Industrial Technology 2022 HSC exam pack

Students should:

• undertake research relevant to the development of the intended product
• explore and collate best design and construction practices by using a range of research techniques from various sources, and existing designs appropriate to their product that enable the concept to move forward
• support developed concepts and ideas with meaningful annotations which drive the product's progress, demonstrating good decision-making practice
• present development sketches and clear annotations in the form best suited to their focus area and intention
• consider providing video evidence as it effectively supplements evaluation and demonstrates the product's construction, testing and functionality.

In better projects, students were able to:

• effectively use forward planning to drive the product to completion
• communicate their intention with an overview that provides a complete picture of their future project, including the purpose, parameters, areas for research and production processes they planned to undertake
• communicate in the folio all aspects of the project in a clear and cohesive manner
• consider Time and Finance plans as working documents that were logical and sequenced with authentic ongoing evaluation
• comprehensively demonstrate, with annotated photographs, their active involvement in the construction process, highlighting testing, manufacturing and finishing processes potentially hidden in a finished product.

Areas for students to improve include:

• presenting all models, samples, display boards, jigs, templates, posters and videos to document errors, mistakes and dead ends to identify and clarify the development of the product
• supporting prototyping, modelling and testing with meaningful annotations that demonstrate progression, change and improvements to the base concept that led to modifications
• demonstrating and explaining Work Health and Safety (WHS) practice, Material Safety Data Sheets (MSDS), signage and risk assessment separately and throughout the folio, including when outsourcing
• presenting problems as they arise, explaining how the solution was found and communicating the impact on the development of the product
• using annotations and evaluative comments, reflecting research and planning to justify decisions impacting the development of the product on display.

Students should:

• use the Design Management and Communication (DMC) folio to articulate clearly and cohesively all aspects of the product, allowing for clear communication of the quality and depth of skill used to present ideas
• consider integrating modern technologies as appropriate and as available
• manage time effectively
• consider providing video evidence as an efficient form of evaluation to demonstrate a product in its work environment and to enhance the written evidence in the folio, for example, when developing games and gaming levels, communicate access through video samples, start and run the reassembled chainsaw, or time-lapse a record of production and add a voice-over.

In better projects, students were able to:

• always attempt to skilfully craft the product to the highest standard
• be aware that quality is seen in all aspects of the journey, including the folio, product, models, tests, and samples
• indicate in the DMC/folio the degree of difficulty of the skills evident and those skills hidden within their completed product
• clearly outline in the DMC/folio all the skills used to create the displayed items, for example, making a video, displaying their work, welding brackets for a wooden table, ordering components, learning how to use the laser cutter or 3D printer
• indicate in the DMC/folio the time taken to develop all skills.

Areas for students to improve include:

• using ongoing evaluations to indicate how good decisions were made, explaining how the decisions were the most appropriate and critical to the successful manipulation of materials, components, processes, and technologies within the development of the product
• continually linking the original idea to what is happening within each aspect of the project
• documenting problems as they occur and presenting the implications and the multitude of choices made to improve the outcome achieved
• being proactive with a camera/photography to demonstrate the evolution of a product to fulfil the intention, reflecting on alternatives and enhancements and articulating why the finished product is representative of best practice and decision making.

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 which would require a calculator, interpret data/graphs/tables and assess information for accuracy, reliability and/or validity
• show full and clear working out for all questions involving calculations
• consider using diagrams, if appropriate, to support their response
• review their response to ensure that it addresses the question requirements
• use the space provided 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 fuel source other than petrol.

Question 12

In better responses, students were able to:

• demonstrate their understanding of the purpose of a cylinder sleeve.

Areas for students to improve include:

• including relevant reason(s) why a cylinder sleeve is fitted.

Question 13

In better responses, students were able to:

• use a calculator to assist in the calculation of the correct difference in displacement.

Areas for students to improve include:

• understanding and using a correct arithmetic process to calculate the difference in displacement.

Question 14

In better responses, students were able to:

• describe the advantages of a limited slip differential over an open differential.

Areas for students to improve include:

• providing example(s) of real-world applications of limited slip differential over an open differential when describing the advantages.

