Industrial Technology 2024 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 project 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 through the folio, research directly related to their product and its development
• sketch and draw to a high standard
• consider time and finance plans as working documents that were logical and sequenced with authentic ongoing evaluations
• demonstrate, with annotated photographs, their safe and active involvement in the construction process, highlighting, designing, sketching, testing, manufacturing, and finishing processes.

Areas for students to improve include:

• presenting all design decisions and design modifications models, samples, display boards, jigs, templates, posters and videos to document errors
• identifying and clarifying all decisions made to develop the product
• demonstrating safe work practices through photographic evidence
• explaining Work Health and Safety (WHS) procedures undertaken in the development of the product. Material Safety Data Sheets (MSDS), signage and risk assessments could provide further evidence
• presenting simple or significant problems that occurred and justifying how the solution was found and communicating the impact on the product
• using evaluative comments consistently to link research, designing and planning to the intention and the product presented.

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:

• skilfully craft the product to the highest standard using the most appropriate processes and technologies
• communicate the quality and a degree of difficulty in all aspects of the project, 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 document 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:

• providing ongoing evaluations to indicate how good decisions were made, and proving the decisions made were the most appropriate and critical to the successful manipulation of materials, components, processes and technologies within the development of the product
• regularly linking process and direction to the original idea, the stated intent, appropriate research and developed designs, and clearly articulating what is happening within each aspect of the project
• documenting problems as they occur and presenting the implications along with the other choices that could have been made to improve the final product
• using photographs to demonstrate safe work practices and the evolution of a product to fulfil the intention, reflect on alternatives and enhancements, and articulate why the finished product is the result of best practice and decision making
• presenting DMC/folio information in a logical sequence that relates to the marking guidelines
• avoiding duplication in the folio and video.

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.
• use a well-structured scaffold to assist in planning a response
• use examples from their relevant focus industry (Section III)
• clearly label their exam responses (Section III).

Question 11

In better responses, students were able to:

• correctly identify a chemical hazard within a mechanical workshop.

Question 12

In better responses, students were able to:

• demonstrate an understanding that all children under 7 years of age are required to be secured in a suitably approved child restraint
• acknowledge that these restraints should be used in the second/rear row of the vehicle using the standard tether/ISOFIX points.

Areas for students to improve include:

• developing knowledge of specific rules or regulations relating to child restraints in NSW.

Question 13

In better responses, students were able to:

• define the function of each of the electrical components
• draw each symbol as shown in the supplied wiring diagram.

Areas for students to improve include:

• ensuring that the 15-ampere fuse is correctly labelled
• including the vertical line on the Earth symbol.

Question 14

In better responses, students were able to:

• identify the component as an oxygen/O2 sensor
• demonstrate an understanding of the function of the sensor.

Areas for students to improve include:

• providing the relationship of the sensor to the electronic control unit (ECU).

Question 15

In better responses, students were able to:

• explain two causes of noise
• relate their response to either manual or automatic transmissions.

Areas for students to improve include:

• explaining noises that only occur when the transmission is in neutral rather than being engaged.

Question 11

In better responses, students were able to:

• identify that the component is a buzzer.

Question 12

In better responses, students were able to:

• demonstrate that circuit design software can be used to simulate new circuit designs without having to produce a circuit.

Areas for students to improve include:

• developing their knowledge and understanding of circuit design software and its applications.

Question 13

In better responses, students were able to:

• provide characteristics of thyristors and thermistors and how they function.

Areas for students to improve include:

• developing their knowledge and understanding of thyristors.

Question 14

In better responses, students were able to:

• demonstrate how the internal resistance of an ammeter and a voltmeter are different.

Areas for students to improve include:

• understanding that ammeters are connected in series in a circuit, while voltmeters are connected in parallel.

Question 15

In better responses, students were able to:

• explain the change to the input signal within the programmable integrated circuit (PIC) to produce the output signal.

Areas for students to improve include:

• understanding of the difference between integrated circuits and PIC.

Question 11

In better responses, students were able to:

• identify contour lines as the standard for indicating the slope.

Question 12

In better responses, students were able to:

• correctly dimension the curve and circle to AS 1100 standards.

Areas for students to improve include:

• developing a better understanding of AS 1100 drawing standards relating to methods used to dimension curves and circles
• ensuring that the correct part of the drawing is dimensioned.

Question 13

In better responses, students were able to:

• correctly draws all features to AS 1100 standards.

Areas for students to improve include:

• developing knowledge of the AS 1100 method to represent metric threads, including the correct drawing of the external thread, the start of thread and correct indication of any angles.

