Industrial Technology 2021 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words 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 and tables
• consider using graphical solutions if appropriate
• show full and clear working out for all questions involving calculations
• review their response to ensure that it addresses the question requirements
• use the space provided for the response as a guide to the expected length of the response
• use a well-structured scaffold to assist in planning a response
• use examples from their relevant focus industry.

Question 11

In better responses, students were able to:

• correctly identify a wire harness.

Question 12

In better responses, students were able to:

• identify and state the purpose of the automatic transmission dipstick.

Areas for students to improve include:

• indicating that the ‘C’ and ‘H’ relate to ‘cold’ and ‘hot’ respectively.

Question 13

In better responses, students were able to:

• use a calculator to assist in the calculation of the correct cost of paint.

Areas for students to improve include:

• understanding and using a correct arithmetic process to calculate the cost of paint for a given area.

Question 14

In better responses, students were able to:

• provide characteristics and features of the reasons for the noise when brakes are applied
• describe the process of changing a rotor and pads.

Areas for students to improve include:

• demonstrating a clear understanding of the process of replacing a rotor and pads.

Question 15

In better responses, students were able to:

• provide possible causes of an overheating engine
• identify more than one cause of an overheating engine.

Areas for students to improve include:

• providing a detailed understanding of the processes that cause an overheating engine.

Question 11

In better responses, students were able to:

• correctly state the function of a diode.

Areas for students to improve include:

• understanding that diodes only allow current to flow in one direction.

Question 12

In better responses, students were able to:

• clearly state how a microphone converts sound to an electronic signal.

Areas for students to improve include:

• providing the main features of how a microphone operates
• using the correct terminology when referring to components.

Question 13

In better responses, students were able to:

• calculate the current in the circuit.

Areas for students to improve include:

• understanding the relationship of the formula V=IR
• knowing the correct method of calculating resistors in series and calculating resistors in parallel.

Question 14

In better responses, students were able to:

• provide an appropriate method of using a multimeter related to fault finding.

Areas for students to improve include:

• knowing the various methods that can be used for fault finding in electronics using a multimeter.

Question 15

In better responses, students were able to:

• identify possible positive and/or negative implications in the changeover from fossil fuel to renewable energy for power generation.

Areas for students to improve include:

• developing a detailed understanding of renewable power generation
• understanding the implications for NSW in moving away from coal and gas fired electrical generation
• understanding the implications for NSW in moving towards renewable sources of energy.

Question 11

In better responses, students were able to:

• provide an appropriate use for set squares.

Areas for students to improve include:

• knowing a range of tools and equipment commonly used in the Graphics Technologies industry.

Question 12

In better responses, students were able to:

• provide a detailed understanding of the use of shadow diagrams in architecture.

Areas for students to improve include:

• understanding how shadow diagrams are used in development applications to local councils.

Question 13

In better responses, students were able to:

• draw a brick veneer office to the correct scale and include the correct location of the door, window and cupboard.

Areas for students to improve include:

• developing an understanding of common symbols used in architectural drawings.

Question 14

In better responses, students were able to:

• accurately draw a top view and a correctly sectioned front view in third angle projection.

Areas for students to improve include:

• demonstrating good line work and apply Engineering Drawing standards
• demonstrating correct placement of views in 3rd Angle Projection
• knowing and using sectioning conventions.

Question 15

In better responses, students were able to:

• accurately render the hollow pipe and include a shadow projection.

Areas for students to improve include:

• understanding the role of the light source in rendering
• being able to draw shade and tone onto a cylindrical object
• knowing and being able to project and draw a shadow that is cast by an object.

Question 11

In better responses, students were able to:

• identify pop riveting.

Question 12

In better responses, students were able to:

• state why low resistance and malleability make copper suitable for electrical wiring.

Areas for students to improve include:

• developing an understanding of the properties of copper.

Question 13

In better responses, students were able to:

• correctly interpret the table to calculate the total cost.

Areas for students to improve include:

• checking calculations when completing the table
• using a calculator for all calculations.

Question 14

In better responses, students were able to:

• identify bauxite as the ore from which aluminium is extracted
• describe the process of mining and refining bauxite to producing aluminium
• demonstrate understanding that an electrolytic furnace is part of the process of producing aluminium.

