Agriculture 2023 HSC exam pack

Students should: 

• read the question carefully to ensure important components of the question are not missed
• have a clear understanding of key words 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
• expect to perform some mathematical functions, interpret data/graphs/tables and assess information for accuracy, reliability and/or validity
• consider using graphical solutions if appropriate
• show full and clear working out for all questions involving calculations
• review each response to ensure that it addresses the question requirements. 

Question 21

In better responses, students were able to:

• name the correct nutrient being cycled in the diagram (ai)
• outline why soil nutrient cycles are important and the role they play in moving nutrients through an ecosystem in agriculture (aii)
• correctly describe the role of invertebrates, such as dung beetles and earthworms, in decomposition and nutrient cycling (b).

Areas for students to improve include:

• interpreting information correctly from a diagram (ai)
• recognising why nutrient cycles are important to agriculture (aii)
• correctly identifying invertebrates and providing links to how they contribute to decomposition and nutrient cycles (b).

Question 22

In better responses, students were able to:

• outline an influence of government on the production of a raw or processed farm product such as food safety or low-cost loans (a)
• outline an influence of government on the marketing of a raw or processed farm product. Examples include levies and funds for research and development (a)
• name a specific farm product (b)
• support their response with logical statements about the reasons for using more than one marketing option for the named product (b).

Areas for students to improve include:

• clearly stating the influence in the response (a)
• recognising marketing options are the opportunities available to producers to sell their product (b)
• addressing why the method of sale should be used (b).

Question 23 

In better responses, students were able to: 

• outline the importance of specifications and give an accurate market specification for a named product (a)
• explain in detail a link between the timing of an operation and its impact on meeting a particular market specification for a farm product (b)
• provide a detailed argument justifying how a market specification for a farm product can be met by a management practice which is not timing related (c).

Areas for students to improve include: 

• knowing particular market specifications for a farm product (a)
• understanding how a market specification for a farm product can be met by adjusting timing of a production operation (b)
• knowing reasons why a particular non-time related management strategy can meet market specifications for a farm product (c).

Question 24

In better responses, students were able to:

• name an advertising campaign which ran over a period of time
• make informed, detailed statements as to that campaign’s effectiveness
• assess the effectiveness of that campaign based on value, outcomes or results of the campaign
• provide a judgement on the overall effectiveness of that campaign for the raw or processed farm product.

Areas for students to improve include:

• focusing on campaigns for their raw or processed farm grown product
• identifying a campaign as a promotional opportunity which runs over a period of time
• establishing the success of the campaign for the farm grown product and relate it to the effectiveness of the campaign.

Question 25 

In better responses, students were able to: 

• correctly describe why each of the elements contribute separately to sound experimental design
• include two or more features that need to be standardised in a plant density trial. For example, same pot size, same potting mix, same amount of fertiliser (b)
• clearly state that weeds compete for sunlight, water, nutrients or space.

 Areas for students to improve include: 

• describing why these elements are included in experimental design (a)
• providing clear cause and effect of plant competition, detailing the impacts to the plant and overall production (c).

Question 26

In better responses, students were able to:

• examine breed and slaughter point separately, providing justification for each with reference to the graph
• compare their chosen breed and slaughter point to the less desirable option, showing why it was preferable (a)
• provide detailed advantages and/or disadvantages of hormone growth promotants (HGPs) use, such as reduced time spent in feedlots or limiting international market opportunities (b).

Areas for students to improve include:

• clearly identifying the chosen option for slaughter point and breed (a)
• showing an understanding of hormone growth promotants and the effects on cattle (b).

Question 27

In better responses, students were able to:

• provide links between relevant management techniques to manipulate reproduction and the related hormones involved in the oestrus cycle. For example, oestrus synchronisation and multiple ovulation.

Areas for students to improve include:

• showing an understanding of the hormones involved in the oestrus cycle
• identifying relevant examples of reproductive management techniques.  

Question 28(a)

In better responses, students were able to:

• identify reasons for labelling genetically modified organisms (GMOs) in food, such as food safety and allergic reactions (ai)
• describe regulations related to the development of GMOs and the use of GMOs (aii).

Areas for students to improve include:

• understanding the reasons why GMOs must be labelled in foods (ai)
• demonstrating a clear understanding of the regulations related to both the development and use of GMOs (aii).

Question 28(b)

In better responses, students were able to:

• discuss TWO biotechnologies and their use in agriculture, for example GMO’s
• discuss the use of biotechnology in agricultural production and make a link to the associated benefits such as increased yield or environmental sustainability.

Areas for students to improve include:

• knowing current areas of development in biotechnology and its agricultural application.

Question 29(a)

In better responses, students were able to:

• identify three greenhouse gases produced in agricultural systems, such as carbon dioxide, methane and nitrous oxides (i)
• clearly describe methods which could be implemented on farms to reduce greenhouse gas emissions such as carbon capture and storage. Students also identified that reduced methane emissions could be achieved via improved feed (ii).

Areas for students to improve include:

• knowing the specific agricultural source which produces greenhouse gas (i)
• knowing the application of agriculturally relevant methods to reduce the concentration of greenhouse gas emissions (ii).

Question 29(b)

In better responses, students were able to:

• comprehensively discuss TWO management options used in agriculture to manage climate variability, such as stocking rates, new varieties/breeds choice and crop planting densities.

Areas for students to improve include:

• understanding the difference between El Nino and La Nina climate events relating to climate variability.

Question 30(a)

In better responses, students were able to:

• show an understanding about issues related to the funding of research and development of agricultural technologies, including conflicts of interest from private equity funding sources (i)
• demonstrate understanding of multiple methods of marketing new technologies (ii).

Areas for students to improve include:

• demonstrating a breadth of knowledge about issues regarding funding of research and development beyond the source of funds (i)
• showing how different methods are used to market new technologies (ii).

Question 30(b)

In better responses, students were able to:

• discuss TWO uses of new technology used in agriculture. For example, robotics, satellite, RFID and computer technology.

Areas for students to improve include:

• understanding relevant new technology and uses in agricultural production.