Electrotechnology 2020 HSC exam pack (archive)

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
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of the examinable units of competency 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(a)

In better responses, students were able to:

• identify the need to accurately mark out using a centre punch and pre-drill the hole using a suitable size pilot drill
• indicate that the work piece needs to be held securely during the drilling process and that a correct drill speed needs to be selected
• state that lubricant can be used to assist the drilling process and to removing rough edges with an appropriate tool.

Areas for students to improve include:

• using correct industry terminology
• understanding the purpose of each stage of the drilling process
• gaining experience in accurate marking out using a centre punch
• knowing the importance and need to pre-drill a pilot hole in preparation for drilling the final hole size
• gaining awareness of types of lubricants that can be using during the drilling process.  

Question 16(b)

In better responses, students were able to:

• describe a number of relevant safety precautions such as, pedestrian control measures, power tool safety and working at heights
• list and explain the correct PPE required to complete the task
• identify the need to barricade the work area
• state the need to check the ceiling space for pipes, electrical cables and drilling clearance
• list issues relating to ladder safety.

Areas for students to improve include:

• recognising the need for dust reduction equipment when drilling plasterboard
• identifying hazards when working at heights and appropriate control measures
• understanding the need for ladder safety
• understanding the appropriate safety relating to the use of power drills and hole saws.

Question 17

In better responses, students were able to:

• discuss that positive relationships among workers fosters teamwork and workplace productivity
• provide specific examples of how managers can use team work to improve productivity such as, allowing workers to use individual knowledge and skills to carry out set tasks.

Areas for students to improve include:

• providing specific detail of strategies that managers could use to improve workplace productivity
• avoiding generalised statements.

Question 18

In better responses, students were able to:

• state a range of options to reduce energy consumption, for example, switching to more efficient appliances
• identify the use of renewable energies, for example, solar panels and battery storage of electricity
• describe examples of energy saving appliances
• refer to the use of energy efficient lighting
• demonstrate knowledge of different tariff times of energy use throughout the day.

Areas for students to improve include:

• avoiding generalised comments on how to reduce energy costs
• explaining specific ways to reduce energy consumption, for example, using LED lighting systems
• providing examples of energy efficient appliances, for example, higher star ratings of appliances
• demonstrating a clear understanding of sustainable energy producing technologies, for example, by using natural resources such as, solar and wind
• stating the use of energy audits to determine energy consumption.

Question 19(a)

In better responses, students were able to:

• demonstrate an understanding of Ohm’s Law by providing the correct equation
• correctly transpose the correct power equation to determine resistance values.

Areas for students to improve include:

• applying Ohm’s Law to solve problems
• knowing the correct units of electrical theory such as, Power (P), Resistance (Ohm’s or Ω)
• knowing power equations used to determine resistance in an electrical circuit.

Question 19(b)

In better responses, students were able to:

• demonstrate an understanding of a working circuit diagram
• identify the correct electrical symbols used in a circuit diagram
• show the correct placement of the fuse and switch in a circuit diagram
• identify the polarity of a battery
• demonstrate an understanding of how to arrange circuit components in both series and parallel configurations.

Areas for students to improve include:

• understanding how to connect basic electrical components
• knowing the difference between series and parallel circuits
• arranging electrical components to create a working circuit diagram
• identifying correct electrical symbols
• understanding the function of individual circuit components.

Question 20(a)

In better responses, students were able to:

• demonstrate their knowledge of series and parallel circuits
• determine resistances in series
• determine resistances in parallel
• show all working out to determine the resistance between nodes A and B.

Areas for students to improve include:

• knowing how to determine resistances in series
• knowing how to determine resistances in parallel
• understanding the relationship of series and parallel components in an electrical circuit
• showing all working out
• demonstrating understanding of the correct equations.

Question 20(b)

In better responses, students were able to:

• apply Ohm’s Law to determine total current in a circuit
• know the correct units of electricity, for example, current (I)’ is measured in ‘amperes (A)’.

