Industrial Technology 2018 HSC exam pack

Automotive

Students should:

• explain and justify decisions made during the designing, modifying and planning stages of the Major Project
• include detailed descriptions together with photographic records of procedures including fault finding, maintenance, applied industrial technologies and processes
• use the ‘Statement of Intent’ to give a ‘full picture’ of the intended project by outlining areas of research and its planned use
• the ‘Statement of Intent’ is a guide for the project ‘Intention’ and should not be for ‘Reflection’
• consider using a ‘Mind Map’ which is a successful way of supporting the statement of intent to identify the areas that need to be undertaken for research and help with general organisation
• research similar items and evaluate these in terms of their functionality and aesthetics
• consider modelling and prototyping using for example, computer generated sketching, 3D printing and scale models
• describe considerations and issues related to selecting materials and processes
• provide evidence of experimentation with materials and techniques
• provide evidence of refinements and modification of designs
• display through photographic evidence with supporting evaluation comments, step by step procedures to present and support choices, decisions and industry established processes
• be aware that the Final Evaluation should be directly related to the initial Statement of Intent, Planning and Production. The conclusion should be a summary brought together through the ongoing reflections on project development.

In better projects, students were able to:

• discuss principles of energy types
• apply principles of engine types and systems with maintenance procedures
• describe, select and apply fault finding techniques.

Areas for students to improve include:

• focusing upon the automotive industry area with specifics reference to tools, equipment and technology associated with the areas of transmissions, auto electricals, cooling, fuel, suspension, braking and body repairs
• emphasising on the automotive industry rather than focusing on generic metals tooling and technologies
• making decisions and evaluations about work undertaken and ensuring photographic evidence is supported by comments of industry established processes.

Electronics

Students should:

• explain and justify decisions made during the designing/modifying and planning stages of the Major Project
• include detailed descriptions together with photographic records of procedures including fault finding, maintenance, applied industrial technologies and processes
• use the ‘Statement of Intent’ to give a ‘full picture’ of the intended project by outlining areas of research and its planned use
• understand that the ‘Statement of Intent’ is a guide for the project ‘Intention’ and should not be for ‘Reflection’
• consider using a ‘Mind Map’ which is a successful way of supporting the statement of intent to identify the areas that need to be undertaken for research and help with general organisation
• research similar items and evaluate these in terms of their functionality and aesthetics
• consider modelling and prototyping using for example, computer generated sketching, 3D printing and scale models.
• describe considerations and issues related to selecting materials and processes
• provide evidence of experimentation with materials and techniques
• provide evidence of refinements and modification of designs
• document the development of the project including ongoing evaluation
• be aware that the Final Evaluation should be directly related to the initial Statement of Intent, Planning and Production. The conclusion should be a summary brought together through the ongoing reflections on project development.

In better projects, students were able to:

• provide samples of alternate electronic circuitry such as PCBs, Veroboard, etched boards and laser cut boards
• justify choices and selections
• discuss components, their functionality and purpose
• design, draw and explain schematics with reference to the operation of circuits
• research and demonstrate design in circuit boards including the processes used to manufacture circuitry
• display through photographic evidence with supporting evaluation comments, step by step procedures to present and support choices, decisions and industry established processes
• outline, explain and describe fault finding, testing and technical processes
• show the use of testing equipment, for example, oscilloscope and multimeter
• include circuit calculations, for example amperage, voltage, impedance.

Areas for students to improve include:

• widely researching electronics materials and processes, component and circuit diagrams
• referring to AS3000 wiring and protection where needed, (over 32V) for example, cable sizes, resistance and impedance calculations (separating low from high voltage)
• referring to poor circuits and operation systems and having an emphasis on enclosures and decorative research
• documenting testing, types and equipment, fault finding and calculations together with evaluations and actions taken.