Question 15

In better responses, students were able to:

• provide a cause-and-effect relationship between a driver’s action and the effect that those actions have on the vehicle’s fuel consumption
• explain more than one action that a driver could take to reduce vehicle fuel consumption.

Areas for students to improve include:

• ensuring their responses focus on the key word 'explain'.

Question 11

In better responses, students were able to:

• recognise and name a possible soldering fault.

Question 12

In better responses, students were able to:

• provide the main features of an application of a microprocessor in an electronic device.

Areas for students to improve include:

• developing an understanding of electronic components in more broadly.

Question 13

In better responses, students were able to:

• use a calculator to assist in the calculation of the total cost of components in the circuit.

Areas for students to improve include:

• understanding and using a correct arithmetic process to calculate the total cost of the components in the circuit.

Question 14

In better responses, students were able to:

• demonstrate their understanding of how a piezoelectric or electromechanical buzzer operates
• include a detailed description of the relevant components of the buzzer.

Areas for students to improve include:

• knowing and understanding the difference between piezoelectric or electromechanical components.

Question 15

In better responses, students were able to:

• compare the features of analogue and digital meter screens
• provide a detailed comparison of the similarities and differences.

Areas for students to improve include:

• developing their knowledge and understanding of different metering devices.

Question 11

In better responses, students were able to:

• correctly identify the purpose of a prototype.

Areas for students to improve include:

• understanding what a prototype is.

Question 12

In better responses, students were able to:

• demonstrate how sketching is advantageous as a communication technique
• outline the use of freehand sketching to produce concepts or to expand on ideas.

Areas for students to improve include:

• recognising the role that sketches can play in communicating ideas or concepts.

Question 13

In better responses, students were able to:

• complete a scaled top view of the rectangular slab with the picnic table correctly located in the centre of the slab
• include the appropriate graphic symbol for a tree
• position the tree on the western side of the slab.

Areas for students to improve include:

• taking into account the north point
• ensuring the tree is not positioned on the concrete slab.

Question 14

In better responses, students were able to:

• draw the block in the correct projection
• use the centrelines that were provided to position their drawing correctly.

Areas for students to improve include:

• knowing and understanding the different types of oblique projection
• understanding the difference between an oblique projection and an isometric projection.

Question 15

In better responses, students were able to:

• complete a full sectional view from the direction of the section plane arrows
• use cross-hatching conventions to indicate the different components of the shaft housing
• demonstrate their knowledge of relevant AS 1100 sectional orthogonal drawing standards.

Areas for students to improve include:

• ensuring that the drawing is completed as an assembled view
• knowing which components are not cross hatched when shown in section.

Question 11

In better responses, students were able to:

• demonstrate their understanding that annealing is used to soften a metal.

Areas for students to improve include:

• knowing and understanding the different metal heat treatment methods.

Question 12

In better responses, students were able to:

• demonstrate their understanding of this lathe component
• provide more than one function of the tailstock.

Areas for students to improve include:

• being able to identify and describe the functions of various lathe components
• developing their knowledge of processes undertaken on a metal lathe.

Question 13

In better responses, students were able to:

• use a calculator to assist in the calculation of the total cost of the Major Project.

Areas for students to improve include:

• understanding and using a correct arithmetic process to calculate the total cost of the components in the circuit
• reading the question carefully before performing the calculations.

Question 14

In better responses, students were able to:

• describe each step in the construction of the toolbox, and the tools required to complete each step of the production process.

Areas for students to improve include:

• ensuring the initial steps, such as measuring and marking out are included in the response
• using diagrams, where relevant, to better demonstrate key elements of the production process such as the development and placement of fold lines and tabs.

Question 15

In better responses, students were able to:

• demonstrate their knowledge and understanding of both hot and cold extrusion
• describe the difference between hot and cold extrusion.

Areas for students to improve include:

• developing their knowledge and understanding of hot and cold extrusion processes.

Question 11

In better responses, students were able to:

• understand the features of a PDF enabling them to state an appropriate advantage of the format.

Areas for students to improve include:

• knowing and using terms that are relevant to multimedia.

Question 12

In better responses, students were able to:

• demonstrate an understanding of the purpose of a thumbnail.

