Industrial Technology 2017 HSC exam pack

In better responses, students were able to:

• utilise ICT as a means to communicate design, production and problem-solving
• use electronic support materials to communicate, reflecting development in presentation techniques
• use CAD, 3D modelling techniques, electronic props and technical graphics
• apply research relative to design, problem-solving and industrial construction techniques in the appropriate focus area.

In better responses, students were able to:

• associate project planning with construction
• integrate and apply industrial processes to complement school-based processes, acknowledging outsourcing
• use problem-solving effectively in applying construction techniques and testing samples
• demonstrate expansive skill, both manually and in applied emerging technology.

Students should:

• have an understanding of the key words
• be aware of other words that add direction to the question
• answer all parts of the questions.

Students can prepare for this examination by:

• being clear about their industry examples
• using examples from their focus area industry to support their responses
• having a clear understanding of the Industry Study key terms in the syllabus (industry terminology)
• using past HSC papers and marking guidelines to practise responses
• having a clear understanding of how their focus industry operates.

In better responses, students were able to:

• clearly articulate the effect of technical factors on the efficiency of production
• clearly demonstrate a knock-on effect (related implications of the efficiency of production on another factor)
• understand the link between efficiency and production quantity
• plan and construct a logical and cohesive response using industry examples
• provide a logical response that included industry terminology
• use a scaffold to build a response to the question.

Question 11

In better responses, students were able to:

• distinguish between the indicators of wheel balance and wheel alignment.

Question 12

In better responses, students were able to:

• provide specific information to illustrate a detailed understanding of carbon emissions.

Question 13

In better responses, students were able to:

• clearly described the advantages of fuel injection over carburettors.

Question 14

In better responses, students were able to:

• accurately describe the operation of a cooling system, including identifying key components.

Question 15

In better responses, students were able to:

• provide realistic examples, including cheaper running costs and maintenance, lower emissions, and increased fuel efficiency.

Question 11

In better responses, students were able to:

• identify a benefit of using heat shrink.

Question 12

In better responses, students were able to:

• provide a clear explanation of Ohm’s law and its relevance in calculations.

Question 13

In better responses, students were able to:

• provide adequate reasons for the increased use of light emitting diodes for lighting in new buildings.

Question 14

In better responses, students were able to:

• provide descriptions of effective ways to provide power to remote dwellings.

Question 15

In better responses, students were able to:

• provide reasons for the importance of considering design factors when developing the component layout on a printed circuit board from a circuit diagram.

Question 11

In better responses, students were able to:

• correctly interpret the cutting plane line.

Question 12

In better responses, students were able to:

• recognise the role of colour and graphics in work health and safety signage and support their answer with examples
• outline the purposes of both colour and graphics.

Question 13

In better responses, students were able to:

• identify a sectioned drawing
• provide a clear and complete explanation.

Question 14

In better responses, students were able to:

• recognise realism as the main advantage of perspective drawings over isometric drawings
• improve their description by including more features of perspective drawings.

Question 15

In better responses, students were able to:

• correctly interpret the orthogonal views to produce an accurate isometric drawing
• correctly produce the web and shape in isometric view.

Question 11

In better responses, students were able to:

• identify a benefit of MIG welding.

Question 12

In better responses, students were able to:

• accurately outline the main features of welding
• demonstrate a deep understanding of the brazing process, such as the use of a brass filler rod and flux.

Question 13

In better responses, students were able to:

• demonstrate an understanding of the processes of up milling and down milling.

Question 14

In better responses, students were able to:

• demonstrate an understanding of CNC machining
• relate the benefits of CNC machining to accuracy and efficiency
• explain how mass production benefits from CNC machining.

Question 15

In better responses, students were able to:

• suggest two suitable surface finishes, such as powder coating and galvanising
• assess the suitability of surface finishes in relation to wear resistance and corrosion resistance
• provide an in-depth assessment of the effectiveness of the nominated surface finish.

Question 11

In better responses, students were able to:

• clearly identify a technique appropriate to emphasising text.

Question 12

In better responses, students were able to:

• identify many different features of MIDI files and give appropriate explanations to their use as a music format.

Question 13

In better responses, students were able to:

• demonstrate a good understanding of many features of virtual reality systems and give more than one feature relating to training simulators.

Question 14

In better responses, students were able to:

• explain the importance of RAM and its use in relation to multimedia production
• explain aspects of buffering principles of GPU and relate it to multimedia production.

Question 15

In better responses, students were able to:

• provide many features and characteristics of vector graphics in relation to the production and sharing of a graphics logo.

Question 11

In better responses, students were able to:

• identify a correct portable power tool to cut an internal curved shape in plywood.

Question 12

In better responses, students were able to:

• identify and provide context for more than one relevant benefit of using recycled timber in furniture production – for example, weathered aged appearance and sustainability.

Question 13

In better responses, students were able to:

• focus their response on minimising environmental issues associated with timber finishing – for example, controlled ventilation and correct disposal – rather than focusing on work health and safety issues.

Question 14

In better responses, students were able to:

• identify more than one benefit, supported by relevant reasons, for using dovetail joints in drawer construction – for example, strength (interlocking pins) and aesthetics (display contrasting end grains).

Question 15

In better responses, students were able to:

• describe a logical sequence of steps to produce a laminated curved component – including laminating (building up multiple layers of timber strips), gluing and clamping the laminated strips, allowing time to cure/dry, removing the clamps, and applying finishes.

Question 16(a)

In better responses, students were able to:

• relate the importance of training opportunities to the worker
• give a clear industry example of a training opportunity, either in the form of a specific skill area or as a training course
• make a clear link between the industry-specific training and the importance for the worker.

Question 16(b)

In better responses, students were able to:

• demonstrate an understanding of the key word ‘analyse’
• use industry terminology and specific industry examples from within their focus area
• use their industry knowledge and support their answers with an explanation
• make statements relating to technical factors that affect the efficiency of production
• give more than one factor affecting efficiency
• provide a logical and cohesive response
• give a detailed response with supporting evidence (explaining cause and effect), including the relationships between factors and the knock-on effects.