Industrial Technology 2019 HSC exam pack

Automotive

In better projects, students were able to:

• apply the principles of engine types and systems with maintenance procedures
• describe, select and apply fault finding techniques
• utilise video support material as a means of production record.

Areas for students to improve include:

• focusing on the automotive industry
• emphasising 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

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
• use video to support the record of production.

Areas for students to improve include:

• widely researching electronics materials and processes, component and circuit diagrams
• discussing components, their functionality and purpose
• 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

In better projects, students were able to:

• present clear and concise project and idea development through sketching together with ongoing evaluation incorporating elements of modification
• use modelling as a means of presentation
• document the overall project design including management and organisation of drawings
• use traditional drawing techniques in conjunction with computer generated techniques, document positives and negatives of each and industry applications
• follow industry standard 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
• researching areas relevant to the syllabus and graphics industry.

Metal and engineering

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 the 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.
• use video support material as a means of production record.

Areas for students to improve include:

• presenting test pieces with evaluations and justifications of their decision making
• demonstrating through photographic records and evaluations how skills have developed, for example, welding techniques
• avoiding overly-complex projects with unnecessary levels of outsourcing.

Multimedia

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 when movie making for the purpose of ‘effects’
• relate 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
• link problem solving in project development
• include annotated screenshots to document design modification and problem solving.

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
• addressing Workplace, Health and Safety concerns in the multimedia industry and in the production of their project
• save and present changes as modifications or problem solving prior to using the ‘undo’ and ‘delete’ function, include explanatory annotations.

Timber products and furniture

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
• demonstrating a wide range of skills and processes, for example a range of joints
• avoiding overly-complex projects with unnecessary levels of outsourcing
• ensuring the appropriate use of materials and equipment following Workplace, Health and Safety guidelines
• including sketches, design development and functional workshop drawings.

Automotive

In better projects, students were able to:

• demonstrate a depth of understanding of automotive technologies across engine types, components, cooling systems, ignitions, electrical, 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
• link planning and production in project management.

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

In better projects, students were able to:

• focus on the linking of different components and circuitry to achieve a working project
• demonstrate industry standards in wiring connections and protection
• organise neat presentation of mounting boards, bundling wires and component housing
• show levels of complexity, applying industry practices
• 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 and mounted circuitry
• avoiding single ‘low order’ kits without opportunities for extension by combining kits or adding components, for example, amplifier, crossover, pre amplifiers, equalisers, lighting effects, power supplies
• introducing other technologies, for example, 3D printers, drones, remote vehicles.
• supporting the use of kits with appropriate documentation and alternate testing of circuitry and components together with industry specific fault finding
• presenting samples of developed skills and alternate use of circuit boards with an explanation of what and why.

Graphics

In better projects, students were able to:

• present working drawings drawn to AS1100 whether completed by hand or by using computer software
• include 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
• use types of rendering, fly throughs and modelling.

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

In better projects, students were able to:

• use materials which are better suited to the needs of the project, for example, corrosion resistance
• research the strength and properties of materials, and material profiles when planning projects
• manage the planning and production of a project
• present a functioning major project
• demonstrate a broad range of metal and engineering practical skills, for example, fitting and machining in addition to fabrication
• demonstrate a range of skills, processes and equipment use, for example, multiple welding processes.

Areas for students to improve include:

• detailed time management to meet completion dates and any outsourcing, for example, powder coating or 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

In better projects, students were able to:

• select and use a range of devices
• communicate and link the planning and production of the major work so that the user is able to efficiently navigate its content
• incorporate a range of software to support the project development
• use a range of software and techniques as a means of demonstrating skill development.

Areas for students to improve include:

• demonstrating the ability of a project to be interactive
• considering ease of use when developing the project and provide clear operating procedures
• ensuring the project is not too long, projects exceeding a couple of minutes become repetitive.