Graphics

Students should:

• explain and justify decisions made during the designing/modifying and planning stages of the Major Project
• include detailed descriptions together with photographic records of procedures including fault finding, maintenance, applied industrial technologies and processes
• use the ‘Statement of Intent’ to give a ‘full picture’ of the intended project by outlining areas of research and its planned use
• the ‘Statement of Intent’ is a guide for the project ‘Intention’ and should not be for ‘Reflection’
• consider using a ‘Mind Map’ which is a successful way of supporting the statement of intent to identify the areas that need to be undertaken for research and help with general organisation
• research similar items and evaluate these in terms of their functionality and aesthetics
• consider modelling and prototyping using for example, computer generated sketching, 3D printing and scale models
• describe considerations and issues related to selecting materials and processes
• provide evidence of experimentation with materials and techniques
• provide evidence of refinements and modification of designs
• document the development of the project including ongoing evaluation
• be aware that the Final Evaluation should be directly related to the initial Statement of Intent, Planning and Production. The conclusion should be a summary brought together through the ongoing reflections on project development.

In better projects, students were able to:

• exhibit clear and concise project and idea development through sketching together with ongoing evaluation incorporating elements of modification
• utilise modelling as a means of presentation
• document the overall project design including management and organisation in presentation
• utilise traditional drawing techniques in conjunction with computer generated techniques, document positives and negatives of each and industry applications
• follow ‘industry’ accepted communication techniques and standards.

Areas for students to improve include:

• focusing on graphics representations, skills and techniques rather than model making
• researching drawing types, media and presentation techniques
• using and justifying a range of software.

Metal and engineering

Students should:

• explain and justify decisions made during the designing/modifying and planning stages of the Major Project
• include detailed descriptions together with photographic records of procedures including fault finding, maintenance, applied industrial technologies and processes
• use the ‘Statement of Intent’ to give a ‘full picture’ of the intended project by outlining areas of research and its planned use
• the ‘Statement of Intent’ is a guide for the project ‘Intention’ and should not be for ‘Reflection’
• consider using a ‘Mind Map’ which is a successful way of supporting the statement of intent to identify the areas that need to be undertaken for research and help with general organisation
• research similar items and evaluate these in terms of their functionality and aesthetics
• consider modelling and prototyping using for example, computer generated sketching, 3D printing and scale models.
• describe considerations and issues related to selecting materials and processes
• provide evidence of experimentation with materials and techniques
• provide evidence of refinements and modification of designs
• document the development of the project including ongoing evaluation
• be aware that the Final Evaluation should be directly related to the initial Statement of Intent, Planning and Production. The conclusion should be a summary brought together through the ongoing reflections on project development.

In better projects, students were able to:

• link time management to planning and the production of the major work
• link and compare technology from both the school environment and industry, describing tools, machinery and higher order technology as a means of accomplishing a successful finished product
• manage projects by evaluating the availability of resourcing through the school environment and balancing appropriate outsourcing of technological processes, clearly documenting, experimenting and developing a breadth of skills
• clearly indicate the correct use of equipment and processes
• describe tools, equipment and technology used by industry and not available in the school environment.

Areas for students to improve include:

• presenting test pieces with evaluations and justifications in their decision making
• indicating how skills have developed particularly with welding techniques through photographic records and evaluations
• avoiding overly-managed projects with unnecessary levels of outsourcing.

Multimedia

Students should:

• explain and justify decisions made during the designing/modifying and planning stages of the Major Project
• include detailed descriptions together with photographic records of procedures including fault finding, maintenance, applied industrial technologies and processes
• use the ‘Statement of Intent’ to give a ‘full picture’ of the intended project by outlining areas of research and its planned use
• the ‘Statement of Intent’ is a guide for the project ‘Intention’ and should not be for ‘Reflection’
• consider using a ‘Mind Map’ which is a successful way of supporting the statement of intent to identify the areas that need to be undertaken for research and help with general organisation
• research similar items and evaluate these in terms of their functionality and aesthetics
• consider modelling and prototyping using for example, computer generated sketching, 3D printing and scale models
• describe considerations and issues related to selecting materials and processes
• provide evidence of experimentation with materials and techniques
• provide evidence of refinements and modification of designs
• document the development of the project including ongoing evaluation
• be aware that the Final Evaluation should be directly related to the initial Statement of Intent, Planning and Production. The conclusion should be a summary brought together through the ongoing reflections on project development.

