Construction 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 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
• 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 the hand tool, a spirit level (a)
• provide two uses for the hand tool, for example, to check vertical as well as horizontal planes (b)
• demonstrate knowledge of a 240 V belt sander and particular pre-operational checks needed before use such as inspection of the power lead and assessment of the condition of the sanding belt (c).

Areas for students to improve include:

• recognising a range of hand tools used in the construction industry and knowing their purpose (a)
• including different pre-operational safety checks to be considered on a 240 V power tool (b)
• giving a clear and valid description of the checks before use (c).

Question 17

In better responses, students were able to:

• provide clear, explicit examples of a disadvantage and an advantage of a laser measuring tool, for example, the requirement for batteries and, ease of use (a)
• demonstrate knowledge of how incorrect measurements can affect a construction project, for example, the inaccurate ordering of materials resulting in wasted time and money (b)
• correctly identify and communicate how different engineering controls can be used to manage a hot and dusty work environment, such as ventilation and dust extraction machinery (c).

Areas for students to improve include:

• citing relevant advantages and disadvantages of a laser tool (a)
• understanding how incorrect measurements are detrimental to a construction project (b)
• considering valid methods and providing examples of engineering controls in a hot and dusty work environment such as providing shade, dust monitoring and water suppression (c).

Question 18

In better responses, students were able to:

• provide information about the importance of feedback in the communication process between clients and customers (a)
• provide clear and accurate information regarding the storage of reusable materials (b)
• demonstrate a clear understanding of what needs to be considered during the planning and preparation stage of a construction project including detail such as scheduling of trades and the coordination of materials (c).

Areas for students to improve include:

• recognising what feedback looks like when the client and customer are communicating (a)
• demonstrating knowledge of storage methods on a building site (b)
• understanding what needs to be considered before starting a construction project (c).

Question 19

In better responses, students were able to:

• identify and apply the appropriate mathematical formulas relevant to each scenario
• demonstrate a practical understanding of calculations relevant to perimeter, area, volume, material requirements and ratios
• respond using a logical process that is clear, sequential and applies a step-by-step approach to problem-solving by organising each calculation to show reasoning and to avoid mistakes
• analyse and correctly interpret key information provided in each question and use it effectively to apply their calculations. This includes recognising context-specific details that relate to real-world scenarios relevant to the question (c,d).

Areas for students to improve include:

• understanding how to correctly apply units of measure in relevant scenarios
• converting units correctly before performing calculations to avoid errors and showing the correct unit of measure in the calculation of the result
• selecting and applying the appropriate formula, in the correct sequence
• presenting each step of their calculations clearly and in a logical order to reduce errors.

Question 20(a)

In better responses, students were able to:

• apply correct terminology, for example, cordless drill and drop saw to identify power or pneumatic tools
• demonstrate knowledge of the appropriate application of power or pneumatic tools in the construction of a carport
• demonstrate understanding of the correct use of power or pneumatic tools
• construct a well-structured response with use of clear examples in their response.

Areas for students to improve include:

• articulating their knowledge and understanding through the use of correct industry terminology for power or pneumatic tools
• clearly demonstrating their understanding of a range of power or pneumatic tools, for example, an impact driver or a jack hammer
• showing their understanding of the range of power or pneumatic tools that could be used in the construction of a carport.

Question 20(b)

In better responses, students were able to:

• provide a clear explanation of the safe work procedures and practices needed in the construction of a carport such as providing a safe work method statement, wearing appropriate personal protective equipment (PPE) and checks on tools before use, for example, current testing and tagging for power tools
• demonstrate knowledge of work health and safety examples with the use of specific industry terminology to support their response, for example, the application of the hierarchy of risk control, the use of appropriate workplace documentation and, the safe operation of power tools.

Areas for students to improve include:

• thoughtfully articulating cause and effect in their response to safe work procedures and practices
• providing relevant industry terms to support their response rather than providing generalised information, for example, just merely stating ‘PPE’
• showing their understanding of a broad range of safe work procedures and practices within a construction setting.

In better responses, students were able to:

• clearly explain strategies to minimise environmental impacts in the construction industry such as recycling, reusing, noise pollution and sediment control
• recognise and describe negative impacts of construction industry on the environment
• use relevant industry terminology, where applicable, for example, soil erosion, noise pollution and biodegradable.

Areas for students to improve include:

• providing relevant knowledge and understanding of appropriate strategies the construction industry can implement to minimise environmental impact
• elaborating on their examples, using industry terminology, to demonstrate a detailed level of knowledge and understanding
• ensuring responses are structured in a logical and cohesive manner.