Timber products and furniture

In better projects, students were able to:

• focus on the appropriateness of materials usage, joining techniques and equipment usage
• focus on the links between planning and production of the final product, for example working drawings
• select materials and section sizes appropriate to their end use
• successfully manage their time in the planning and production to complete a functioning major project
• display a broad range of skills, for example, a range of joints and processes
• use processes for the economic use of materials, minimising waste
• develop detailed working drawings to 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 the allotted limited time
• detailed time management to meet completion dates and any outsourcing, for example, laser engraving, belt sanding
• allowing time for external statutory requirements, for example, wiring by an electrician
• avoiding repetitive skills without alternate processes being considered.

Question 11

In better responses, students were able to:

• calculate how many litres of fuel the tank held.

Areas for students to improve include:

• understanding the mathematical calculations to determine volume.

Question 12

In better responses, students were able to:

• provide benefits of using diesel engines over petrol engines.

Areas for students to improve include:

• demonstrating a clear understanding of the differences between diesel and petrol engines
• clearly articulating the advantages and disadvantages of each.

Question 13

In better responses, students were able to:

• draw and label a ring and open-ended spanner.

Areas for students to improve include:

• communicating with freehand sketches.

Question 14

In better responses, students were able to:

• demonstrate their understanding of body component design and its effects on fuel efficiency and safety.

Areas for students to improve include:

• communicating their knowledge of specific materials such as carbon fibre
• understanding of safety materials such as safety glass.

Question 15

In better responses, students were able to:

• demonstrate their understanding of the benefits of engine management systems.

Areas for students to improve include:

• communicating the benefits in relation to characteristics and features rather than simply identifying them.

Question 11

In better responses, students were able to:

• identify that the pins on a 555 timer are numbered for a purpose.

Areas for students to improve include:

• understanding of the ways that components are marked, for example, pin layout, polarity.

Question 12

In better responses, students were able to:

• demonstrate their knowledge of component symbol identification.

Areas for students to improve include:

• having a clear understanding of different electronic components symbols.

Question 13

In better responses, students were able to:

• demonstrate their understanding of capacitor formulae.

Areas for students to improve include:

• recognising when to apply series and parallel capacitor formulae.

Question 14

In better responses, students were able to:

• demonstrate the similarities and differences in the operation of thyristors and thermistors.

Areas for students to improve include:

• their understanding of thyristors and thermistors.

Question 15

In better responses, students were able to:

• demonstrate a logical procedure in fault finding.

Areas for students to improve include:

• understanding the range of fault finding methods, for example, observation, use of fault finding equipment.

Question 11

In better responses, students were able to:

• demonstrate the role of freehand drawing, including speed, ease, concept visualisation.

Areas for students to improve include:

• understanding of the role of different types of drawings.

Question 12

In better responses, students were able to:

• correctly list the steps to produce a fly-through on CAD.

Areas for students to improve include:

• demonstrating a clear understanding of CAD design
• understanding how to produce a fly-through presentation.

Question 13

In better responses, students were able to:

• calculate the correct volume of soil.

Areas for students to improve include:

• realising how map contours indicate height
• understanding how to calculate area and volume.

Question 14

In better responses, students were able to:

• demonstrate their understanding of isometric circle projection, rendering and shadows.

Areas for students to improve include:

• sketching isometric projections from orthogonal drawings to
• rendering using directional light including shadow.

Question 15

In better responses, students were able to:

• demonstrate their understanding of true shape of section using the auxiliary projection method.

Areas for students to improve include:

• understanding the principles of auxiliary views
• using construction lines to plot the true shape of section
• understanding of the relationship of apparent lengths and true lengths.

Question 11

In better responses, students were able to:

• demonstrate their knowledge of a ‘safe edge on a file’ to protect other metal near to what was been filed, for example one surface in a right angled corner.

Areas for students to improve include:

• demonstrating a clear understanding what the safe edge is
• avoiding general comments on user safety.

Question 12

In better responses, students were able to:

• demonstrate their knowledge of an ‘arc welding a joint’
• demonstrate that the thickness of the mild-steel required multiple weld runs.

Areas for students to improve include:

• demonstrating a clear understanding of arc welding principles
• consideration of arc welding different thicknesses of steel.

Question 13

In better responses, students were able to:

• demonstrate their understanding of using a cutting list to calculate sheet metal costs.

Areas for students to improve include:

• engage with using a cutting list to calculate metal sheet material.
• demonstrating which dimensions are used for calculating area
• realising that thickness is not required as this would determine a volume.

