Earth and Environmental Science 2022 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components
• be familiar with the provided Geological Timescale
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• plan the response to assist in the logical sequencing of information
• integrate relevant scientific terms into their responses
• engage with any stimulus material provided and refer to it in their response
• understand that all parts of a question can be related
• show all working in calculations and include correct units and significant figures
• present a logical and succinct response that addresses the question
• ensure ideas from separate modules can be connected to form a cohesive response
• review their response to ensure that it addresses the question requirement.

Question 21

In better responses, students were able to:

• provide relevant examples to support their similarities and differences
• use aspects of the Geological Timescale in their answer
• compare both eras and periods to each other
• organise information into a well-designed table or other format to compare aspects
• name specific features within eras and periods to support their answer.

Areas for students to improve include:

• addressing the plural of eras and periods in the question.

Question 22

In better responses, students were able to:

• integrate key data from the stimulus into their answer
• make clear judgements of value
• make clear, detailed links between atmospheric carbon dioxide, the greenhouse effect and warming.

Areas for students to improve include:

• demonstrating the link between CO₂ in the atmosphere to warming or the greenhouse effect.

Question 23

In better responses, students were able to:

• name a waste management option
• describe the benefits or issues with the named waste management option
• clearly show understanding of sustainability related to the future of environmental, economic or social factors.

Areas for students to improve include:

• providing details about the relevant aspects of the waste management option.

Question 24

In better responses, students were able to:

• identify a specific technology (a)
• distinguish between a hazard and a disaster (b)
• outline a named technology and explain its function, for example, predicting and preparing for an evacuation (b)
• link the function of the technology to a reduction in harm (b).

Areas for students to improve include:

• demonstrating an understanding of the difference between a hazard and a disaster (b)
• demonstrating a relationship between the function of a technology and a reduction in the impact of a hazard (b)
• identifying specific volcanic hazards, for example, lahars, lava, pyroclastic flows, outgassing and eruptions (b).

Question 25

In better responses, students were able to:

• explain the greenhouse effect as a sequence (a)
• refer to all aspects of the model provided including the terms (a)
• link the greenhouse effect and warming in the atmosphere (a)
• redraw the model using the key provided, including annotations (b)
• show contrasting characteristics between the natural enhanced greenhouse effects using the symbols provided (b).

Areas for students to improve include:

• engaging with the stimulus material (a)
• eliminating misconceptions such as ozone depletion on the greenhouse effect (a)
• showing an increase in greenhouse gases in the atmosphere in the enhanced greenhouse effect compared to the natural greenhouse effect (a).

Question 26

In better responses, students were able to:

• demonstrate the effect of the plate tectonic supercycle on climate or evolution
• draw and annotate an understanding in a clear and logical flowchart format
• focus on the effect related to either evolution or climate rather than both.

Areas for students to improve include:

• showing a clearer understanding of the features of a flow chart
• drawings that show a logical progression of thought and understanding
• focusing on the effects of the plate tectonic supercycle rather than its evolution.

Question 27

In better responses, students were able to:

• link earthquake magnitudes to plate boundaries (a)
• describe Australia’s tectonic setting as intraplate (a)
• distinguish between intraplate faults and plate boundaries (a)
• offer judgements as to the effects on both the biosphere and the built environment (b)
• support judgements by describing effects (b).

Areas for students to improve include:

• distinguishing between earthquake frequency and magnitude (a)
• distinguishing between faults and tectonic boundaries (a)
• ensuring a judgement is linked to effects of earthquakes (b)
• demonstrating a broader understanding of the biosphere (b).

Question 28

In better responses, students were able to:

• use mathematical processes to determine total values when working with negative numbers (a)
• describe the main characteristics and features of a single strategy (b)
• directly reference data in the source to provide clear reasons for the strategy (b)
• link the strategy to the management of a named resource (b).

Areas for students to improve include:

• demonstrating an understanding of one strategy, rather than identifying several strategies from the table (b)
• providing reasons to support the strategy (b).

Question 29

In better responses, students were able to:

• identify an appropriate modification and outline how it improves the diagram (a)
• outline two clear trends in the data and provide a reason for the trend (b).

Areas for students to improve include:

• focusing on the analysis of data as instructed (a)
• reading the data so as not to recommend an incorrect change to the diagram, such as representing all the fish at the same age (a).

Question 30

In better responses, students were able to:

• describe trends relating the variables from the graph (a)
• differentiate two trends in the data (a)
• include specific data from the graph (a)
• identify a specific inconsistency when the data or trends did not correlate (b)
• relate cause and effect to the reason proposed (b).

Areas for students to improve include:

• understanding how to interpret negative numbers on a scale (a)
• identifying a specific inconsistency in the data (b).

Question 31

In better responses, students were able to:

• understand that a valid procedure could test that which was intended by the hypothesis
• clearly identify the control, dependent variable and independent variable
• identify the best method to measure the amount of trapped oxygen.

Areas for students to improve include:

• avoiding contradictions in the experimental procedure
• describing the key steps rather than indirectly referring to the equipment diagram
• understanding the importance of a control in relation to the independent variable
• using effective sequencing as part of a procedure.

Question 32

In better responses, students were able to:

• clearly state a land management practice and how it reduced or increased the magnitude of a bushfire (a)
• demonstrate an understanding of a change in the biosphere and its impacts on the atmosphere and climate (b)
• demonstrate an understanding of the impacts on the biosphere related to the stimulus (c)
• demonstrate a clear understanding of the sustainability of a named resource (c).

Areas for students to improve include:

• knowing the difference between back burning and a hazard reduction burn (a)
• understanding the difference between greenhouse gases impacting the greenhouse effect and the depletion of ozone via other factors (b)
• identifying resources (c)
• defining sustainability (c).

Question 33

In better responses, students were able to:

• plot data accurately and draw a trend line or curve of best fit (a)
• label the axes with correct terms and units (a)
• demonstrate a clear judgement of the effectiveness of meteorological technology (b)
• use the data given to support their judgement (b)
• clearly indicate the overall trend and inconsistencies presented in the data (b)
• assess the limitations of technology in making predictions (b).

Areas for students to improve include:

• plotting data accurately with precise data points (a)
• understanding key graphing terms such as a trend line (a)
• analysing data presented in graphs for trends and inconsistencies (b)
• using both graphs to provide a judgement (b).

Question 34

In better responses, students were able to:

• link relevant factors as the driving force for developments in the biosphere using a range of examples
• demonstrate a depth of knowledge of the origins and developments in the biosphere in a logical progression
• link the origins of the biosphere to the formation of amino acids and cellular life.

Areas for students to improve include:

• understanding the timing of key events in geologic time
• demonstrating an understanding of the key developments in the biosphere such as the conquest of land
• providing examples to support outlined developments
• expressing an understanding of the impact of oxygen on the development of the biosphere.