Question 14

In better responses, students were able to:

• sketch correct shape and size of the auxiliary view from direction A of the pipe and flange
• project from the given side view to determine the correct size and placement of the auxiliary view.

Areas for students to improve include:

• saving time by carefully freehand sketching the response instead of drawing with instruments.

Question 15

In better responses, students were able to:

• demonstrate an understanding of the essential differences between mechanical and measuring point perspective
• support their answer with a diagram showing the differences between the two methods.

Areas for students to improve include:

• knowing the key features of both mechanical and measuring point perspective drawing methods.

Question 11

In better responses, students were able to:

• identify a method of finding the centre of a cylindrical object.

Areas for students to improve include:

• developing knowledge and understanding of marking out techniques.

Question 12

In better responses, students were able to:

• outline the use of hand tools in the forming of a copper bowl
• refer to the use of a hollowing block.

Areas for students to improve include:

• understanding the function of a hollowing block
• developing knowledge and understanding of manually forming shapes with sheet metal.

Question 13

In better responses, students were able to:

• demonstrate a relationship between the use of CNC machines and the reduction of manufacturing costs.

Areas for students to improve include:

• developing a knowledge and understanding about the benefits of incorporating technology into the metal and engineering industry
• being able to identify and understand areas of potential cost savings in industry.

Question 14

In better responses, students were able to:

• provide details specifically related to alloyed metals.

Areas for students to improve include:

• developing knowledge and understanding of properties of metals
• providing more than one advantage of alloyed metals over pure metals.

Question 15

In better responses, students were able to:

• answer in relation to a faceplate rather than other lathe accessories
• provide details of the process of both securing and centring the workpiece.

Areas for students to improve include:

• developing their knowledge on a variety of techniques used to turn irregular shapes on a metal lathe.

Question 11

In better responses, students were able to:

• identify an audio file.

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 two advantages of using a serif font.

Areas for students to improve include:

• knowing and using terminology that is relevant to multimedia.

Question 13

In better responses, students were able to:

• clearly and concisely describe the difference between vector and bitmapped graphics.

Areas for students to improve include:

• understanding terminology that is relevant to multimedia.

Question 14

In better responses, students were able to:

• show the relationship between camera shots and their effect on the production process
• use examples to support their answer.

Areas for students to improve include:

• providing detailed explanations and examples rather than general statements.

Question 15

In better responses, students were able to:

• show a clear understanding of the steps involved in creating digital special effects in the multimedia production process
• use examples to support their explanations.

Areas for students to improve include:

• providing a full explanation of the process rather than a list of steps in dot point form
• showing how different parts of the process connect to one another
• understanding the difference between editing and special effects.

Question 11

In better responses, students were able to:

• identify an appropriate adhesive.

Areas for students to improve include:

• using terminology that is relevant to adhesives.

Question 12

In better responses, students were able to:

• identify a suitable strategy and provide its main features.

Areas for students to improve include:

• linking the strategy to minimising wastage and ensuring economical use of materials.

Question 13

In better responses, students were able to:

• provide details of the different features of a mitre saw and a compound mitre saw.

Areas for students to improve include:

• knowing and understanding the difference(s) between the two saws

Question 14

In better responses, students were able to:

• demonstrate a clear relationship between the router’s feature(s) and the intended use.

Areas for students to improve include:

• recognising specific features of various routers
• demonstrating a clear link between the feature and the effect on production/use.

Question 15

In better responses, students were able to:

• provide two relationships between the identified work health and safety (WHS) risks and preparing and using the recycled timber
• demonstrate their understanding of risks associated with the use of recycled timber.

Areas for students to improve include:

• identifying specific WHS issues linked to using recycled timber, rather than focusing on general WHS risks.

Question 16(a)

In better responses, students were able to:

• distinguish between hierarchical management structures and a flat management structure
• articulate the differences inherent in each type of management structure with respect to their approach to both advertising and marketing.

Areas for students to improve include:

• focusing their response on the differences between each organisation’s strategies.

Question 16(b)

In better responses, students were able to:

• highlight similarities and differences of the two management structures and link each structure to its impact on production and efficiency
• present their response in a logical and well organised manner
• use effective sentence structure, incorporating industry-specific terminology
• plan, structure and organise their responses effectively
• provide detail to support the response.

Areas for students to improve include:

• planning their response before beginning to write
• recognising the importance of including an introduction and conclusion to effectively structure their response
• responding in a logical order by first identifying the components of the organisational structure, then clearly linking them to the company’s production and efficiency
• responding to Q16b independently, without referring to the content of Q16a
• providing an analysis with sufficient depth and detail.