FIJI SCHOOL LEAVING CERTIFICATE EXAMINATION - 2004

EXAMINER’S REPORT

TECHNICAL DRAWING

1. INTRODUCTION

There were a total of 1729 candidates appearing for this paper with 79 candidates failed to

present themselves for the examination. The total marks obtained by these candidates’ ranges

from 2 to 83. The paper was sat in various locations at secondary schools around the country.

The format of the paper remained the same as in the previous years.

The paper consisted of two sections – SECTION A and SECTION B.

SECTION A (10 marks)

This section was compulsory and contained ten (10) multiple-choice questions worth a mark

each. The questions were well distributed and selected from the content of the prescription.

This section tested the student’s knowledge and understanding of all the topics in the

prescription.

SECTION B (90 marks)

This section contains eight optional questions of which candidates were to answer only six.

Each question was worth 15 marks and the nature of the questions was of problem solving

type.

2. COMMENT ON SECTION A MULTIPLE-CHOICE QUESTIONS

Marks for this section ranges from 0 – 10 and most candidates scoring between 2 – 5 marks.

This shows below average performance of the candidates. There was lack of understanding of

the concepts taught on the various topics that was asked in the questions.

QUESTION 1 C

About 58% of the candidates answered this question correctly. The options A, B, and D

provided good distractors with Item B as the most popular one. A very basic question on T.L.

and the responses showed that the concept was rarely being used in class activities.

QUESTION 2 D

Only 22% of the candidates were able to answer this question correctly. Simple identification

of the correct development is warranted here. Items A and C provided good distractors and

were popular choices as the answer to this question.

2.

QUESTION 3 A

About 23% of the candidates correctly answered this question. The difficulty here lies in the

understanding of whether it is a double or single start helix. A majority of the candidates

selected Item B (50%). The responses showed that the candidates had a fair understanding of

how to identify the correct sense of the helix. A right hand helix will rotate in a clockwise

direction as it moves away from the viewer and visa versa for the left hand helix. This

concept should be thoroughly explained and demonstrated to the students when drawing

helices.

QUESTION 4 C

A low percentage (32%) of the candidates correctly attempted this question. It should be

clear that traces of planes would only show the true angle of inclination when one of the

traces is perpendicular to the reference line. Item A seems to be a good distractor.

QUESTION 5 B

17% of the candidates correctly attempted this question. A very low performance recorded by

candidates attempting this question. Item D, Fascia board seemed to be the most popular

choice. About 53% selected this as their answer. The diagram is showing the end section of

the roofing iron and the purlin ends are covered and not the rafters.

QUESTION 6 B

About 36% of the candidates correctly attempted this question. There seems to be a good

discrimination between all the items. The sectioned part of the components of this nature is

assumed to have been rotated to the vertical section plane. It is an exceptional case in

sectioning.

QUESTION 7 C

45% of the candidates attempted this question correctly. Solution can be obtained both

graphically and analytically. A lot of candidates do not seem to understand how to find the

reaction forces. Most were fortunate to have made the right guess.

QUESTION 8 B

About 53% of the candidates correctly attempted this question. Most candidates related the

triangulation method with the triangular prism and as a result Item C was selected as their

choice. This shows lack of understanding of the methods of development and their

application.

3.

QUESTION 9 C

43% of the candidates correctly attempted this question. The prefixes tri….iso….and

di….are indications of the nature of the angles between the axes thus the name of the pictorial

projection. This concept should be thoroughly thrashed out to the students during their course

of study. Item A was a most popular choice.

QUESTION 10 A

About 47% of the candidates correctly attempted this question. The development is

symmetrical about the centerline through point 6 and the midpoint of edge BC. It seems that

the question was not well understood. Item B was a popular choice.

The responses show that there is generally a lack of understanding on the basic concepts of

Technical Drawing during the two years of study. Teachers should continuously stress and

importance of the basic concepts of the topics taught.

3. COMMENTS ON SECTION B – PROBLEM-SOLVING TYPE (90 marks)

QUESTION 1 SPECIAL CURVES - Spirals and involutes (15 marks)

No.

Attempted

(%)

Marks

range Mark distribution (%) Pass rate

(%) 0 - 4 5 - 7 8 - 12 13 – 15

85 0 - 15 27 34 29 10 39

Part (a) (4 marks)

This section was well answered with about 81% scoring between 2 – 4 marks. It shows that

candidates were well aware of processes involved in the construction of the Archimedean

spiral.

Some common errors :

The first vector was divided into 6 parts instead of 12 even thought it was only to be

drawn for half a revolution.

The spiral was drawn for 1 revolution when it should be drawn for half a turn only.

Questions should be thoroughly read and understood while answering the questions.