Areas for students to improve include:

• developing knowledge and understanding of the processes used in producing aluminium from bauxite.

Question 15

In better responses, students were able to:

• address both parts of the question
• demonstrate a clear understanding of the process used to identify welding defects in a fabricated product
• demonstrate an understanding of how identified welding defects can be corrected.

Areas for students to improve include:

• developing an understanding of a variety of welding defects in metals
• demonstrating how these defects can be identified
• providing examples of how the defects can be corrected.

Question 11

In better responses, students were able to:

• correctly name a vector graphic application.

Areas for students to improve include:

• developing an understanding of the difference between vector and bitmap graphic software
• identifying the name of the application, not the name of the company producing the application.

Question 12

In better responses, students were able to:

• depict the block nature of the digital audio waveform.

Areas for students to improve include:

• being able to distinguish between analogue and digital formats
• being able to distinguish between the visual representation of an analogue format and a digital format.

Question 13

In better responses, students were able to:

• know and understand the correct conversion formula to use
• include bit depth in the calculation of the final file size
• calculate using 1024 to represent storage rather than 1000.

Areas for students to improve include:

• showing all steps and working of the calculation
• bringing a calculator to the examination.

Question 14

In better responses, students were able to:

• demonstrate a cause-and-effect relationship between compression and the resultant file size and image quality
• demonstrate the impact that video compression has on the use, distribution and access of the file
• show an understanding of the relationship between codecs and the impact of algorithms on the resultant file size and image quality.

Areas for students to improve include:

• understanding and applying the key verb in the response
• addressing the effects on both image quality and data storage.

Question 15

In better responses, students were able to:

• identify and explain impacts relevant to the multimedia industry
• reference relevant laws that assist multimedia companies to guide their ethical decision making
• comprehensively demonstrate the cause and effect of two or more ethical issues related to the multimedia industry.

Areas for students to improve include:

• using examples from the multimedia focus area content.

Question 11

In better responses, students were able to:

• correctly identify the sliding bevel.

Areas for students to improve include:

• developing a broad knowledge of tools used in the timber industry.

Question 12

In better responses, students were able to:

• provide more than one advantage of kiln seasoning over air seasoning.

Question 13

In better responses, students were able to:

• consider all the information provided in the description of the table
• correctly perform the required mathematical calculation.

Areas for students to improve include:

• reading the full description before performing calculations.

Question 14

In better responses, students were able to:

• correctly describe the key steps in the production of plywood
• order the steps in the correct production sequence
• demonstrate an understanding that plywood is constructed of thin sheets, layered with the grain in alternating perpendicular directions

Areas for students to improve include:

• understanding the manufacture of plywood
• understanding the difference between the manufacture of plywood and other manufactured boards such as particleboard.

Question 15

In better responses, students were able to:

• describe at least two environmental considerations regarding the creation of furniture in detail
• address the relevant syllabus dot points in the response, including
• timber selection considerations
• environmental issues of manufactured boards
• environmental issues associated with finishing.

Areas for students to improve include:

• providing detailed examples of environmental issues.

Question 16(a)

In better responses, students were able to:

• demonstrate an understanding of the term ‘Industrial Relations’
• refer to more than one industrial relations issue
• provide characteristics and features of each issue as it relates to the changes in the company
• demonstrates how modifying an operation could impact on employees
• describe links between changes in working conditions and industrial relations issues
• relate key issues such as EEO, unions, redundancies and wage structures and discuss them in relation to both the employee and the employer.

Areas for students to improve include:

• describing, rather than listing, a range of industrial relations issues
• providing detail on more than one industrial relations issue
• using examples relevant to the student’s focus industry
• knowing the difference between industrial relations issues and other business issues.

Question 16(b)

In better responses, students were able to:

• provide a clear explanation with detailed strategies of career and training opportunities
• describe in detail various career and training opportunities as a result of the change in demand for the company’s products
• show the cause and effect of these modifications and explore the resulting outcome(s)
• give descriptions of the modification of operations and provide links to the career and training opportunities.

Areas for students to improve include:

• relating the impact of the modification to the company and to career and training opportunities
• providing a clear link between the stated strategy and its impact on the company
• providing responses that relate to the modification rather than the strategies the company has implemented and their outcomes
• providing a response that has fewer strategies at greater depth.