Electrotechnology 2018 HSC exam pack (archive)

Students should:

• know and understand the issues relating to work health and safety (WHS) in variety of working environments. This includes the isolation procedures of power supply, working at heights and associated risks, and workplace communication
• demonstrate knowledge and experience in work practices relating to the industry. This includes using common tools and equipment, work platforms and associated specialist equipment
• practise the relevant calculations which form the basis of understanding electrical theory and their application to circuit operation
• be more aware of the technologies available that address environmental considerations, such as, solar, wind, tidal, hydro and geothermal.

Question 16

In better responses, students were able to:

• list all drill bits (a)
• determine appropriate drilling techniques for various materials (a)
• demonstrate knowledge of standard safety checks relating to the maintenance of power tools in general (b)
• specifically address electrical safety in regards to the use of power tools, such as, ‘test and tag’ (b).

Areas for students to improve include:

• knowing that there is a variety of drill bits that can be used in the workplace (a)
• knowing that different materials require specialised drill bits to perform the drilling task with safety and efficiency (a)
• correctly applying common drill bits to tasks in the electrotechnology industry (a)
• using a wide range of knowledge about power tools (b)
• demonstrating an understanding of the standard mechanical checks that are common to a range of power tools (b)
• using relevant electrical checks required for all mains connected (230V) power tools, that is, ‘test and tag’ (b).

Question 17

In better responses, students were able to:

• state the purpose of a circuit diagram (a)
• state the practical use of a wiring diagram (a)
• provide relevant examples (a)
• identify correct electrical symbols including polarity on meters (b)
• place circuit components in the correct locations within an electrical circuit (b)
• demonstrate the correct operation of an electrical circuit (b)
• show correct placement and switching within an electrical circuit (b).

Areas for students to improve include:

• demonstrating specific knowledge of the different types of electrical diagrams (a)
• showing an understanding of the practical use of electrical diagrams (a)
• showing the correct placement of circuit components (b)
• knowing what individual components are used for and how they are used (b)
• demonstrating and understanding of the impact of the incorrect connection of electrical components (b).

Question 18

In better responses, students were able to:

• state the correct safety requirements in the isolation of supply / electricity, that is, ‘lock out and tag’ isolation devices, for example, circuit breakers and switches (a)
• state examples of making the work area safe, such as, signage, tape, barricades (a)
• demonstrate the need to make sure that all exposed wiring / conductors is terminated correctly, that is, single screw connectors and junction boxes (a)
• clearly state the correct isolation of supply ‘lock out and tag’ (b)
• refer to the need to test the testing equipment (b)
• identify safe working at heights methods, for example, portable scaffolds, work platforms, scissor lifts or cherry pickers and barricades (b)
• state correct workplace communication practices (b)
• show knowledge about correct PPE, for example, a hardhat, dust mask and safety glasses (b).

Areas for students to improve include:

• showing an awareness of relevant workplace communication practices with personal, for example, customers and workers (a)
• demonstrate knowledge of strategies for the elimination of trip hazard, for example, by cleaning up the site upon job completion (a)
• show awareness of retesting to confirm the correct operation of an installation (a)
• using the practical procedures or processes in carrying general electrical work (b)
• recognition of the safety issues involved in working at heights (b)
• knowing a variety of options available for working at heights (b).

Question 19

In better responses, students were able to:

• demonstrate knowledge in the practical tasks involved in carrying out general electrical work
• identify correct isolation procedures, for example, test the test equipment, lock out and tag circuit protection
• clearly state the correct order of the steps involved in completing the job
• demonstrate knowledge on terminating wires
• state the procedure to re-test the socket for correct polarity after the job is completed.

Areas for students to improve include:

• providing specific information about isolating power
• using the correct procedure in replacing a socket outlet or power point.

Question 20

In better responses, students were able to:

• demonstrate knowledge in the use of Ohm’s Law
• apply Ohm’s Law to solve calculations
• demonstrate a thorough knowledge of D.C. theory
• recognise the impact that switches have within a circuit
• demonstrate understanding of how current flows through a circuit
• demonstrate understanding of how resistances in series and parallel impact a circuit
• recognise the impact of switching in a circuit (d)
• demonstrate understanding of the process in determining total resistance (d)
• demonstrate how to use power equations (d)
• demonstrate understanding of the purpose of a voltmeter (e)
• demonstrate understanding of voltage drop and apply Kirchoff’s Voltage law (e)
• demonstrate understanding of the correct operation of switches and the impact they have in a circuit (e).

Areas for students to improve include:

• determining total resistance calculations
• correctly applying Ohm’s Law to series and parallel circuits
• demonstrating an understanding of how to use values of current, voltage and resistance and substituting these into solving electrical calculations
• understanding how switches impact electrical circuits
• ensuring that all parts of the question are addressed
• being able to calculate total resistance (d)
• understanding the way that current flows within a circuit (d)
• being able to substitute appropriate information to power equations (d)
• understanding how voltage functions in a circuit, that is, the application of Kirchoff’s Voltage law (e)
• knowing how a voltmeter is used to determine different voltage measurements in circuit (e).

In better responses, students were able to:

• list a range of sustainable energy options for the production of electricity, especially during peak demand periods
• state a range of reliable green energy alternatives
• discuss how governments are addressing the issue of climate change by using specific examples
• provide relevant examples of how industry and consumers can reduce energy demands
• discuss how the electrotechnology industry is addressing the issue of climate change, that is, by developing more energy efficient technologies, providing input into building design
• consider the education of society regarding specific strategies to reduce energy consumption.

Areas for students to improve include:

• considering the various ways of producing electricity using sustainable methods of power generation
• discussing how consumers and industry are addressing the efficient use of electricity, for example, with more energy efficient technologies and appliances
• considering better collaboration within the building industry in relation to the design of environmentally friendly buildings.

In better responses, students were able to:

• suggest a number of suitable options for lighting control (a)
• explain the advantages and disadvantages of different control methods (a)
• address the efficient use of energy consumption due to correct lighting control (a)
• clearly state the correct procedures for the isolation of supply ‘lock out and tag’ (b)
• mention the need to test the testing equipment (b)
• state strategies for safe working at heights, for example, portable scaffolds, work platforms, scissor lifts or cherry pickers and the use of barricades (b)
• suggest the use of a safety harness (b)
• state correct workplace communication practices (b)
• refer to correct PPE, for example, a hardhat, dust mask or safety glasses (b)
• suggest the elimination of trip hazards by cleaning up the site upon job completion (b) recognise the importance of effective workplace communication (c)
• carry out a SWMS or risk assessment (c)
• planning the work to be carried out (c)
• discuss the correct procedure for the removal and replacement of equipment (c)
• explain the correct procedure to install new equipment in different locations (c)
• demonstrate correct safety procedures including isolation of power and working at heights (c).

Areas for students to improve include:

• identifying relevant and appropriate methods of automatic lighting control (a)
• suggesting practical procedures or processes in carrying general electrical work (b)
• recognising the safety issues involved in working at heights (b)
• knowing a variety of options available for working at heights other than using a ladder (b)
• demonstrating an understanding of the need to consider and use correct PPE (b)
• knowing general workplace procedures and practices (c)
• identifying a range of safety issues in carrying out each task including the correct isolation of power and working at heights procedures (c).