Radial vectors should be drawn as stated in the question whether 45° or 30° etc.

4.

Part (b) (7 marks)

This section was fairly answered with about 34% scoring between 4 – 7 marks. 66% of the

candidates scored between 0 – 3. Very few candidates were able to pick out the method of

finding the length of each of the vectors. Some candidates used the analytical method and

some used the graphical method of finding the length of each of the vectors. This is quite

challenging to see.

Some common error :

Some used a different vector angle when constructing the ratio diagram. The same

vector angle (45°) must be used throughout.

Part (c) (4 marks)

This section is satisfactorily answered with about 58% of the candidates scoring between

2 – 4 marks while 42% scored between 0 – 1 marks. Some candidates did not realize that the

curve should be drawn only from point Q back to the circle (evolute). There are two possible

tangents on which the curve can be produced. The tangent point of the required tangent is the

starting point for dividing the circle into 12 parts. A possible give away question but

unfortunately most candidates scored between 0 – 7 marks (61%). A pass rate of 39%.

QUESTION 2 AUXILIARY PROJECTION (15 marks)

No.

Attempted

(%)

Marks

range Mark distribution (%) Pass rate

(%) 0 - 4 5 - 7 8 - 12 13 – 15

82 0 - 12 42 45 13 - 13

Part (i) (13 marks)

A very poorly answered question because most candidate interpreted the question wrongly.

Some went on to project another pictorial drawing when an elevation and a plan are required.

In order to correctly project the plan, partial auxiliary views are required but this was not so.

About 91% scored between 0 – 8 marks.

A very poorly answered question because most candidate interpreted the question wrongly.

Some went on to project another pictorial drawing when tan elevation and a plan are required.

In order to correctly project the plan, partial auxiliary views are required but this was not so.

About 91% scored between 0 – 8 marks.

5.

Part (ii) (2 marks)

The candidates rarely executed this aspect of the question successfully. It should be

understood that dimensions are drawn on view, which shows its true shape. Therefore the two

dimensions asked for can only be shown on the partial auxiliary views, which show the details

of the sloping faces. Some candidates showed dimensions on the plan, which does not show

true lengths for both the dimensions required.

QUESTION 3 POINTS, LINES AND PLANES (15 marks)

No.

Attempted

(%)

Marks

range Mark distribution (%) Pass rate

(%) 0 - 4 5 - 7 8 - 12 13 – 15

65 0 - 15 55 31 11 3 14

Part (i) (5 marks)

Marks range from 0 – 5 with about 31% scoring between 0 – 2 marks and 69% scoring

between 3 – 5 marks. This part of the question was well answered but a good number of

students had difficulties in co-ordinating the points through the 45° lines and the elevation in

order to correctly locate the points on the plan.

Part (ii) (5½ marks)

Projection of the dihedral angle poses a lot of difficulties to most students (90%). It is

important that students focus only on the surfaces in question in this case D and E and their

line of intersection. About 10% of the candidates are able to either project part or whole of

the question. It gives great satisfaction to see a few students who were able to project the

dihedral angle correctly. This is one area that needs to be emphasized because most

candidates failed to execute effectively.

Part (iii) (1 mark)

About 76% of the candidates were not able to project the true length of the lines in question.

This is the very basic element of lines and unfortunately it was not well executed. For the

very few (10%) that were able to project the true length lines, there was again difficulties in

converting the measurements using the scale 1:100. It should be clear here that the true length

line can be projected separately or it projected within while constructing the dihedral angle.

Part (iv) (3½ marks)

Similarly this area was not well answered (88%) either partly answered or not at all. It should

be made clear that the shapes are projected from the edge views of the planes. The given

elevation and end elevation also shows edge views of the two planes and can be projected

directly from them. It was obvious that most candidates did not fully understand how to

project true shape of surfaces.

6.

QUESTION 4 SECTIONING (15 marks)

No.

Attempted

(%)

Marks

range Mark distribution (%) Pass rate

(%) 0 - 4 5 - 7 8 - 12 13 – 15

63 0 - 14 62 24 13 1 14

Part (a) (7½ marks)

This section was not well answered with about 73 % did not fully answered the question.

There is no need to redraw another view because everything is to be completed on the given

views. Sectioning lines are to be drawn at different angles for the two halves of the clamp

because they are separate pieces. In most cases this was cross-hatched using one angle. The

nuts and ribs are not crosshatched but most candidates cross-hatched all the surfaces. Very

few candidates were able to draw the revolved section correctly. The view in fact is revolved

around the cutting plane and draw there. It is not drawn in isolation as some candidates did.

Most did not understand what revolved section is all about. Marks range from 0 – 7 with only

27% scoring between 5 – 8 marks.

