Industrial Technology 2023 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 communicate 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
• 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 their response
• communicate ideas and information using relevant examples and industry terminology
• 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 ONE relevant document needed to renew the registration of a vehicle in NSW, for example, safety inspection report (pink slip or blue slip) and Compulsory Third Party (CTP) green slip.

Areas for students to improve include:

• developing their understanding of government and statutory regulations relating to registration.

Question 12

In better responses, students were able to:

• demonstrate their understanding of ONE modification to a motor vehicle that must be reported to the registration authority, for example, a replacement engine, change of colour or change to seating capacity.

Areas for students to improve include:

• developing their understanding of government and statutory regulations relating to registration
• not limiting their answers to reportable modifications.

Question 13

In better responses, students were able to:

• use a calculator to assist in the calculation of the correct cost of TWO coats of paint for THREE vehicles.

Areas for students to improve include:

• understanding and using a correct mathematical process to calculate the cost of paint.

Question 14

In better responses, students were able to:

• explain in detail why it is necessary to regularly drain and replace the engine oil in a motor vehicle, for example, due to contaminant build up or a change of viscosity over time
• provide a cause-and-effect relationship between regular oil replacement and motor vehicle engine health.

Areas for students to improve include:

• demonstrating an understanding of the importance of good lubrication in an engine.

Question 15

In better responses, students were able to:

• demonstrate a detailed and correctly sequenced understanding of the process of replacing a cylinder head.

Areas for students to improve include:

• ensuring a detailed focus on the process of installing a cylinder head, rather than the removal of the original cylinder head.

Question 11

In better responses, students were able to:

• correctly draw the symbol for a diode in a circuit diagram.

Areas for students to improve include:

• knowing the correct schematic symbol for a diode.

Question 12

In better responses, students were able to:

• describe the use of a relay in a circuit.

Areas for students to improve include:

• understanding the role of a range of electronic components in a circuit.

Question 13

In better responses, students were able to:

• use a calculator to assist in the calculation of total resistance in the circuit
• show all working out.

Areas for students to improve include:

• using the appropriate calculation of resistance for resistors that are in series and resistors that are in parallel, or a combination of series and parallel within the one circuit.

Question 14

In better responses, students were able to:

• demonstrate an understanding of printed circuit board production
• provide a detailed description of the steps followed using the items listed in the question.

Areas for students to improve include:

• developing knowledge and understanding of printed circuit board production.

Question 15

In better responses, students were able to:

• provide a detailed explanation of how ONE renewable energy source is used in the community, for example, installing roof top solar panels to charge a house battery
• provide reasons why the community would use renewable energy sources.

Areas for students to improve include:

• relating renewable energy sources to appropriate uses in the community.

Question 11

In better responses, students were able to:

• identify ONE reason for including elevations in architectural drawings, for example, to show vertical heights or the appearance of a given side.

Areas for students to improve include:

• answering in terms of elevations only.

Question 12

In better responses, students were able to:

• outline reasons why using computer aided design (CAD) can be a disadvantage compared to traditional drawing methods, for example, being restricted by the tools provided in a CAD package.

Question 13

In better responses, students were able to:

• read and interpret a drawing to determine the correct area of the house, including wall thickness.

Areas for students to improve include:

• using a correct mathematical process to calculate the floor area of a structure
• using a calculator to assist in the correct calculation of the floor area of the house.

Question 14

In better responses, students were able to:

• draw the block in oblique cabinet projection
• correctly position features of the block in relation to the provided starting point
• reduce the depth of the block 1:2, as required for oblique cabinet projection.

Areas for students to improve include:

• using oblique cabinet projection rather than isometric projection or oblique cavalier projection.

Question 15

In better responses, students were able to:

• demonstrate the role that shadow diagrams play in ensuring regulatory compliance in new residential building development applications
• show the significance of the time of the year when using shadow diagrams.

Areas for students to improve include:

• knowing the purpose of shadow diagrams in development applications.

Question 11

In better responses, students were able to:

• name a centre punch.

Areas for students to improve include:

• limiting answers to indentation tools.

Question 12

In better responses, students were able to:

• demonstrate their understanding of the purpose of a split pin, for example, to restrict movement along a shaft.

Areas for students to improve include:

• providing suitable applications for a split pin
• correctly identifying the object.

Question 13

In better responses, students were able to:

• determine the shape and size of the unfolded steel box
• interpret the table to calculate the number of sheets required.

Areas for students to improve include:

• determining correct sizes before performing calculations.

Question 14

In better responses, students were able to:

• describe each stage in the process of pickling a corroded piece of metal.

Areas for students to improve include:

• developing a broader understanding of the pickling process.

Question 15

In better responses, students were able to:

• provide detailed reasons MIG welders are more efficient than TIG welders.

Areas for students to improve include:

• understanding the MIG and TIG welding processes.

Question 11

In better responses, students were able to:

• understand the key features of fully immersive virtual reality.

Areas for students to improve include:

• knowing and using terminology that is relevant to multimedia.

Question 12

In better responses, students were able to:

• provide ONE disadvantage of using high-resolution images, for example, an increase in file size.

Areas for students to improve include:

• knowing and using terms that are relevant to multimedia.

Question 13

In better responses, students were able to:

• use a calculator to assist in the calculation of the total production cost
• indicate the correct values for each cell
• perform multiple calculations correctly.

Areas for students to improve include:

• showing all working out
• using the correct calculation to answer the question.

Question 14

In better responses, students were able to:

• clearly show characteristics and features of the steps involved in the process of adding sound effects
• provide detail for each step of the process.

Areas for students to improve include:

• understanding the key word in the question and responding accordingly
• providing a full description rather than a list of steps in dot point form.

Question 15

In better responses, students were able to:

• demonstrate how the use of pre-existing components require consideration of both ethical and legal issues.

Areas for students to improve include:

• knowing the difference between ethical and legal issues.

Question 11

In better responses, students were able to:

• identify the category of the cabinet fittings.

Areas for students to improve include:

• using industry terminology related to timber such as cabinet fitting categories.

Question 12

In better responses, students were able to:

• answer in terms of a genuine environmental benefit of using manufactured boards.

Areas for students to improve include:

• demonstrating a clear link between a manufactured board and an environmental benefit
• understanding the actual sources of raw materials for manufactured boards.

Question 13

In better responses, students were able to:

• use a calculator to assist in the calculation of total cost of the finish
• show all relevant working in the calculation of the answer.

Question 14

In better responses, students were able to:

• provide a clear, sequenced process in the cutting of veneers.

Areas for students to improve include:

• focusing on the cutting of veneers rather than the manufacture of plywood.

Question 15

In better responses, students were able to:

• clearly demonstrate an understanding of all stages of the natural air drying process.

Areas for students to improve include:

• using the correct name of components
• focusing their response only on the air seasoning process.

Question 16(a)

In better responses, students were able to:

• identify ONE new technology and how it improves the industry
• describe the improvement as well as the technology.

Areas for students to improve include:

• considering the length of response with respect to the mark value of the question.

Question 16(b)

In better responses, students were able to:

• relate their response to the impacts or effects rather than advantages and disadvantages
• provide examples from their focus area
• provide detail to support the response
• include appropriate and relevant examples that support the stated impacts
• provide descriptions and provide strong links to the impact on the industry focus area.

Areas for students to improve include:

• ensuring an understanding of industry terminology such as mass production and automation
• providing supporting points as required by the key word
• providing impacts with sufficient depth and detail
• ensuring clarity and logical extended response structure
• using examples that demonstrate their understanding of the focus area.