Geography 2020 HSC exam pack (archive)

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• communicate ideas and information using geographical terms and concepts appropriately
• refer to case studies, illustrative examples and the Stimulus Booklet where appropriate
• present a sustained, logical and cohesive response that addresses the question
• review their response to ensure that it addresses question requirements.

Question 22

In better responses, students were able to:

• outline both a spatial pattern and a dimension for ONE ecosystem at risk (a)
• identify TWO biophysical processes operating in the National Park and support each with evidence from the sources (b)
• identify biophysical processes rather than biophysical interactions. Erosion or photosynthesis are examples of biophysical processes (b)
• identify potential human impacts on the ecosystems in the National Park based on the information provided in the sources (c).

Areas for students to improve include:

• understanding of the dimensions of an ecosystem at risk (a)
• understanding of the difference between biophysical process and human impacts. For example, a biophysical process is weathering or deposition (b)
• discussing potential human impacts on ecosystems rather than just identifying human actions (c).

Question 23

In better responses, students were able to:

• address sections of the question giving accurate and contemporary examples (b, c)
• show clear examples of dominance by world cities and how they lead the world in both economic and cultural authority (c)
• explains the type of change to residential land and where the changes occurred in a developed city (b)
• clearly explains why spatial exclusion occurs in urban places (a).

Areas for students to improve include:

• explaining why spatial exclusion occurs rather than defining what it is. For example, a reason may be for protection and the need for security of affluent people (a)
• not focussing on the industrial restructuring of the city rather than the changing nature of the residential land (b)
• referring to a city in the developed world rather than a suburb (b)
• referring to the source material (c)
• reference to both economic or cultural dominance and world cities rather than mega cities (c).

Question 24

In better responses, students were able to:

• correctly identify TWO impacts of environmental change on an economic enterprise (a)
• correctly identify TWO future directions of an economic activity (b)
• clearly provide a description of the spatial patterns and links them to the global aspect of the economic activity (c)
• address the question by focussing on all three factors, economic, political and organisational (d)
• provide thorough linkages to how the factors influence the nature of the economic activity, with detailed supportive examples and case studies (d).

Areas for students to improve include:

• greater understanding of the contexts of environmental changes and the impact on the economic enterprise, for example, bushfires cause smoke which taints the grapes that influences the wine taste (a)
• understanding the difference between an economic enterprise and an economic activity. An economic enterprise is a business on a local scale, for example, a study of a local hotel, whereas economic activity is undertaken on a global scale, for example, tourism (a, b)
• greater understanding of link between the future directions and the global economic activity, for example, increases in plane technology allowing tourists to travel around the world in shorter time (b)
• demonstrating greater understanding of features of spatial patterns such as, host countries of the activity, latitude, or biophysical features of the activity (c)
• providing a similar depth of information on each factor with linkages to how they influence nature (d).

Question 25

In better responses, students were able to:

• demonstrate a comprehensive knowledge and understanding of the vulnerability and resilience of ecosystems such as, biodiversity, extent, linkages and location
• make informed judgements in relation to the vulnerability and resilience of ecosystems, for example, ecosystems with more species in each trophic level are less vulnerable to stress   
• make explicit use of appropriate case studies and illustrative examples.

Areas for students to improve include:

• directly addressing the specific question rather than a general discussion on ecosystems
• specific application of terms relating to ecosystem vulnerability and resilience.

Question 26

In better responses, students were able to:

• refer to multiple mega cities to demonstrate locational examples of challenges such as, access to employment, provision of shelter or traffic congestion
• explain the cause and effect of challenges that occurred in stated mega cities
• provide examples of how specific responses work towards alleviating either the cause and/or effect of stated challenges within a specific mega city. For example, self-help projects such as, micro-credit schemes for cottage industries in Dhaka as it provides employment for local people
• use explicit and relevant criteria to justify and explore in detail the judgements made in response to challenges of living in mega cities.

Areas for students to improve include:

• referring to a specified mega city and not just a general location
• referring to specific responses that have occurred in mega cities, such as government investment in Mexico City of building pipelines outside the city to assist with water shortages
• explicitly making a judgement on the effectiveness of a response
• referring to relevant criteria to justify judgements made in response to challenges of living in mega cities.

Question 27

In better responses, students were able to:

• accurately identify an economic enterprise
• demonstrate an understanding with deep knowledge of the term ‘linkages and flows’
• name specific linkages and flows such as, linkages between management and employees, local council; flows receiving government guidelines, information about research, equipment from suppliers, website management
• explain clearly and in detail how the linkages and flows impact the economic enterprise showing the cause and effect / relationship
• make explicit use of appropriate case studies and illustrative examples connecting them directly to the linkages and flows.

Areas for students to improve include:

• directly addressing the specific question of ‘linkages and flows’ and supporting statements within their response with factual evidence and data
• naming the specific linkages and flows, not just stating a connection
• applying the response to the enterprise
• a greater focus on the economic enterprise and not the economic activity.