In better projects, students were able to:

• provide research into the range of available software used to create, edit and publish major works
• use additional resources in movie making for the purpose of ‘effects’
• link the design and development of their major projects, reflecting and modifying design aspects to optimise the efficiency and interactivity of the project.
• produce elements, identifying scope of authoring, production and evaluation of prototypes.

Areas for students to improve include:

• planning interactive projects by outlining clear and simple procedures
• referring to the syllabus content as a guide for areas of research to develop, communicate and support the project development
• organising the folio into a single file for ease of presentation to the HSC markers
• addressing WHS in the Multimedia industry and in the production of their project.

Timber products and furniture

Students should:

• explain and justify decisions made during the designing/modifying and planning stages of the Major Project
• include detailed descriptions together with photographic records of procedures including fault finding, maintenance, applied industrial technologies and processes
• use the ‘Statement of Intent’ to give a ‘full picture’ of the intended project by outlining areas of research and its planned use
• the ‘Statement of Intent’ is a guide for the project ‘Intention’ and should not be for ‘Reflection’
• consider using a ‘Mind Map’ which is a successful way of supporting the statement of intent to identify the areas that need to be undertaken for research and help with general organisation
• research similar items and evaluate these in terms of their functionality and aesthetics
• consider modelling and prototyping using for example, computer generated sketching, 3D printing and scale models
• describe considerations and issues related to selecting materials and processes
• provide evidence of experimentation with materials and techniques
• provide evidence of refinements and modification of designs
• document the development of the project including ongoing evaluation
• be aware that the Final Evaluation should be directly related to the initial Statement of Intent, Planning and Production. The conclusion should be a summary brought together through the ongoing reflections on project development.

In better projects, students were able to:

• research the use of a wide variety of materials, components and related technologies
• link time management to planning and the production of the major work
• link and compare tools, machinery and advanced technologies from both the school environment and industry
• manage projects by evaluating available resources at a school level with the need for outsourcing.

Areas for students to improve include:

• presenting test pieces with evaluations and justifications in their decision making
• indicating through photographic records and evaluations how skills have developed
• attending to functioning ‘Working Drawings’ as they support manufacturing and production processes reflecting both functionality and aesthetics
• demonstrating a wide range of skills and processes, for example a range of joints
• avoiding overly-managed projects with unnecessary levels of outsourcing
• ensuring the appropriate use of materials and equipment following WHS guidelines
• including sketches, design development and functional workshop drawings.

Automotive

Students should:

• select projects truly representing the automotive industry
• understand that applied automotive is best displayed through the syllabus documentation of ‘students learning ‘about’ and ‘to’ statements.

In better projects, students were able to:

• demonstrate a depth of understanding of automotive technologies across engine types, components, cooling systems, ignitions, electricals, braking, transmissions and suspension
• make choices and decisions based upon sound research
• show a recognition of standards, and the application of government and statutory regulations.

Areas for students to improve include:

• recognising that design in automotive includes successful management and sequencing of processes, fault finding and decision making
• demonstrating an understanding of focus area requirements
• attending to time management to meet completion dates and any external statutory requirements, for example, registration inspections.

Electronics

Students should:

• focus on the linking of differing components and circuitry to achieve a working project
• manage time efficiently to incorporate the research and application of electronics standards for the successful completion of an electronics project.

In better projects, students were able to:

• successfully link a variety of circuit boards
• demonstrate industry standards in wiring connections and protection
• neatness in the presentation of mounting boards, bundling wires and component housing
• show levels of complexity, applying industry levels of ‘electronics’
• recognise both the depth and breadth of the electronics industry area by incorporating multiple project facets.