Part (b) (7½ marks)

This section was also poorly answered with 92 % of the candidates scoring between 0 – 3

marks. Some candidates had to redraw another end elevation when the given views needed to

be completed. The pictorial view should give a lot of assistance in drawing the sectional end

elevation but this was not well utilized. A removed section is drawn outside of the cutting

plane when compared to a removed section where the section is drawn within. This aspect

was also not well understood by most candidates. About 8% of the candidates scored

between 4 –7 marks. A very low performance.

QUESTION 5 PICTORIAL PROJECTION (15 marks)

No.

Attempted

(%)

Marks

range Mark distribution (%) Pass rate

(%) 0 - 4 5 - 7 8 - 12 13 – 15

61 0 - 15 22 22 38 18 56

This is a question with a much better pass rate then the rest of the questions and about 56%

scored in the upper bracket 8 – 15 marks. Candidates failed to note the conversion scale of 1

square = 10 mm. Marks scored ranges from 0 – 15 marks.

QUESTION 6 SOLID GEOMETRY (15 marks)

Part (a) (2 marks)

Orthographic projection is a topic that most candidates lack understanding. This part requires

that the plan be completed. About 48% of the candidates who attempted this question did not

answer this part at all. Only 52% scored between 1 – 2 marks, which means that they either

partly or fully answered the question.

7.

Part (b) (13 marks)

In most cases the parallel lines and the radial lines methods were used for developing the two

parts respectively. These are oblique solids and the methods mentioned above will not

produce the true developments. For the oblique cone, the true lengths were not correctly

projected thus the development becomes incorrect. Most candidates failed to fulfill the basic

step of dividing the circle into 12 equal parts, drawing the generators for the cone and the

projection of the true lengths for the oblique cone. Out of the 13 marks allocated for this

section a large percentage (82%) scored between 0 – 4 marks.

On the whole this question recorded a very low 23% pass rate. The very few that scored in

the upper bracket did exceptionally well with a lot of vigour and accuracy.

QUESTION 7 GRAPHIC STATICS (15 marks)

No.

Attempted

(%)

Marks

range Mark distribution (%) Pass rate

(%) 0 - 4 5 - 7 8 - 12 13 – 15

58 0 - 15 46 23 28 3 31

Part (a) (7 marks)

Most candidates (90%) failed to understand what a free body diagram is all about. In most

cases this part was omitted. Solving the magnitude of the resultant was well understood and

the force diagram was correctly drawn in most cases. Well done!

Part (b) (8 marks)

Candidates successfully produced the vector diagrams but drawing of the funicular polygon

and locating the position of the equilibrant and resultant was a major setback. Those two

areas caused a lot of downfall on the candidates performance otherwise the question was well

answered. Candidates correctly identified the forces as required by each question i.e. (a)

concurrent coplanar and (b) non-concurrent coplanar. A 31% pass rate and there is a need to

emphasise on the weaker areas for future improvement.

8.

QUESTION 8 (15 marks)

No.

Attempted

(%)

Marks

range Mark distribution (%) Pass rate

(%) 0 - 4 5 - 7 8 - 12 13 – 15

68 0 - 15 53 20 16 11 37

About 68% of the candidates attempted this question but a large number of about 53% scored

below 5 marks.

Conversion of measurements was a major problems and the method of converting

measurement to metres seems to be unclear to the candidates.

Filling in the table was a major problem because the candidates are used to answering

questions of this nature from a filled table.

Checking for the accuracy of the readings.

Candidate should practice exercises in the reverse direction rather than from the tale to the

graph always. This was more or less like a give away question unfortunately candidates

failed a great deal and only about 10% scoring in the upper bracket i.e. 13 – 15 marks.

GENERAL COMMENTS AND CONCLUSION

1. Candidates responses show lack of the proper use of the major drawing equipments.

Students should be urged to constantly use these drawing equipments for a

demonstration can be done on how to use the 45° and the 30° & 60° set square as

substitute for drawing boards and T – square.

2. Candidates continuously failed to arrange their answer sheets in numerical order and

writing down the questions attempted in the spaces provided on the cover sheet. This

is very important and makes the work easier for the markers.

3. Teachers and supervisors are reminded to let the candidates take the unused sheets and

not to be returned with the final script.

4. The questions in general poses the very basics of FSLC Technical Drawing but the

final results shows a lot of laxity on the part of the students in attempting to answer the

questions fully. Teachers are kindly urged to take appropriate actions so that there is a

much-improved result in the future.

GOOD LUCK AND HAPPY TEACHING FOR 2005!

CHIEF MARKER (TECHNICAL DRAWING)

ANSWER SCHEME

MULTIPLE CHOICE

1. C 2. D 3. A 4. C 5. B

6. B 7. C 8. B 9. C 10. A