Areas for students to improve include:

• knowing how to use Ohm’s Law to determine current, voltage and resistance
• understanding how to connect a battery to a circuit.

Question 20(c)

In better responses, students were able to:

• understand and apply voltage laws
• apply Ohm’s law to solve problems
• know the steps required to determine the voltage drop across a specific circuit component.

Areas for students to improve include knowing:

• knowing and applying Ohm’s Law to electrical circuits
• understanding how current flows in a series and parallel circuit
• recognising that voltage drop can be calculated across a specific component when the current flowing in that component is determined.

Question 20(d)

In better responses, students were able to:

• state the equation required to determine power in a circuit component
• identify the current flowing through a specific component
• demonstrate knowledge in using an appropriate power equation.

Areas for students to improve include understanding:

• knowing the three equations used to determine power
• knowing the correct units of electricity, for example, ‘current (I)’ is measured in ‘amperes (A)’
• understanding the correct values to use when calculating power in a specific circuit component.

Question 20(e)

In better responses, students were able to:

• know the meaning of the term ‘open circuit’
• understand the impact that an open circuit has on an electrical circuit
• correctly calculate resistances connected in series and parallel.

Areas for students to improve include:

• understanding specific electrotechnology terms and definitions such as, ‘open circuit’
• knowing how to calculate resistance in a parallel circuit when a circuit component becomes open circuit
• determining resistances in a series circuit.

In better responses, students were able to:

• explain Workplace, Health and Safety (WHS) legislation by providing examples such as, processes for reporting concerns and reporting incidents
• list specific workplace policies and procedures
• explain how workplace policies and procedures enable apprentices to fulfil work responsibilities
• identify the role of an apprentice by listing examples
• demonstrate recognition for the need of workplace training from experienced workers
• state the need for training to take place offsite at educational institutions.  

Areas for students to improve include:

• avoiding generalised statements relating to workplace policies and procedures
• stating specific examples, for example, code of conduct, harassment policy, work-related activities, the need for supervision and on the job training
• describing the meaning of specific work-related policies and procedures
• increasing the depth of knowledge relating to apprentice roles and daily routines
• listing a range of daily and routine activities.

Question 22(a)

In better responses, students were able to:

• explain how the safety issues could be addressed relating to the installation of the aerial cables, underground cabling, solar array and batteries banks
• outline traffic management control measures such as, barricades, signage and safety personnel by diverting the traffic around the worksite
• discuss safety related communication with the homestead occupants
• demonstrate knowledge relating to the testing and isolation of electricity
• discussing how outdoor hazards such as heat and sun exposure could be addressed.

Areas for students to improve include:

• using correct industry terminology
• understanding a range of WHS issues relating to aerial and underground cabling, solar arrays and battery enclosures such as, working in a confined space
• understanding the hazards relating to working at heights, traffic control measures and underground excavation work
• knowing how to test and isolate electricity by locking out, testing and tagging main switches and circuit controls
• knowing the difference between WHS issues and work/job procedures
• recognising the importance of workplace communication for workers, clients and the general public.

Question 22(b)

In better responses, students were able to:

• include appropriate WHS strategies in the work schedule, for example, conducting a risk assessment prior to commencement of work
• discuss a detailed work schedule by systematically listing the steps and processes involved in required tasks
• outline time frames when work is to take place and be completed
• include in the schedule timings, controls and safety measures relating to managing electricity produced by solar panels
• provide examples of safe and sustainable work-related tasks to safely install the solar array, aerial cabling, battery shed and underground cabling to the homestead.

Areas for students to improve include:

• relating safe work practices to the required tasks to compete the installation
• breaking the installation down into various stages and tasks, for example, at the completion of the installation, testing and commissioning of electrical circuits is required
• providing examples of work activities, for example, underground cabling requires specialist excavation personnel and machinery
• linking related activities to what is mentioned in the question, for example, recognising that aerial cables require working at heights safety control measures and specialised workers.