Areas for students to improve include:

• recognising what constitutes design in electronics, being represented through successful management and sequencing of processes
• attending to detailed time management to meet completion dates and any external statutory requirements, for example, ‘testing and tagging’ inspections
• improving the neatness in presentation when linking components, for example, wiring looms, mounted circuitry
• avoiding single ‘low order’ kits without opportunities for extension by combining kits or introducing other technologies, for example, 3D printers, drones, remote vehicles. Kits are suitable provided they are supported with appropriate documentation and alternate testing of circuitry and components together with industry specific fault finding.
• using extra add on components, for example, amplifier, crossover, pre amplifiers, equalisers, lighting effects, power supplies.

Graphics

Students should:

• review their project holistically to evaluate the range of skills they will include in their project
• focus on both the range and depth of skills, both traditional and computer generated in presenting the goal of the projects.

In better projects, students were able to:

• exhibit working drawings drawn to AS1100 whether completed by hand or by using commercial computer generation
• projects drawn to AS1100, and scale models
• utilise traditional drawing techniques in conjunction with computer generated techniques, for example, being skilled in hand rendering as an alternate to computer generated processes
• produce well composed and balanced drawings
• utilising types of rendering, fly throughs and models.

Areas for students to improve include:

• adhering to AS1100 Drawing Standards
• comprehending the difference between drawing without substance and quality ‘Graphics’ as a means of communication utilising a variety of skills, techniques and resources
• using a range of media to develop, enhance and communicate ideas
• ensuring computer generated drawings and presentations have appropriate design development.

Metal and engineering

Students should:

• utilise materials to apply techniques to suitably modify materials properties which are better suited to the needs of the project, for example, corrosion resistance
• ensuring materials being selected are appropriate for their end use for use, for example, galvanised iron is inappropriate for eating utensils and BBQs
• recognise the strength and properties of materials, and material profiles when planning projects.

In better projects, students were able to:

• successfully manage the planning and production of a project
• complete a functioning major project
• exhibit a broad range of metal and engineering practical skills, for example, fitting and machining in addition to fabrication
• exhibit the skills developed in a range of processes and equipment, for example, types of welding.

Areas for students to improve include:

• attending to detailed time management to meet completion dates and any external statutory requirements, for example powder coating, outsourcing of spray painting,
• allowing time for external statutory requirements, for example, registering a box trailer and weld inspections
• ensuring fabricated projects have links between planning and production.

Multimedia

Students should:

• focus on the links between planning and production of the final product
• endeavour to utilise a range of software and techniques as a means of exhibiting skill development.

In better projects, students were able to:

• select and use a range of devices in conjunction with manipulating multiple pieces of software
• communicate and link the planning and production of the major work so that the user is able to efficiently navigate its content
• incorporate a number of pieces of software to support the project development.

Areas for students to improve include:

• showing the ability of a project to be interactive and operate with clear and sound procedures developed for ease of use
• evaluating the efficiency of the project in terms of its timespan of presentation. Projects exceeding a couple of minutes generally are repetitive in nature.

Timber products and furniture

Students should:

• focus on the appropriateness of materials usage, joining techniques and equipment usage
• focus on the links between planning and production of the final product
• ensure selected materials, their strength and component sizes are appropriate for their end use

In better projects, students were able to:

• successfully manage their time in the planning and production to complete a functioning major project
• display a broad range of skills
• utilise processes for the economic use of materials, minimising waste
• develop working drawings and utilise these to communicate, modify and apply to successfully manufacture the major project
• manage projects by evaluating available resources at a school level with the need for outsourcing.

Areas for students to improve include:

• selecting and applying techniques appropriate for manufactured boards
• selecting and applying finishing techniques suitable to the major project
• considering aspects of Project Management in sequencing operations, linking planning, documentation and goal setting to achieve a finished product in a limited time
• attending to detailed time management to meet completion dates and any external statutory requirements, for example outsourcing of laser engraving
• avoiding repetitive skills without alternate processes being considered.

