Industrial Technology 2020 HSC exam pack

Students should:

• ensure their project complies with ACE 9016: Submitted works and practical examinations: health and safety issues in terms of its content, certification and display
• use ‘Australian Standards’ and ‘Statutory Regulations’ as a basis for the intended outcome, examples being AS1100 in Graphics, Electronics standards in component use and presentation including electrical certification, regulations relating to engine capacity, sizing and weights in automotive
• explain and justify decisions made during the designing, modifying and planning stages of the Major Project
• provide 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 understand that this should not be for ‘reflection’
• undertake research relevant to the Statement of Intent and project as opposed to presenting excess information
• 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 to help with general organisation
• research similar items and evaluate these in terms of their functionality and aesthetics
• consider using modelling and prototyping, for example, computer generated sketching, 3D printing and scale models
• describe the 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
• recognise any outsourcing, noting what part and why it was outsourced
• select projects truly representing the respective industry
• manage time efficiently to incorporate the research and application of standards for the successful completion of a project
• review their project holistically to evaluate the range of skills they will include in their project
• refrain from using social media, such as Facebook or Instagram as a means of presenting work or the record of production.
• recognise when developing games and gaming levels, the importance of communicating access through work samples
• test and comment accordingly on the project function in the evaluation, for example, should the project not function, reasons for this in association with selected solutions should be evident.

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
• researching component specifications, tolerances, fuels, octane levels, and lubricants
• 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
• clearly show the difference between ‘describe’ and justify’.

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 their choices and selections
• discuss components, their functionality and purpose
• design, draw and explain schematics and circuit diagrams 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, showing soldering processes, etching, peel-n-press methods.

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 evidence of 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
• saving and presenting changes as modifications or problem solving prior to using the ‘undo’ and ‘delete’ function, including 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 Work, Health and Safety guidelines
• including sketches, design development and functional workshop drawings.

Question 11

In better responses, students were able to

• correctly identify a single cylinder road registered vehicle, such as a motorcycle. 

Question 12

In better responses, students were able to:

• outline that belt driven fans were in continual operation and that thermostatically controlled fans operated only when necessary.

Question 13

In better responses, students were able to:

• calculate the correct number of services required in one year.

Areas for students to improve include:

• including the cost of all service items.

Question 14

In better responses, students were able to:

• clearly explain describe the key differences between diesel and petrol engines  
• provide characteristics and features of both engine types. 

Question 15

In better responses, students were able to:

• name the parts of an anti-lock braking system (ABS)
• explain the function of these individual parts.

Areas for students to improve include:

• knowing the importance of key components in braking systems
• explaining how ABS ensures safe braking.

Question 11

In better responses, students were able to:

• correctly name a capacitor.

Areas for students to improve include:

• understanding the definition of an electronic component.

Question 12

In better responses, students were able to:

• state that a voltage regulator provides a constant fixed output voltage.

Areas for students to improve include:

• providing a clear explanation of function.

Question 13

In better responses, students were able to:

• accurately calculate the cost of components.

Areas for students to improve include:

• understanding project planning within a circuit
• taking care when calculating cost to ensure accuracy.

Question 14

In better responses, students were able to:

• describe the similarities and differences of the operation of light emitting diodes and light sensitive diodes.

Areas for students to improve include:

• understanding the operation of light sensitive diodes
• effectively communicating the operation of these two components.

Question 15

In better responses, students were able to:

• complete the truth table
• explain how each logic gate determined the output.

Areas for students to improve include:

• identifying the different logic gates
• describing how each logic gate impacts on a circuit
• understanding truth tables.

Question 11

In better responses, students were able to:

• identify plastic sheeting under a slab foundation.

Areas for students to improve include:

• recognising components of building foundations
• knowing drawing conventions of AS1100.

Question 12

In better responses, students were able to:

• provide reasons why CAD drawings are stored on flash and external hard drives.

Areas for students to improve include:

• understanding how a variety of computer hardware components relate to CAD.

Question 13

In better responses, students were able to:

• use correct calculations to support their answer.

Areas for students to improve include:

• calculating area from a drawing plan
• knowing how to convert an area into a percentage.

Question 14

In better responses, students were able to:

• accurately sketch the swing bracket in isometric projection.

Areas for students to improve include:

• projecting in isometric from an orthogonal drawing.

Question 15

In better responses, students were able to:

• accurately sketch the step block in mechanical perspective
• locate the block behind the picture plane
• project correctly to vanishing points.

