Engineering Studies 2020 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• avoid simply re-stating the question in their response
• have a clear understanding of key terminology in the question and recognise the intent of the question and its requirements.
• engage with any stimulus material provided and refer to it in the response
• communicate ideas and information using relevant examples
• expect to perform some mathematical functions, interpret data/graphs/tables and assess information for accuracy, reliability and/or validity
• consider using graphical solutions if appropriate
• review their response to ensure that it addresses the question requirements.
• include all working in calculation responses, set out in a logical manner
• be familiar with relevant engineering terminology and use correctly to enhance their answers
• use correct materials terminology when speaking of engineering materials, for example, most uses of aluminium are in alloyed form so students should be writing “aluminium alloys” to make it clear they understand aluminium is being used in an alloyed form
• calculate the area of circle using the formula: pd²/4 because in Engineering Studies using diameters as opposed to radii in calculation problems is more common
• ensure the use the drawing equipment to maximise their performance all drawing questions across the examination.

Question 21

In better responses, students were able to:

• identify an appropriate innovation (a)
• outline how innovation has influenced voice communication (a)
• areas identify there was not a solution to the stated conditions of the questions (b)
• demonstrate conceptual understanding of logic gates (b)
• apply correct theoretical understanding of truth tables related to the three gates in the question (b)
• name the more commonly used components of the drawing (c)
• completing the table (c)
• identify what elements were missing from various views of the drawing (c)
• describe the characteristics of the properties listed in the question (d)
• display knowledge of the impact ductility and corrosion has on metal use in telecommunications (d).

Areas for students to improve include:

• understanding of the technical detail of the chosen innovation (a)
• displaying general telecommunication knowledge and understanding (a)
• testing all combinations possible to identify correctly those that will give a high a ‘Z’ (b)
• using a truth table (b)
• display an awareness of AS1100 standards (c)
• relating the importance of the given properties of ETP copper when in use in telecommunications (d).

Question 22

In better responses, students were able to:

• identify an appropriate innovation and outline how it has been applied to modern aircraft, for example, winglets to help reduce drag and increase lift (a)
• accurately describe a range of materials used over the past 100 years specifically for the structure and cladding of wings such as timber/canvas, steel, aluminium alloy to currently using duralumin composites such as carbon fibre or fibre metal laminates (b)
• identify and justify an appropriate, non-destructive test that could be carried out in situ, including ultrasonic, X-ray, die penetrant or fluorescent penetrant with an accurate description of the test that would show air worthiness (c)
• apply the relevant equation to calculate the area of the surface of the piston (d)
• comprehensively link a relevant formula to calculate the force on the piston ensuring the correct use of units and powers of ten (d).

Areas for students to improve include:

• correctly naming appropriate innovations such as winglets and 3D printed fuel nozzles (a)
• relating innovations to their place in time since powered flight began (a, b)
• identifying materials used for the construction of aircraft since powered flight began (b)
• identifying and describing methods of portable non-destructive testing (c)
• calculating the area of a circle as part of a pressure calculation (d)
• correctly using the formula for pressure to determine a force with correct units (d).

Question 23

In better responses, students were able to:

• correctly compares two technologies such as materials and/or manufacturing processes for the two bicycle frame eras (a)
• articulate relevant technologies to support a relevant comparison (a)
• manipulate the given data and units correctly in calculations (b)
• apply appropriate calculation operations that incorporate trigonometry, moment equation, mass and gravity calculations (bi)
• apply the relevant equation to calculate power produced by the rider (bii)
• comprehensively link a relevant formula to support the final mass (bii)
• recognise and explain how a dynamo generates power (c)
• articulate and explain the relationship between the dynamo and power generation (c).

Areas for students to improve include:

• correctly naming the appropriate material technology, such as aluminium alloys and/or composite materials such as carbon fibre reinforced polymers (a)
• focussing on the comparison of modern and earlier “bicycle frames” (a)
• correctly identifying the perpendicular distance to the force and then applying the correct working out (bi)
• manipulating equations to solve for the final mass of the rider (bi)
• correctly calculating the power equation using the relevant values (bii)
• using the correct terminology to explain the workings of a dynamo (c)
• providing a clear connection between the dynamo and power generation (c).

Question 24

In better responses, students were able to:

• describe in detail the reason why you would use concrete for the pad which provides support for the structure and not just a general characteristic of concrete, including the forming up of the shape and strength properties together with reinforcing the concrete for that situation (a)
• use the stimulus picture and identify an appropriate manufacturing method for the yoke and describe some basic steps for that process which may have included stamping, pressing, punching, machining, folding, forming and bending into shape (b)
• determine that the pin was in double shear and then were able to show relevant and correct working to calculate the area which was used to find the load with units (c)
• assemble a correct front view of the yoke and turnbuckle complete with thread detail and correct scale to AS1100 drawing standards, with full attention to detail and a high standard of line work (d).