Students should:

• use correct industrial technology terminology in both their focus area of study and industry study
• use industry specific examples rather than non-specific comments
• read the question carefully before attempting to respond, taking into consideration the space provided as a guide for the length of their answer and identifying the key terms in the question.

Question 13

In better responses, students were able to:

• understand that kinetic energy due to motion is changed into rotational energy driving a generator
• articulate that an electric motor in a hybrid vehicle changes into a generator when the driver takes his/her foot off the accelerator, causing the wheels to rotate the motor/generator which charges the battery.

Areas for students to improve include:

• understanding the process of how the braking system in hybrid vehicles recharges the battery.

Question 14

In better responses, students were able to:

• elaborate on the importance of oil in the engine for lubrication and cooling
• explain how foreign particles such as: dust/dirt, pieces of gasket, worn and broken off pieces of metal can get into the oil and their negative effect on bearings, gears and lubricated surfaces
• explain that oil viscosity changes with oil age and could lead to blocking the oil pump or filter if not changed regularly causing problems such as the engine seizing
• indicate that by regularly changing the oil and filter, the engine is flushed of foreign particles prolonging engine life as well as improving efficiency/performance.

Areas for students to improve include:

• recognising the importance of engine oil and its purpose/s in an engine
• identifying cause and effect of both not replacing engine oil on a regular basis as well as the benefits of replacing engine oil on a regular basis.

Question 15

In better responses, students were able to:

• identify critical components possibly effected by failing to set up a timing belt/chain to manufacturer’s specifications such as piston damage as they hit or bend valves, incorrect sequencing of ignition spark causing backfiring, smoke, poor performance or starting, too much pressure on bearings if belt is too tight causing bearing collapse and engine failure.

Areas for students to improve include:

• describing the cycles of an engine – compression, ignition, power stroke and exhaust, and valve timing.

Question 13

In better responses, students were able to:

• describe using digital simulation in the design and testing of electrical circuits
• use relevant examples to support their arguments
• link testing and simulation with cost and resource savings
• differentiate between artificial and real situations of circuits.

Areas for students to improve include:

• using correct digital software terminology in electronic industries.

Question 14

In better responses, students were able to describe:

• the etching process in detail to produce a PCB
• commercial production of PCB
• track layout, component size etching and drilling.

Areas for students to improve include:

• understanding the etching process
• listing materials and equipment utilised in the manufacture of a PCB
• understanding the production stages of a PCB: initial circuit to tracks, etching, polishing and drilling.

Question 15

In better responses, students were able to:

• demonstrate higher understanding of generating electricity by different methods
• discuss similarities and differences of two methods
• use different sources of energy, for example, solar, wind, hydro, wave, fossil fuel.

Areas for students to improve include:

• using electronics terminology to detail how electricity can be generated.

Question 13

In better responses, students were able to:

• recognise that the nut was on the left hand side and draw the bolt on the right hand side
• draw the bolt to the correct length.

Areas for students to improve include:

• drawing the thread depth accurately
• recognising that the bolt length starts from the bottom of the head.

Question 14

In better responses, students were able to:

• accurately represent the 1^st and 3^rd angle projection symbols
• provide accurate drawings that demonstrated view placement
• demonstrate the difference between first and third angle projection both visually and in written form.

Areas for students to improve include:

• providing detail about the reasons for the placement of views for each projection method.

Question 15

In better responses, students were able to:

• rotate the holes to the cutting plane
• recognise that the web should not be sectioned.

Areas for students to improve include:

• drawing hole outlines as solid lines
• including centre lines for holes
• drawing hatching lines at 45º and 2-3 mm apart.

Question 13

In better responses, students were able to:

• identify hazards when MIG welding
• link the identified hazard and potential injury if a full face welding helmet was not worn.

Areas for students to improve include:

• recognising the intensity/hazards of the UV rays emitted
• using relevant examples to support their arguments.