Areas for students to improve include:

• understanding the role that the vanishing points play
• demonstrating how projection lines are used in mechanical perspective
• understanding how to project height lines when objects are not touching the picture plane
• including all components such as true lengths in the final perspective view.

Question 11

In better responses, students were able to:

• identify zinc.

Areas for students to improve include:

• knowing the difference between pure metals and alloys
• knowing the difference between brass and bronze.

Question 12

In better responses, students were able to:

• provide the main features of cutting a thread in a blind hole
• name particular taps, including a plug tap, for use in threading a blind hole.

Areas for students to improve include:

• including the use of lubricant
• stating why breaking the swarf is important.

Question 13

In better responses, students were able to:

• correctly interpret the drawing to determine the lengths of various parts
• allow for the thickness of components when calculating lengths.

Areas for students to improve include:

• checking calculations when completing the cutting list.

Question 14

In better responses, students were able to:

• describe the process of tinning a soldering bit.

Areas for students to improve include:

• knowing what ‘tinning’ means in relation to soldering irons that are used to solder sheet metal
• providing all the steps required in the tinning process.

Question 15

In better responses, students were able to:

• provide reasons for using lubricants in machines.

Areas for students to improve include:

• stating how lubrication reduces friction
• knowing that friction increases the heat of metal components within machines
• explaining how heat changes the properties of the metal and damages the machine.

Question 11

In better responses, students were able to:

• identify ‘Real Time Streaming Protocol’ as the correct response.

Question 12

In better responses, students were able to:

• clearly outline how the technology for motion capture works.

Areas for students to improve include:

• providing examples of hardware and/or software
• knowing the difference between motion capture and motion detection technology.

Question 13

In better responses, students were able to:

• calculate a correct answer.

Areas for students to improve include:

• understanding that both colour and black toner are required for each page
• correctly rounding up to whole unit cost for cartridges, as you cannot purchase half a toner cartridge.

Question 14

In better responses, students were able to:

• provide specifics of how mp4 file size could be reduced
• correctly identify a process such as compression, resolution change or codec change.

Areas for students to improve include:

• naming a file size reduction process when answering the question.

Question 15

In better responses, students were able to:

• provide a clear and comprehensive response
• clearly describe features that should be included
• state how these features are effective.

Areas for students to improve include:

• using a diagram to support the answer.

Question 11

In better responses, students were able to:

• name a hardwood that is Australian
• name a durable timber for exterior use.

Areas for students to improve include:

• understanding that while some timber species are readily available in Australia, they may not necessarily be Australian species.

Question 12

In better responses, students were able to:

• state that rounding timber edges helps prevent splintering and improves user comfort.

Areas for students to improve include:

• rounding a timber edge can provide a functional purpose more than an aesthetic change.

Question 13

In better responses, students were able to:

• correctly calculate all required lengths and dimensions in millimetres.

Areas for students to improve include:

• using a calculator to assist in the determination of correct measurements and lengths
• reading information off workshop drawings.

Question 14

In better responses, students were able to:

• choose an appropriate joint
• correctly describe the key steps in production
• order the steps in the correct production sequence.

Areas for students to improve include:

• knowing and using correct timber joint making terminology
• marking out prior to cutting
• dry fitting the joint prior to gluing.

Question 15

In better responses, students were able to:

• identify a finish suitable for outdoor use.

Areas for students to improve include:

• detailing and correctly sequencing steps in both preparation and finishing
• naming finishes suitable for outdoor use rather than those that are only suitable as indoor finishes.

Question 16(a)

In better responses, students were able to:

• describe a range of clear environmental factors
• describe how the factors related to selecting a new site
• directly link environmental factors, both positive and negative, to the focus area.

Areas for students to improve include:

• identifying more than one factor
• writing a more complete description for each factor
• linking environmental issues to factors relevant to the studied focus area.

Question 16(b)

In better responses, students were able to:

• identify more than one factor
• link factors to the company’s environmental impact
• provide more than one strategy for each factor
• providing points for and/or against each strategy
• include discussion on valid factors such as alternative energy sources, waste minimisation and reduce, reuse, recycle
• use logical and well-structured scaffolds to answer the question
• provide a clear and comprehensive exploration of relevant strategies.

Areas for students to improve include:

• linking their strategy to its impact on the environment
• relating the answer to their focus area
• provide answers relating to the physical environment rather than the work environment
• exploring multiple topics in more depth
• identifying realistic and achievable strategies
• reducing the emphasis on an introduction and conclusion.