Areas for students to improve include:

• relating the stimulus material in the answer as to why concrete was used in that situation for the construction of the supporting pad and not just characteristics of concrete, for example, it is good in compression (a)
• providing an appropriate step-by-step description of a process which is relevant to the manufacture of the yoke rather than a metal forming process which is unsuitable (b)
• understanding a double shear situation and being able to calculate a correct area for the pin and apply those values to the formula for stress
• understanding how to determine an area of a circle and use the correct values for load and stress in the formula (c)
• using appropriate drawing instruments to complete the assembled view to provide a better standard of work and include detail for the thread and centre lines instead of freehand sketches that were poorly done, with minimal knowledge of assembly, incorrect scale and no thread detail (d).

Question 25

In better responses, students were able to:

• understand the term ‘implications’ and answer fromboth legal and ethical points of view (a)
• succinctly describe one, or multiple, legal and ethical impacts relating to engineering practice (a)
• correctly sketch/label the diagram indicating grain flow direction following the shape of the rivet after hot forge to accompany the description (b)
• describe a suitable hot working process and support answer with appropriate diagram (b)
• identify all forces and perpendicular distances for moment calculations (c)
• understand that any unit of consistent measurement can be used with the warren truss provided (c)
• complete the problem using an appropriate method (c)
• correctly determine the reactions at the supports (c)
• correctly sum vertical forces (SF_v) in the solution (c).

Areas for students to improve include:

• ensuring they respond to bothlegal and ethical implications, citing examples of each (a)
• avoiding using similar implications for ethics and legal as there needed to be a clear division (a)
• differentiating between ‘ongoing’ training as a professional engineer, versus‘initial’ training (a)
• using key terms appropriately, for example, Work Health and Safety, lawsuit, standards, gaol time, safety, fined, environmental considerations, honesty in reporting, litigation (a)
• transferring knowledge of forging and grain flow into any scenario (b)
• knowing the difference between hot working joining processes and heat treatment of materials (b)
• knowing the various methods of mechanically joining materials and where they are typically used (b)
• producing a labelled sectioned sketch when the question specifically asks for this (b)
• identifying the correct perpendicular distance to a component force (c)
• identifying the correct sense of forces (c)
• correctly calculating moments, direction of moments, and reactions at supports (c)
• using appropriate methods to solve both reactions and forces in members (c)
• ensuring accuracy by only rounding at the end of the problem (c).

Question 26

In better responses, students were able to:

• describe appropriate methods of protecting civil structures against corrosion (a)
• illustrate the described methods with relevant civil structures examples (a)
• correctly identify how corrosion is prevented in the methods described (a)
• outline benefits of digital over analogue signal transmission (b)
• differentiate between the advantages of digital signals and features of the transmission media used to send the signal (b)
• relate the binary nature of digital signals to benefits in a transmitted signal (b)
• describe appropriate methods to increase the signal strength and identify potential issues associated with each method (c)
• distinguish between methods which could affect the signal strength after transmission, rather than beforehand (c)
• demonstrate an understanding of how a received waveform is converted into an electrical signal (c)
• identify the electrical components represented in the circuit diagram (d)
• recognise the relationship between the switches, resistance and current supplied and thus speed of the motor (d)
• relate the incremental nature of switched speed control (d).

Areas for students to improve include:

• relating how the methods prevent corrosion (a)
• avoiding the use of incorrectly named methods (a)
• avoiding the use of generalised statements that may loosely relate to the question without qualification (b)
• discussing the potential advantages and disadvantages of methods described (c)
• understanding how radio waves are received and converted by an antenna (c)
• correctly identifying symbols for electronic components such as resistors (d)
• impacts of current, voltage and resistance on speed and torque of a DC motor (d).

Question 27

In better responses, students were able to:

• identify that AS1100 is the set of standards or rules that govern how technical drawings are to be completed in Australia and then link this to the unambiguous graphical communication of information between engineers both nationally and internationally, that adhering to the AS1100 engenders (a)
• employ a 2:1 scale correctly using dimensions from the provided orthogonal drawing
• use a correct pictorial drawing method (isometric, oblique – including halving sizes on the oblique axis, planometric), applying correct axes angles and “framing” parts of the drawing (b)
• construct the hexagonal nut in the correct position, using offset construction and taking measurements from the provided orthogonal drawing (which itself is drawn to a scale of 2:1) (b)
• construct the cylindrical section to correct diameter and height in its correct position (b)
• recognise that a screw thread exists on the exterior of the cylinder and represent this pictorially or label that it exists on the exterior of the cylinder (b)
• draw the electrical contacts on the underside of the switch (b).

Areas for students to improve include:

• improving the structure of the answer so it is more sensible (a)
• explaining the relationship between what AS 1100 standards are and how this makes them vital to communication between engineers (a)
• using a standard method of pictorial drawing such as isometric or oblique (b)
• using a standard circle/ellipse template for drawing cylindrical features (b)
• representing curves/fillets in pictorial drawing (b)
• application of drawing scales (b)
• recognising use of AS1100 standards for the screw thread in the orthogonal drawing and transferring correctly to the pictorial drawing, either graphically or pictorially (b)
• “boxing” or framing out the pictorial drawing in construction (b)
• recognising and transferring direction of viewing from orthogonal to pictorial (b).