Earth and environmental science 2016 HSC exam pack (archive)

Candidates showed strength in these areas:

• identifying specific earthquake resistant building features (Q21)
• naming appropriate technologies used to predict volcanic eruptions (Q22)
• drawing divergent and convergent plate boundaries (Q23)
• recognising the use of computer simulations or photographs as models to enhance understanding by providing a 3D visual representation (Q24b)
• drawing on case studies to link strategies to causes of erosion (Q27)
• explaining the processes involved in both dry land and irrigation salinity (Q28)
• identifying a well-known banned pesticide and outlining its effect on non-target species (Q29)
• identifying local and global strategies to decrease methane emissions (Q30a)
• distinguishing between climatic and human factors that may have led to the extinction of the megafauna in Australia (Q31).

Candidates need to improve in these areas:

• describing the causes of intra-plate earthquakes (Q21a)
• identifying valid reasons for continued research into the prediction of volcanic eruptions (Q22b)
• labelling diagrams to indicate significant geological features and causes of plate motion (Q23)
• identifying criteria to determine the validity of a secondary source (Q24a)
• explaining how early life contributed to the formation of BIFs (Q25)
• identifying the difference between oceanic oxygen and atmospheric oxygen in the formation of banded iron foundations (Q25)
• identifying and describing depositional environments of sedimentary rocks such as fossiliferous shale (Q26b ii)
• providing a clear explanation and evaluation of an erosion control strategy (Q27)
• engaging with the information given in the question, in this case using the components of the maps in an analysis (Q28)
• detailing specific, valid impacts on human health of a banned pesticide using recent/current research (Q29)
• using the data provided as a justification for a response (Q30a)
• demonstrating a link between wetlands and biodiversity (Q30b)
• detailing why models are used in science and providing advantages/limitations of their use (Q31)
• providing a planned and succinct response (Q31).

Question 32

Candidates showed strength in these areas:

• providing specific examples
• explaining the dispersal mechanisms of plants (part b)
• identifying simple trends on a line graph (part c i)
• referring to data in graphs to support an argument (part c ii)
• outlining data that identified and classified introduced species or named a recognised introduced species (part d i)
• writing concise points on the Bradley method (part d ii)
• naming examples of introduced species and providing reasons for their introduction (part e)
• providing information on Australia’s changing attitude to introduced species (part e)
• using evidence of specific examples to support assertions (part e)
• organising a response so that it reads in a logical sequence and provides in-depth knowledge (part e).

Candidates showed weakness in these areas:

• providing additional detail to enhance a description or explanation
• explaining effective dispersal mechanisms of animals (part b)
• identifying more complex trends in graphs (part c i)
• interpreting economic data from the graph (part c i)
• demonstrating an understanding of biological control when making an argument about the future use of biological controls (part c ii)
• correctly using the data and trends in a graph to support a prediction or judgement (part c ii)
• listing the specific equipment necessary to collect data (part d i)
• proposing a method of data collection that could account for the presence of the introduced species (part d i)
• describing a survey of sufficient size, including multiple quadrats and length of transects(part d i)
• providing detail about the effect the introduced species has had on the environment (part e)
• providing a clear judgement and supporting this with scientific evidence (part e).

Question 33

Candidates showed strength in these areas:

• linking the answer to energy conservation (part a)
• relating the discussed exploration program to the use of drilling (part b)
• connecting drilling to mining potential in terms of obtaining samples of the coal that could be tested for quality and estimates of the overall size of the deposit (part b)
• extrapolating trends in a graph (part c i)
• making a clear prediction regarding the long-term sustainability of the fossil fuel resources (part c ii).

Candidates need to improve in these areas:

• detailing methods of building design rather than just methods of energy conservation (part a)
• understanding that drilling can be used to determine both the size and quality of the deposit (part b)
• making reference to the stimulus provided (part b)
• making specific use of data from a graph to support predictions (part c ii)
• demonstrating a clear understanding of scientific method and the skills required for such investigations (part d i)
• relating coal to its use as a raw material for industry (part d ii)
• answering the question in the space provided (part e)
• addressing all the requirements of the question (part e)
• making a clear and well supported judgement with justification (part e).

Question 34

Candidates showed strength in these areas:

• making reference to the stimulus provided (part b)
• making effective use of the data provided in the graph to show trends (part c i)
• making use of specific data from the graph to support a prediction (part c ii)
• sketching in general terms the role of drilling regarding BOTH the size and grade of a metal deposit (part d ii)
• demonstrating understanding of exploration methods (part e)
• proving a clear justification with examples of society’s changing approach (part e)
• demonstrating a coherent and logical progression of thought with effective.

Candidates need to improve in these areas:

• detailing the features of ONE model such as the hydrothermal model and relating this to the island arc terrane (part a)
• explaining the role of an environmental impact statement (part b)
• understanding the difference between a prediction and general observation of the data (part c ii)
• demonstrating a clear understanding of the scientific method and the skills required for such investigations (part d i)
• using scientific principles, ideas and terminology (part e).

Question 35

Candidates showed strength in these areas:

• linking the answer to the ocean’s influence (part a)
• outlining different ways in which oceans influence the Earth’s surface (part a)
• relating the attenuation of light to the distribution of marine plants (part b)
• making effective use of the data provided in the graph to show features of two different trends (part c i)
• making use of specific data from the graph to support a prediction (part c ii)
• relating the question to the required investigation (part d i)
• demonstrating an understanding of the use of oceans as a resource (part e)
• providing a clear justification for each example of society’s changing approach (part e)
• demonstrating a coherent and logical progression of thought with effective use of scientific principles, ideas and terminology (part e).

Candidates need to improve in these areas:

• understanding the term ‘describe‘ (part a)
• providing detail of the features of TWO influences and clearly relating these to the Earth’s surface (part a)
• understanding the difference between oceans and small enclosed seas (part c ii)
• demonstrating a clear understanding of scientific method and the skills required for such investigations (part d i)
• providing specific data relating to surface area, volume and change in temperature over time (part d i).