Electrotechnology 2022 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
• 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 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(a)

In better responses, students were able to:

• identify the cutting or stripping function of the tool
• identify the crimping function of the tool.

Areas for students to improve include:

• recognising that linesman pliers can be used for cutting and crimping
• demonstrating a better knowledge and use of industry tools.

Question 16(b)

In better responses, students were able to:

• state the correct use for each cable
• identify the three different types of cables.

Areas for students to improve include:

• using correct industry terminology in relation to identifying electrical cables
• identifying the types of cables used in the electrical industry
• knowing how electrical cables are used in the electrical industry.

Question 17(a)

In better responses, students were able to:

• explain the need to reduce the chance of cable damage from sharp edges
• understand the importance of structural integrity
• identify the need to earth the metal frame.

Areas for students to improve include:

• answering specifics related to a metal frame not a timber frame
• understanding that cable routes in metal framed houses do not have sharp edges.

Question 17(b)

In better responses, students were able to:

• identify the thickness of a cutting blade
• identify the diameter of the blade
• understand that a different blade type is required for steel and masonry.

Areas for students to improve include:

• knowing that the feature of a cutting blade needs to be thin and of correct diameter
• understanding that a masonry cutting disk is not appropriate for cutting metal so should not have been referred to in the answer.

Question 17(c)

In better responses, students were able to:

• ensure that the safety guard is in place
• indicate that the cutting disc has been fitted correctly
• identify the direction of sparks off the grinder
• identify that the grinder blade or disk must not have any chips or cracks.

Areas for students to improve include:

• knowing the correct Personal Protective Equipment (PPE) required when using a grinder
• understanding the use of and correct fitting of the safety guard and handle
• identifying that a cutting disc must be in good condition with no chips of cracks.

Question 18(a)

In better responses, students were able to:

• demonstrate knowledge in the correct connection of switches
• demonstrate understanding of lamps connected in series and parallel
• identify correct connection of active and neutral conductors.

Areas for students to improve include:

• identifying series and parallel connected components in a wiring diagram
• knowing how active and neutral conductors are connected in a circuit.

Question 18(b)

In better responses, students were able to:

• draw a circuit diagram
• provide either circuit breakers or fuses
• use correct symbols
• draw 2 way switching
• understand the use of series and parallel circuits.

Areas for students to improve include:

• knowing the difference between a circuit and wiring diagram
• understanding that a circuit requires a fuse or circuit breaker
• knowing the correct symbols used in a circuit diagram
• drawing 2 way switching
• recognising series and parallel circuits.

Question 19

In better responses, students were able to:

• recognise that they need to ensure there was no danger to themselves before starting to move the worker
• state that the power was isolated
• understand the use of a non-conductive crook is used to move the patient.

Areas for students to improve include:

• recognising the need to check for any surrounding danger
• understanding the need for isolation of the power
• describing how to safely move the victim by using examples.

Question 20(a)

In better responses, students were able to:

• state the correct equation
• substitute correct values
• demonstrate an understanding of series/parallel circuits.

Areas for students to improve include:

• knowing how to calculate resistances in a series/parallel circuit
• understanding the correct equations for determining resistance
• using correct units
• knowing how the operation of switches impact an electrical circuit.

Question 20(b)

In better responses, students were able to:

• understand the circuit is in series
• state correct equations
• state the correct units
• ensure correct substitution of values
• identifying the change of the switching sequence.

Areas for students to improve include:

• understanding that current is in amps
• understanding series resistance equations
• stating Ohms law for current
• knowing how the operation of switches impact an electrical circuit.

Question 20(c)

In better responses, students were able to:

• understand R₁ and R₄ are in series
• state the series equation
• calculate current flow
• calculate voltage from current
• understand voltage divider rule.

Areas for students to improve include:

• understanding of the voltage divider rule
• stating correct equations
• understanding Ohms law
• knowing how the operation of switches impact an electrical circuit.

Question 20(d)

In better responses, students were able to:

• use the correct equation to determine power dissipated by a resistor
• ensure correct substitution of values
• provide correct units
• demonstrate an understanding of the power equation.

Areas for students to improve include:

• understanding what is required to calculate the power dissipated by a resistor
• understanding how to use power equations
• ensuring that correct units are stated
• knowing how the operation of switches impact an electrical circuit.

In better responses, students were able to:

• demonstrate the importance of conducting an energy audit to direct a company into using strategies to achieve a carbon neutral workplace
• understand that to achieve a carbon neutral footprint, energy consumption must be changed from coal to renewable energy sources
• provide a range of areas to improve the energy efficiency of appliances used in the workplace
• understand that renewable energy technologies reduce carbon footprint
• expand on the use of battery storage
• state that redesigning the building to use the natural light and heat from the sun reduces use of electricity
• provide examples of government regulations.

Areas for students to improve include:

• understanding that an energy audit directs companies to address areas to achieve a carbon neutral workplace
• providing practical examples of how a company can work towards achieving a carbon neutral workplace
• gaining a better understanding of how using building design and passive measures can contribute to achieving a carbon neutral workplace
• identifying government regulators relating to the electrotechnology industry
• recognising that there are government regulations relating to sustainable practices
• presenting ideas in a logical manner
• understanding what is involved in conducting an energy audit.

Question 22(a)

In better responses, students were able to:

• state the timeline for carrying out tasks required to complete associated electrical work
• state the need for using safe work method statements and risk assessments
• consult the building manager regarding access and start/finish times/workplace communication
• understand the necessity of checking for other services in the concrete slab before cutting it
• recognise the necessity for having materials pre-ordered.

Areas for students to improve include:

• understanding the procedures and process required for specific workplace tasks
• identifying that risk assessments and safe work method statements should be created before the commencement of onsite work
• recognising the need for checking the concrete for other services
• carrying out workplace communication and consultation with stakeholders regarding the timing of works
• knowing what materials and tools are required for specific tasks relating to the installation of conduits and associated wiring installations.

Question 22(b)

In better responses, students were able to:

• outline the correct steps required to install and commission a recessed power outlet in a concrete floor
• outline the correct tools, machines and equipment to install the power outlet
• state the use of a concrete cutter or grinder to cut the channel into concrete for installation of conduit and associated wiring
• state the correct procedure needed to safely isolate power for work to be carried out
• list the tests required to be carried out when electrical work has been completed
• include correct workplace communication with workers and customers
• identify that the correct paperwork needs to be completed at the conclusion of the job.

Areas for students to improve include:

• showing the step-by-step tasks required to install and commission the recessed power outlet
• understanding the need for on-site tool box talks
• recognising the associated tools and equipment required when installing equipment into concrete
• knowing the correct tools required for chasing conduits into concrete slabs
• knowing and understanding correct power isolation procedures (isolated, locked-out and tag)
• understanding the test requirements that need to be carried out at the completion of electrical work (polarity / earth continuity / insulation resistance / RCBO test).