Areas for students to improve include:

• ensuring that the response relates to a thumbnail that is used in an online context.

Question 13

In better responses, students were able to:

• calculate a correct answer, understanding and showing the formula being used.

Areas for students to improve include:

• knowing and understanding the steps required to calculate a file size
• showing all working, including any relevant formulas.

Question 14

In better responses, students were able to:

• provide both an advantage and a disadvantage.

Areas for students to improve include:

• directly addressing the specific question which was only looking for ONE advantage and ONE disadvantage of virtual reality
• making a clear distinction between the advantage and the disadvantage.

Question 15

In better responses, students were able to:

• show a relationship between an animation process and the outcome
• demonstrate a link between the use of the mouth shapes and the resultant animation
• provide a technical discussion relevant to the animation processes of the mouth assets.

Areas for students to improve include:

• supporting their cause-and-effect examples with named animation techniques.

Question 11

In better responses, students were able to:

• correctly name a machine used in dressing timber.

Areas for students to improve include:

• demonstrating their knowledge and understanding of machines and their uses.

Question 12

In better responses, students were able to:

• clearly explain the importance of moisture levels in timber
• outline the effect(s) of incorrect Equilibrium Moisture Content (EMC).

Areas for students to improve include:

• ensuring that the answer relates to moisture content only and not to timber properties.

Question 13

In better responses, students were able to:

• determine the number of legs that were needed to make the project
• determine the cost of the top and leg
• determine the total cost of the whole coffee table.

Areas for students to improve include:

• knowing how to calculate the total cost of each component
• applying multiplication and addition calculations relevant to the question.

Question 14

In better responses, students were able to:

• provide clear relationships between recycling and reusing
• provide clear examples of recycling and reusing
• demonstrate their understanding of current issues related to timber shortages.

Areas for students to improve include:

• providing clear examples of recycling and reusing timber in relation to timber shortages.

Question 15

In better responses, students were able to:

• clearly identify examples of knockdown fittings
• provide details of advantages of using knockdown fittings.

Areas for students to improve include:

• demonstrating knowledge and understanding of knockdown fittings
• explaining the benefits of knockdown fittings over traditional joinery.

General feedback

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 which would require a calculator, interpret data/graphs/tables and assess information for accuracy, reliability and/or validity
• show full and clear working out for all questions involving calculations
• consider using diagrams, if appropriate, to support their response
• review their response to ensure that it addresses the question requirements
• use the space provided 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
• clearly label their exam responses (Q16).

Question 16(a)

In better responses, students were able to:

• demonstrate an understanding of the Work Health and Safety (WHS) Act (2011)
• understand that the WHS legislation is enforced by a NSW authority, and that consequences are applied for failure to comply with the Act
• describe the function of the legislation and how it applies specifically to the student’s focus industry
• provide a logical response including industry terminology
• provide several examples of how the WHS legislation is applied in the workplace.

Areas for students to improve include:

• developing and demonstrating an understanding of the WHS Act 2011
• demonstrating an understanding of ‘role’ and ‘legislation’
• distinguishing between different legislation, for example, distinguish between the WHS Act and the Anti-Discrimination Act
• making a clear link between the industry-specific examples and the role of the legislation
• using industry-specific terminology.

Question 16(b)

In better responses, students were able to:

• use well-structured scaffolds to assist in planning a response to the question
• clearly provide and explain specific safety strategies along with a comprehensive range of outcomes that link these strategies
• provide a range of sophisticated strategies and ways that the strategies could be implemented to improve workplace safety
• include appropriate examples that support their strategies and that are relevant to the focus area
• include appropriate industry terms in their response
• relate cause and effect of suggested strategies by exploring their effect on safety
• provide specific examples of strategies from a specific business in the industry, link the strategies to the improved safety of the individual, and make a clear linking statement about how the strategies make the workplace safer.

Areas for students to improve include:

• relating the strategy to its impact on workplace safety
• providing a clear link between the stated strategy and its impact on workplace safety
• providing responses that relate to safety rather than production efficiency and output
• providing a detailed response
• relating the impact of the modification back to the focus area industry and the improvement of safety
• including an introduction and conclusion to the structure of their response.