Question 14

In better responses, students were able to:

• demonstrate their understanding of four jaw chucks by explaining the procedure of ensuring that round stock is centred.

Areas for students to improve include:

• understanding of the independent movement of a 4 jaw chuck
• understanding the need to ensure round stock is located in the centre, for example, a dial indicator.

Question 15

In better responses, students were able to:

• demonstrate the similarities and differences of hot and cold rolling of steel
• describe that at elevated temperatures, steel softens and allows grain growth when slow cooled, whereas at room temperature, steel is work hardened and remains bright at the end of the process.

Areas for students to improve include:

• understanding the effects that heating and cooling has on the properties of steel
• describing the effects work hardening has on the physical and mechanical properties of steel
• understanding grain growth and the effects on cold rolling on grains
• demonstrating that black steel and bright steel have different properties due to their production.

Question 11

In better responses, students were able to:

• identify a disadvantage of digital zooming.

Areas for students to improve include:

• distinguishing between a disadvantage and an advantage.

Question 12

In better responses, students were able to:

• show the connection between all three main pages back to the home page and the three pages connected to the services page.

Areas for students to improve include:

• identifying all relevant pages that were required to be drawn representing the website
• showing clear navigational connections between the relevant pages.

Question 13

In better responses, students were able to:

• show clear steps involved in working out the calculation
• identify the need to round down the final calculation to ensure it fits on the CD-ROM.

Areas for students to improve include:

• clearly providing each step in the calculation
• using a calculator to maximise time and accuracy while writing down the steps in the calculation.

Question 14

In better responses, students were able to:

• identify two technologies and provide points for and/or against.

Areas for students to improve include:

• identifying specific technologies used to block access rather than processes/laws, such as censorship
• addressing the question rather than repeating the question in the answer.

Question 15

In better responses, students were able to:

• clearly identify strategies and risks and show cause and effect between the two.

Areas for students to improve include:

• selecting valid hazards
• linking the explanation back to how this would reduce the hazard.

Question 11

In better responses, students were able to:

• state a property of plywood relevant to its intended use.

Areas for students to improve include:

• ensuring that answers are qualified, for example, writing ‘strong due to alternating grain direction’ rather than just ‘strong’.

Question 12

In better responses, students were able to:

• draw and label a clear sketch of an appropriate carcase joint.

Areas for students to improve include:

• understanding of graphical communication techniques such as pictorial and/or orthogonal sketching.

Question 13

In better responses, students were able to:

• determine the number of pieces that would fit in one sheet of plywood
• determine the total number of individual pieces to be manufactured.

Areas for students to improve include:

• knowing how to determine the total number of whole pieces that can fit on one sheet
• understanding how to calculate area.

Question 14

In better responses, students were able to:

• correctly name and describe the key steps in the production of sheet from log
• order the steps in the correct production sequence
• demonstrate their understanding that plywood is constructed of thin sheets, layered with the grain direction in alternating directions.

Areas for students to improve include:

• understanding the difference between the manufacture of plywood and the manufacture of particle board.

Question 15

In better responses, students were able to:

• describe each step of the rebate construction process and provide reason(s) how or why the step was carried out
• indicate what tools were to be used.

Areas for students to improve include:

• ensuring that the answer included portable power or hand tools that would typically be used to construct a rebate joint.

Question 16(a)

In better responses, students were able to:

• refer to more than one relevant emerging technology
• provide characteristics and features of the benefits of the technologies for industry.

Areas for students to improve include:

• providing more than one example to support their answer
• discussing the advantages to industry in depth.

Question 16(b)

In better responses, students were able to:

• describe and elaborate on how the strategies impacted on employee resistance
• accurately describe suitable strategies, providing points for and against
• demonstrate comprehensive knowledge of possible strategies
• used well-structured scaffolds to answer the question
• use industry examples.

Areas for students to improve include:

• reading the question carefully, identifying the key terms and content in the question before attempting to respond
• structuring the response so that it represented a logical flow of ideas
• ensuring a better understanding of the NESA Glossary of key words
• using focus area examples to respond to the question
• using correct industry terminology.