Question 14

In better responses, students were able to:

• provide a logical sequence using a range of appropriate tools such as bastard, second cut, smoothing files and emery cloth from coarse to fine to achieve the 600 grit finish efficiently.

Question 15

In better responses, students were able to:

• clearly describe reasons for the importance of using coolant when machining tool steel
• provide specific information related to excess heat reducing the hardness of the tooling due to heat softening the metal and blunting the tooling, as well as excess heat having a hardening effect on the work piece.

Areas for students to improve include:

• explaining how excess heat is caused by friction and how coolant reduces heat and friction.

Question 11

In better responses, students were able to:

• identify a correct file type.

Areas for students to improve include:

• being able to identify and name the many types of 3D export files
• distinguishing between 2D and 3D file exportable formats.

Question 12

In better responses, students were able to:

• mention the entire batch processing method with reference to a variety of compression methods.

Areas for students to improve include:

• demonstrating understanding of the purpose of batch processing a large number of images to reduce the file size and the different compression settings required.

Question 13

In better responses, students were able to:

• describe two clear benefits of using layers in authoring media.

Areas for students to improve include:

• clearly describing the uses of layers
• ensuring different benefits are described in the response.

Question 14

In better responses, students were able to:

• compare two methods of protecting web based video from redistribution.

Areas for students to improve include:

• distinguishing between compare and describe in responses
• identifying multiple methods of protecting videos from redistribution.

Question 15

In better responses, students were able to:

• clearly describe more than one legal and ethical issue related to video and social media platforms.

Areas for students to improve include:

• demonstrating an understanding of the legal and ethical issues regarding video use on social platforms.

Question 11

In better responses, students were able to:

• identify a correct portable power tool.

Areas for students to improve include:

• discerning between portable and fixed power tools.

Question 12

In better responses, students were able to:

• identify a technique that does not use tools or templates that have a right angle
• make a comparison between the measurement of both diagonals on the frame.

Areas for students to improve include:

• understanding that opposing sides of a frame that are equal in length, does not necessarily indicate squareness of frame.

Question 13

In better responses, students were able to:

• identify a suitable moisture resistant manufactured board
• describe desirable moisture resistant qualities of a manufactured board
• justify the use of a moisture resistant board in a moist environment.

Areas for students to improve include:

• understanding the difference between a manufactured board and a solid timber board
• considering the in-service requirements of a manufactured board.

Question 14

In better responses, students were able to:

• articulate the steps, in correct sequence, to inlay timber including the creation of the recess, and the creation and fixing of the inlay piece
• provide benefits related to the process of inlaying.

Areas for students to improve include:

• setting out the correct steps of the inlaying process.

Question 15

In better responses, students were able to:

• provide advantages of each drawer runner, each with a clear explanation of the benefit.

Areas for students to improve include:

• providing clear reasons to support each of the benefits stated.

Question 16(a)

In better responses, students were able to explain land costs in terms of:

• proximity
• size
• infrastructure requirements

and transport in terms of

• resources
• goods
• workers
• markets.

and relate these to viability.

Areas for students to improve include:

• linking concepts
• addressing all components of the question.

Question 16(b)

In better responses, students were able to:

• make clear evaluation of changes in resource management showing either positive or negative factors
• relate changes directly to the focus area
• demonstrate an understanding that ‘resources’ is anything which gives value to a company
• use examples and identify processes / equipment / resources responsible for the change
• show how the management of change works for the chosen example
• plan a logical, clearly structured response, evaluating the details of the change
• give a detailed judgement on the changes within the focus area
• explore in depth a range of examples of change.

Areas for students to improve include:

• using relevant examples within the focus area to illustrate changes
• having a better understanding of the usage of tools, materials and processes within the focus area
• planning or scaffolding a cohesive response to the examination question
• providing detail on more than one change in greater depth
• demonstrating a better understanding of how management of resources happens in industry
• using correct industry terminology
• structuring the response so as to clearly relate each change to its effects.