts.

Areas for students to improve include:

• providing a range of examples, such as planning what tasks can be done in a day, assigning experienced staff to complex repairs and assigning repetitive servicing tasks to apprentices.

Question 17 (b)

In better responses, students were able to:

• demonstrate an understanding of anti-discrimination laws
• provide a description of unfair treatment and link it to bullying with examples, such as making inappropriate remarks or jokes based on race or gender
• explain why unfair treatment is detrimental to staff and workplace productivity with a relevant automotive workplace example, such as bullied staff taking days off, leaving the workshop understaffed.

Areas for students to improve include:

• relating the response to an automotive workplace, for example, providing an example of workplace bullying and linking it to productivity
• providing a detailed description of why or how unfair treatment is detrimental to an automotive business.

Question 18

In better responses, students were able to:

• detail the dangers of fire when lithium batteries are dismantled and crushed before they are discharged, for example, causing fire and toxic fumes
• provide details of issues with recycling lithium car batteries, for example, complex designs making disassembly difficult and costly, different battery types and designs preventing standardised efficient recycling processes, logistical challenges of large-scale systems for collection, transporting and storing
• explain why lithium car battery fires are not easily extinguished and how this contributes to these batteries being difficult to recycle.

Areas for students to improve include:

• providing detail about the types of difficulties associated with recycling lithium batteries, for example, disassembly issues, transport and storage logistics
• providing a detailed description of other issues, such as fire hazards which make recycling difficult, for example, the danger of disposing of charged lithium batteries which can ignite when compacted or recycled.

Question 19 (a)

In better responses, students were able to:

• describe the process of ensuring oil is captured, stored and recycled with reference to minimising effects on the environment
• include methods of filling the differential to avoid oil spills, for example, by using an oil boy, ensuring that no spillage occurs and using a licenced contractor to remove and recycle the oil.

Areas for students to improve include:

• providing a detailed description of the process of oil capture and recycling
• linking to environmental damage caused by the release of oil into the stormwater system.

Question 19 (b)

In better responses, students were able to:

• show working using correct equations to determine the speed of the crown wheel arrive at the correct answer: 42/12 = 3.5 1400/3.5 = 400 RPM.

Areas for students to improve include:

• showing all working and applying correct formulas.

Question 19 (c)

In better responses, students were able to:

• describe a valid test to confirm the fault from the drive assembly
• use an appropriate example of examining the final assembly to identify the fault, for example, jacking the vehicle, then visually inspecting, checking for loose connecting parts such as drivelines, springs, bushes and shock absorbers
• refer to the final drive assembly using industry terminology, for example, shock absorbers, drivelines, springs and bushes.

Areas for students to improve include:

• using an appropriate test from the driveline area, for example, shock absorbers, differential, springs and bushes
• suggesting relevant procedures and tests to assist with identifying the fault such as placing the vehicle on a hoist, visually checking for oil leaks and loose parts in suspension and differential and using a scan tool.

Question 20

In better responses, students were able to:

• demonstrate the appropriate steps to obtain a temperature, such as calculating the correct resistance and using the chart to determine temperature, for example, if 35 ohms was calculated, this aligns to 60 degrees on the chart
• show their working to arrive at the correct answer: 5 V/0.25 I = 20 Ω, so the temperature is 25ºC.

Areas for students to improve include:

• correctly applying the formula provided
• using Ohm’s Law and showing working.

Question 21 (a)

In better responses, students were able to:

• use the troubleshooting flow chart to perform the process of testing to identify the cause of the fault
• provide an appropriate explanation of relevant tests, such as checking the fuel pump by using a flow gauge, checking ignition by removing a spark plug, checking spark, checking the engine’s mechanical systems by using a scan tool and visually testing components such as a leaking fuel pump.

Areas for students to improve include:

• linking information in the troubleshooting flow chart to a relevant test for fault identification. For example, instead of repeating a section of flow chart test, such as ‘check ignition,’ stating how this could be completed.

Question 21 (b)

In better responses, students were able to:

• detail how a scan tool is used to identify an area of a vehicle, to start with, for example, front R/H wheel sensor, then to test the other components such as wiring and connections in the identified area
• describe the importance of removing fault codes in the vehicle after repair.

Areas for students to improve include:

• providing a description of how a scan tool assists a technician in diagnosing the stated fault
• linking a description of a scan tool to the ABS fault to test components such as a wheel speed sensor and to identify broken or disconnected wiring, as a way to troubleshoot the fault.

Question 22 (a)

In better responses, students were able to:

• identify the components of the circuit
• provide a range of tests that could be performed to identify the cause of the fault, for example, a visual inspection
• use measuring instruments, for example, multi-meters to test all parts of the circuit
• describe how the use of tests identifies possible faults in each area of the circuit.

Areas for students to improve include:

• referring to the diagram and providing reasons for linking to a test procedure
• providing a logically sequenced description using the components on the diagram, for example, testing battery voltage then confirming voltage, progressing through to the ABS fuse, using a voltmeter or test light, testing the brake lamp switch for correct operation with a test light or voltmeter, or testing the voltage at brake lights when brake pedal is pressed.

Question 22 (b)

In better responses, students were able to:

• provide precise details of the operation of an automatic transmission and power transfer using industry terminology
• use examples such as torque multiplication, clutches, friction plates, sun gears, torque converter, drive shafts and final drive assemblies to demonstrate understanding of the operation of an automatic transmission
• describe the importance of removing fault codes in the vehicle after repair.

Areas for students to improve include:

• providing a description of how a transmission transmits torque
• using correct industry terminology for components in the transmissions, such as torque converter and planetary gears.

Question 23

In better responses, students were able to:

• refer to the integration of new technologies such as implementation of online ordering, computer records implementation to communicate with the customer for repeat work and better customer service as a result changed automotive practices
• explain improved business practices, such as using YouTube and social media, recording images during the repair process
• provide a reasoned response about improved practices, for example, tools and technical repairs, such as newer hoists, scan tools, battery tools and PPE for electric vehicles
• describe how these new technologies benefit a business and improve practices.

Areas for students to improve include:

• explaining how new technologies are beneficial
• providing examples, such as new tools, contactless payments, social media and emails
• providing a logical response about how and why new technologies can be beneficial to customers, businesses and technicians.