Earth and Environmental Science 2024 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• 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:

• demonstrate their understanding of their chosen strategy
• choose easily described examples.

Areas for students to improve include:

• outlining the process, rather than the outcome, of the strategy.

Question 22

In better responses, students were able to:

• outline future/present use of the renewable or non-renewable resource
• make clear and supported judgement for a change in use or value of a given resource.

Areas for students to improve include:

• understanding the concept of a resource, in the context of the question
• focusing on the requirements of the key word.

Question 23

In better responses, students were able to:

• link a range tectonic processes into a sequence leading to this type of volcano (a)
• use annotated diagrams to support response (a)
• describe the formation of multiple volcanic hazards from explosive volcanism and their effects (b)
• demonstrate their own understanding beyond the stimulus material (b)
• make judgments as to the effectiveness of the stimulus material and use specific examples of both hazard mapping and public education (c).

Areas for students to improve include:

• distinguishing between the different types of volcano forming processes based on the stimulus provided (a)
• knowing common symbols used on boundary maps (a)
• distinguishing between the composition of common volcanic hazards, for example, lahars, pyroclastic and ash clouds (b)
• making explicit references to the stimulus material (c).

Question 24

In better responses, students were able to:

• describe a specific impact of sea level rise such as inundation of land or increased depth of ocean water
• correctly address the term ‘distribution’ indicating a specific change to the location or area where species are found.
• clearly show the link between cause and effect.

Areas for students to improve include:

• elaborating on key words to show their knowledge rather than repeat aspects of the question
• focusing on distribution rather than changes to abundance, food chains, rates of survival or predator/prey relationships
• distinguishing between impacts of sea level rise and the cause of sea level rise such as melting of land ice.

Question 25

In better responses, students were able to:

• name a specific resource
• describe actions of the community initiative that are used to manage that resource
• clearly establish the link to sustainability.

Areas for students to improve include:

• knowing features of their case study on a sustainability initiative in their community
• elaborating on key words in the question to show their knowledge rather than repeat words such as ‘resource’ or ‘sustainably’
• distinguishing between renewability, recycling and sustainability.

Question 26

In better responses, students were able to:

• clearly identify environmental concerns for non-operational mines
• thoroughly describe appropriate reclamation procedures
• provide clear justifications to support reclamation methods.

Areas for students to improve include:

• identifying relevant environmental concerns associated with non-operational mines
• focusing on non-operational mines rather than issues with operational mines
• making clear justifications for chosen reclamation methods
• using cause and effect language to support justification.

Question 27

In better responses, students were able to:

• show a clear cause and effect regarding the importance of cultural burning
• demonstrate clear links to sustainability indicating a future value to the process
• make clear and effective use of the source.

Areas for students to improve include:

• clearly demonstrating their understanding of sustainability
• avoiding generic terms by referring to the particular type of burn
• making explicit references to both diagrams.

Question 28

In better responses, students were able to:

• distinguish two different tectonic settings and associated levels of earthquake risk (a)
• support responses by outlining the benefits of building codes (a)
• include details of the building technology (b).

Areas for students to improve include:

• distinguishing between the purpose or requirements of a building code and an example of a building technology (a)
• responding to plural words in the question (a)
• elaborating on key words in the question to show their knowledge rather than repeat words such as ‘damage’ (b)
• knowing about a building technology (structural or engineering feature) rather than predictive technologies for natural disasters (b).

Question 29

In better responses, students were able to:

• interpret the stimulus to identify the purpose of the coin (a)
• define a trace fossil and include examples such as footprints (b)
• clearly outline several steps for the formation of trace fossils such as hardening or lithification (b)
• describe absolute and relative dating processes correctly and use appropriate terms (c)
• provide a valid explanation for the suitability of each dating technique of fossils (c).

Areas for students to improve include:

• distinguishing between the formation of trace fossils and other fossils (b)
• showing specific processes to create the trace fossil (b)
• naming the process correctly that is being outlined (c)
• focusing on outlining the technique of each dating method, rather than the outcome. For example, going beyond stating absolute dating gives an exact date (c)
• distinguishing between the terms suitability and sustainability (c).

Question 30

In better responses, students were able to:

• identify various disturbances (a)
• show the key relationship between the state of the reef and its resilience by engaging with the diagram (b)
• propose a reason that had clear understanding of how it changed the reef’s health (c).

Areas for students to improve include:

• recognising trends from graphs (b)
• understanding that proposing a reason requires a justification (c).

Question 31

In better responses, students were able to:

• provide a clear judgement
• clearly identify multiple criteria for index fossils such as widespread global distribution
• apply their given criteria for index fossils to stromatolite fossils
• use the information provided in the question to link to the criteria of index fossils to determine their usefulness.

Areas for students to improve include:

• referring to index fossils specifically, rather than general information about relative dating
• recognising that the significance of geological range of an index fossil refers to the species rather than the individual organism's life span
• being aware that fossils themselves are not a living organism, rather they were alive in the past
• outlining the usefulness of stromatolites as an index fossil without providing contradictory information
• avoiding the use of irrelevant information such as radiometric dating, carbon dating or origin of organic molecules.

Question 32

In better responses, students were able to:

• use specific references of data from the graph to support their comparison (a)
• explicitly address the terms used in the question such as frequency and intensity (a)
• provide multiple effects for each El Niño and La Niña (b)
• provide appropriate adaptation strategies for El Niño and La Niña. For example, water restrictions for El Niño and building houses on stilts for La Niña (b)
• provide reasons supporting their chosen adaptation strategies (b).

Areas for students to improve include:

• using data from the graph in their response (a)
• structuring their table correctly in context if they have used a table to compare frequency and intensity (a)
• being aware of the context of the term ‘adaptation’. For example, strategies that manage the impacts or effects of a phenomena (b)
• avoiding using mitigation strategies, as the question specifically asks for adaptation strategies (b)
• being aware that the question did not require information regarding anthropogenic climate change (b)
• ensuring that multiple effects were provided for El Niño and La Niña, other than those stated in the question (b)
• ensuring that an adaptation strategy was provided for each El Niño and La Niña (b).

Question 33

In better responses, students were able to:

• demonstrate a thorough understanding of changes in one sphere and analyse the resulting changes in other spheres
• effectively apply and focus on specific examples studied in the course
• explicitly link changes in spheres to human activities
• annotate and plan their responses
• select examples best suited to the question and their level of understanding
• appropriately use scientific terms
• make several dynamic links and flow-on effects between interactions of the changing spheres.

Areas for students to improve include:

• avoiding common misconceptions. For example, the depletion of ozone as opposed to the greenhouse effect
• showing evidence of planning to ensure that the response is cohesive and demonstrates a logical progression through the use of paragraphs, subheadings, dot-points, diagrams or other acceptable scientific communication styles
• making specific links between concepts, rather than generalised effects on spheres.

Question 34

In better responses, students were able to:

• effectively integrate specific examples into their response
• thoroughly explain both evolution and climate.

Areas for students to improve include:

• showing clear cause and effect relationships
• demonstrating a clear understanding of both climate and evolution.

Question 35

In better responses, students were able to:

• demonstrate in-depth understanding of the meteorites/panspermia hypothesis and the evidence that supports it
• show an understanding of how new evidence can be used to support current scientific theories and hypotheses
• break down the question to address all components.

Areas for students to improve include:

• clarifying their knowledge of the different hypotheses of the origins of organic molecules on Earth understanding how evidence is used to support scientific hypotheses.