Electrotechnology 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
• 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 two predicted impacts of climate change, for example, rising sea levels and extreme weather patterns
• identify increasing natural disasters as impacts of climate change in Australia, for example, Great Barrier Reef dying.

Areas for students to improve include:

• identifying predicted impacts of climate change, such as droughts and floods.

Question 16(b)

In better responses, students were able to:

• demonstrate an understanding of the issues that green energy may cause as the only source of grid power supply, for example, green energy can be unreliable due to the varying nature of wind
• demonstrate an understanding of the unreliable nature of solar panels as they do not produce electricity at night and on cloudy days
• state that green energy does not supply baseline power due to a lack of capacity to maintain supply to the grid completely.

Areas for students to improve include:

• outlining the issues that may occur if relying solely on green energy to maintain grid power supply, such as, Photo Voltaic (PV) solar panels generating electricity during the day.

Question 17(a)

In better responses, students were able to:

• demonstrate understanding that stock is purchased in predetermined lengths or quantities and there could be wastage. For example, requiring one metre of conduit and buying it in 4 metre lengths, leading to wastage
• state the stock size may affect the overall cost of the materials and may be more expensive than anticipated due to excess stock.

Areas for students to improve include:

• understanding technical terminology, such as, ‘stock size’ which is not the physical size, but the quantity.

Question 17(b)

In better responses, students were able to:

• outline the safe-use protocols required to use the battery-powered angle grinder such as relevant checks, including checking the blade is the correct one for the job and it is secured correctly, a safety guard is installed and there is no damage to the grinder
• outline the use of appropriate personal protective equipment (PPE), such as, gloves, hearing and eye protection
• identify that the steel cable tray needs to be secured before cutting.

Areas for students to improve include:

• understanding requirements of the question and that the tool was battery operated not a plug in
• identifying the tray needed securing, appropriate use of PPE and checking the tool is undamaged.

Question 18

In better responses, students were able to:

• identify the need to check the compatibility of a battery with existing installation
• detect and check that the capacity of the battery system is sufficient for a household
• calculate the cost to return.

Areas for students to improve include:

• correctly identifying there was an existing solar array on the roof.

Question 19(a)

In better responses, students were able to:

• identify the two circuit diagram symbols, such as, a variable resistor and open switch.

Areas for students to improve include:

• understanding symbols used in circuit diagrams.

Question 19(b)

In better responses, students were able to:

• correctly convert the description to a circuit diagram of a light controlled by a two-way switch
• use the ‘two-way switching' method as specified in the question
• correctly label the circuit diagram.

Areas for students to improve include:

• correctly drawing the light using two-way switching
• understanding circuit diagram conventions, for example, using correct symbols.

Question 20(a)

In better responses, students were able to:

• understand the meter polarity must be changed to maintain the function of the circuit when the polarity of the supply is reversed
• use correct industry terminology, for example, reverse polarity of both ammeter and voltmeter.

Areas for students to improve include:

• understanding that both metering devices polarity needs to be reversed.

Question 20(b)

In better responses, students were able to:

• calculate the circuit resistance if the ammeter reads 90 mA with the correct units, for example, Ohms (Ω)
• show working and state the correct equations, for example, R=V/I.

Areas for students to improve include:

• using the correct units, for example, Ohms (Ω)
• understanding the relationship between the supply voltage and current flow to calculate circuit resistance.

Question 20(c)

In better responses, students were able to:

• use each question to calculate the current flow
• calculate the current with the correct units, for example, Amps (A)
• show their working and state the correct equations
• understand Kirchhoff’s voltage law and Ohm’s law in relation to a series circuit.

Areas for students to improve include:

• using the correct units, for example, Amps (A)
• understanding that in a series circuit the current is the same throughout the entire circuit
• understanding how to use resistance and voltage to calculate the current through the resistor.

Question 20(d)

In better responses, students were able to:

• address each part of the question separately
• calculate the power dissipated with the correct units, for example, Watts (W)
• 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, for example, Watts (W)
• 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:

• address each part of the question separately
• calculate the supply voltage with the correct units, for example, Volts (V)
• show their working and state the correct equations
• understand Kirchhoff’s voltage law in relation to a series circuit.

Areas for students to improve include:

• understanding that in a series circuit the current is the same throughout the entire circuit
• using correct units, for example, Volts (V) to calculate the voltage across resistor 1
• understanding Kirchhoff’s voltage law in relation to a series circuit.

Question 21(a)

In better responses, students were able to:

• identify the tools required to manufacture the shroud if it is to be made from 0.5 mm galvanised steel sheet, for example, engineers’ rule, guillotine and sheet metal bender
• demonstrate understanding of the appropriate method required to fabricate the shroud, and clearly address 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 fabricating the shroud and the range of tools required. For example, bending the sheet metal requiring the use of a sheet metal bender
• understanding the need to measure and mark out the shroud before cutting.

Question 21(b)

In better responses, students were able to:

• identify the need to perform a safe work method statement (SWMS), testing metering equipment is functioning correctly after testing for ‘dead’
• expand on the process of installing the outdoor power outlet and shroud
• address all requirements of the questions, including ‘identifying and isolating the required circuit’ and ‘installing the outdoor power outlet’.

Areas for students to improve include:

• avoiding answering both part (a) and part (b) in the same response
• expanding on the process of installing the outdoor power outlet and shroud, for example, mark out and drill holes to fix the external power outlet
• explaining isolation procedure using industry terminology.

In better responses, students were able to:

• demonstrate an understanding of how businesses meet legislative requirements to create a safe work environment for employees and public, for example, site induction, barricading off work areas and toolbox talks daily
• identify specific WHS legislation, for example, WHS Act 2011
• use correct industry terminology safe work method statements (SWMS)
• support their response with relevant examples specific to the electrotechnology industry, for example, correct isolation procedures.

Areas for students to improve include:

• expanding on ideas and examples, and using industry terminology
• identifying specific legislation applicable to the response
• answering the question using the prompts within the question.