MINISTRUY OF EDUCATION FIJI SEVENTH FORM EXAMINATION 2006 EXAMINER S REPORT INTRODUCTION TO TECHNOLOGY GENERAL COMMENTS The 2006 Fiji Seventh Form Examination Introduction to Technology paper is comprised of four sections. SECTION A : comprised of 25 multiple choice questions for a total of 25 marks. (All are compulsory.) MATERIAL SCIENCE SECTION B : comprised of three questions for 10 marks each. Question 1 is compulsory and either Question 2 or Question 3 had to be answered for a total of 20 marks. ENGINEERING MECHANICS SECTION C : comprised of 3 questions for 10 marks each. Question 1 is compulsory and either Question 2 or Question 3 had to be answered for a total of 20 marks. DESIGN AND PROBLEM SOLVING SECTION D : comprised of 3 Design questions. Candidates had to answer only ONE question for 35 marks. (A) The inclusion of Applied Science, Applied design topics: Material Science Engineering Mechanics Design and Problem Solving and Research (Project) The above topics offer the subject, Introduction to Technology, a wide base scope in applied science, design and technology and as such gives an advantage to those who study or teach the subject. (B) The subject enrolled 215 students for the FSFE for the year 2006.
-2- Range: Raw marks Number of students in the range Abs. 12 20 29 1 30 39 11 40 49 31 50 59 67 60 69 61 70 79 23 80 89 7 90 100 2 Total 215 The range shows high distribution of scores falling between 50 59 with 67 students. Some excellent scripts were presented which is evidence of quality teaching and having good students. I extend my congratulations to the candidates who presented those scripts and to the teachers for their quality effort. However, for those candidates who did not perform well, the reasons seem to be one or more of the following : 4. Inability to follow instructions some candidates attempted both optional questions from Section B and Section C and left the compulsory section. Some candidates attempted all three questions. So, only question 1 and the first question attempted was marked from the optional sections. 4. Printing by a lot of students was very poor and I feel teachers should devote more time on this topic from Form 3. 4. Some did not even make an attempt to answer some of the multiple-choice questions. 4. Unclear and below-standard neatness shown on the answer scripts. This below-standard of work reflects indiscipline in the teaching of skills. It is advisable for teachers to continue to re-emphasis and reinforce the skills at the different stages of the work which will finally produce a neat and correct solution. This year, again we have seen that the overall paper was fairly done but as has been noted in the Examiner s Report for the past few years, the problem of not allocating time adequately for each question still exist. Candidates should follow the suggested time allocations given on the question paper for each sections and identify the key requirements of the question. In case of difficult questions they must move onto the next question.
3. Some students after completing the paper tie the scripts too tight which made it difficult for the markers to turn the pages. I hope more care is taken in future. SECTION A MULTIPLE CHOICE - answers 1.C 6.D 11.A 16.C 21.C 2.B 7.B 12.A 17.B 22.A 3.C 8.A 13.D 18.D 23.C 4.D 9.D 14.B 19.C 24.B 5.D 10.A 15.D 20.B 25.A SECTION B MATERIAL SCIENCE QUESTION 1 (compulsory) Poorly attempted question. Most candidates defined the two terms instead of answering the question. Well answered by candidates. Poorly attempted. (d&e) Generally well answered by candidates. QUESTION 2 (optional) Very few candidates attempted this question. The marks scored ranged from 2-8. Well answered by students. Fairly attempted question. Some candidates managed to score full marks. Poorly attempted. Most candidates only named the test shown in the diagram and missed out on the explanation of the process involved. Fairly attempted question.
-4- QUESTION 3 (optional) A popular question where 88% of the candidates made an attempt to answer. The marks scored ranged from 2-9. (a&b) Well attempted questions. This question was not attempted by many candidates. Generally this question was well attempted. Well attempted. Some candidates drew diagrams to better distinguish between the two terms. SECTION C ENGINEERING MECHANICS QUESTION 1 (compulsory) Well answered. Generally well attempted. Poorly attempted. This question was well attempted by most candidates however some candidates were confused between tension and weight. This question was on velocity. Majority of the candidates attempted this question scoring full marks. QUESTION 2 (optional) Very few candidates attempted this question, about 10%. The marks scored ranged from 1 10. Well attempted. Well answered by students. (c&d) Well answered by candidates. Question on pulley was well attempted.
-5- QUESTION 3 (optional) A very popular question which 90% of the candidates attempted. The total marks scored ranged from 1 10. Poorly answered. This question was satisfactorily answered. Few students used the value of g as 10 m/s 2 instead of the value for g given as 9.8 m/s 2. Some candidates sketched the diagrams correctly but labeled it wrongly. Well answered by candidates. SECTION D DESIGN AND PROBLEM SOLVING QUESTION 1 Very few students attempted this question (3%). QUESTION 2 It is the most popular of the three questions in this section. About 95% of the candidates attempted this question. QUESTION 3 Was attempted by 2% of the candidates. 3 DESIGN QUESTIONS (Do only one question out of the three.) The possible solutions were drawn properly meeting the requirements of the specifications. In quite a few scripts, candidates provided possible solutions without any real visible development from one solution to the next and then leading to the best possible solutions. The whole reason behind learning the principles and elements of design is so that candidates can put them to use in this particular section. It is pleasing to note that some candidates, due to excellent preparation had produced some wonderful ideas coupled with very good sketches.
-6- Overall, the three design questions tested the candidates ability to plan, visualize and design different possible solutions. It also required analysis and evaluation of cost and materials. Some candidates could not make out the difference between a pictorial, orthographic and an exploded view. It is encouraging to see the use of colours in the rendering of final solutions. These candidates and their teachers should be commended. The students must be reminded to answer the question in the order as they appear on the Question paper. Teachers are advised to emphasise the importance of all necessary details to be included in the Design questions. This will ensure the Examiner understands the concept that candidates are trying to explain on the paper. Most students did well in this section compared to the other sections. This shows their level of understanding or skills and concepts of the design requirements and principles. GENERAL OVERVIEW Items needed to be re-addressed for future candidates. (i) (ii) (iii) (iv) All compulsory questions must be attempted, such as multiple choice and Question 1 of Section B and C. There were some students who did not attempt the compulsory questions. Students must learn to read the Instructions carefully. Candidates must attempt the questions based on the way the questions were asked. Some unnecessary written contributions seen on the answer booklet seem to deviate from the main question. Students should be able to have a brief overview of the whole paper within the 10 minutes reading time. A few students ended up choosing the wrong option, having done the exam paper half way through and then changed for the easier choice. They lose out some essential minutes which also cost them marks. (v) (vi) Definition and explanation given must be within the range of the given topic. Some given explanation were exaggerated. Marks were awarded for the quality of the answers given and not to the quantity. The design question carry a total of 35 marks. Students must spend quality time on this question in Section D. Candidates must be reminded
that in design problems, all solutions are basically correct. They must clearly specify all the design brief problem specification and problem requirements. They lose marks when they don t follow instructional procedures. It is hoped that teachers will take heed of the comments and suggestions stated in order to improve students understanding and performance.