Electrotechnology 2023 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 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(a)

In better responses, students were able to:

• identify glasses for eye protection as personal protective equipment (PPE)
• identify hearing protection as PPE such as ear muffs or ear plugs.

Areas for students to improve include:

• identifying PPE specific to using an angle grinder, not just general PPE
• identifying both hearing and eye protection

Question 16(b)

In better responses, students were able to:

• demonstrate an understanding of the differences in methods of installation, for example, a pop rivet uses a pop rivet gun to set the rivet whereas a nut and bolt requires spanners to tighten the nut and bolt
• demonstrate an understanding of the features of the ‘finish’ when joining sheet metal, for example, the finish of a pop rivet is flush to the surface whereas the nut and bolt sits ‘proud’ to the surface
• state that the rivet is permanent and the nut and bolt is removable
• identify the rivet has one side access whereas the nut and bolt require two sides.

Areas for students to improve include:

• understanding the fixing methods and tools used
• making a clear comparison between the two methods.

Question 17

In better responses, students were able to:

• calculate the resistance of the first length of copper and the length of the second copper conductor correctly
• demonstrate an understanding of processes to compare the resistance of copper cables at different lengths and cross sectional areas (CSA)
• state the equation and transpose the equations.

Areas for students to improve include:

• improving their understanding of how to transpose and carry out two step calculations
• understanding that increases in the CSA means a reduction in resistance of the cable.

Question 18(a)

In better responses, students were able to:

• identify a non-verbal communication method such as a signal, text, email and signage
• identify a verbal communication method such as a phone call, two-way radio and ‘toolbox talk’.

Areas for students to improve include:

• correctly identifying both verbal and non-verbal communication methods
• avoiding irrelevant information, such as personal protective equipment (PPE).

Question 18(b)

In better responses, students were able to:

• state long-term effects of excessive noise on a worksite, such as hearing loss and tinnitus
• state short-term effects such as headaches and ringing in the ears.

Areas for students to improve include:

• improving knowledge of both short-term and long-term effects of excessive noise.

Question 19(a)

In better responses, students were able to:

• outline the use of block diagrams and benefits. For example, ensuring the processes in the development of circuits are correct minimising errors so the circuits function correctly.

Areas for students to improve include:

• understanding the purpose of using a block diagram and how this is linked to a circuit diagram.

Question 19(b)

In better responses, students were able to:

• correctly convert the circuit diagram to a wiring diagram using the correct cables provided in the information such as a TPS twin plus earth cable and a two core TPS cable
• use the ‘loop at the light' method as specified in the question
• identify the correct terminals on the switch and lighting point.

Areas for students to improve include:

• correctly wiring the lights using the stated wires and method
• understanding wiring diagram conventions
• using the information provided within the question, rather than using a general method.

Question 20(a)

In better responses, students were able to:

• correctly determine that in a series circuit the current flow is the same throughout the circuit
• use correct terminology, for example, currents flowing through resistor R1 and R2.

Areas for students to improve include:

• understanding current flow in a series circuit
• using the correct units, for example, milliamps (mA).

Question 20(b)

In better responses, students were able to:

• calculate the resistance with the correct units
• show their working and state the correct equations
• understand Kirchoff's Law in relation to a series circuit.

Areas for students to improve include:

• using the correct units
• understanding the relationship between the supply voltage and current flow to calculate circuit resistance
• understanding how to use the total circuit resistance to calculate the missing resistance.

Question 20(c)

In better responses, students were able to:

• calculate the resistance with the correct units
• show their working and state the correct equations
• understand Ohm's Law in relation to a series circuit.

Areas for students to improve include:

• using the correct units
• understanding that in a series circuit the current is the same throughout the entire circuit
• understanding how to use resistance and current to calculate the voltage drop across the resistor.

Question 20(d)

In better responses, students were able to:

• calculate the power dissipated with the correct units
• show their working and state the correct equations
• correctly use the power equation to calculate power dissipated by the circuit.

Areas for students to improve include:

• using the correct units
• understanding the relationship between the resistance of the circuit and the current to calculate the power dissipated by the circuit.

Question 20(e)

In better responses, students were able to:

• calculate the current flow with the correct units
• show their working and state the correct equations
• understand the effects of a short-circuited component, for example, it has the effect of removing the component from the circuit.

Areas for students to improve include:

• using correct units to calculate the current flow through the resistor
• understanding if there is a short-circuited component, it is the equivalent of removing the component from the circuit.

Question 21(a)

In better responses, students were able to:

• identify the tools and materials required, for example, dyna bolts, masonry drill and drill bits, level and tape measure
• demonstrate an understanding of the appropriate method required to fix the sign, clearly addressing the steps and processes involved.

Areas for students to improve include:

• avoiding answering both part (a) and part (b) in the same response
• developing an understanding of the processes of fixing signs and the range of tools required. For example, drilling into a masonry wall requires using a masonry drill and drill bit
• developing an understanding of the materials required for this process, for example, dyna bolts or equivalent fittings
• understanding the need to measure and mark out the fixing holes before drilling.  

Question 21(b)

In better responses, students were able to:

• correctly identify the information in a safe work method statement (SWMS), for example, job site address, permits required, contact people details
• address all requirements of the questions, including ‘preparation’, ‘installation’ and ‘commissioning’.

Areas for students to improve include:

• avoiding answering both part (a) and part (b) in the same response, not merging the parts
• understanding the information in a SWMS.

In better responses, students were able to:

• demonstrate an understanding of relevant challenges to businesses and the impacts of these challenges on the business such as recycling, repurposing and reusing waste materials
• refer to other renewable power generation and issues associated with that technology. For example, Photo Voltaic (PV) solar panels are only generating electricity during the day, but excess energy could be stored in batteries for use when there is no sunlight
• state that training is required to understand and install new technologies
• support their response with relevant examples.

Areas for students to improve include:

• avoiding the inclusion of irrelevant information
• understanding a significant challenge for businesses in electrotechnology is the increased use of renewables and the effect it has on the business
• answering the question using the prompts within the question.