Information Processes and Technology HSC exam papers archive
Information Processes and Technology 2022 HSC exam pack (archive)
2022 Information Processes and Technology HSC exam paper
Marking guidelines
Marking guidelines are developed with the exam paper and are used by markers to guide their marking of a student's response. The table shows the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
Marking feedback
Select from the sections below to view feedback from HSC markers about how students performed in this year’s exam.
Use the feedback to guide preparation for future exams. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written exam
General feedback
Students should:
- read the question carefully to ensure that they do not miss important components of the question
- have a clear understanding of keywords in the question and recognise the intent of the question and its requirements
- engage with any stimulus material provided and refer to it in the 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
- review their response to ensure that it addresses the question requirements.
Section II
Question 21
In better responses, students were able to:
- articulate specific team members roles and skills, using examples, and present information from their perspective on how they could improve or modify a system (a)
- present a range of elements relating to the implementation plan, such as, data migration, testing and training to show a specific connection and how they relate to parallel conversion (bi)
- articulate, with examples, only social issues that relate to the scenario, for example, increased workload due to using two systems (bii).
Areas for students to improve include:
- demonstrating an understanding of the different roles and skills brought to a team to enhance or modify online systems, for example, a project manager could suggest actions, such as, the removal of duplicate tasks or using human-centred functions instead of machine-centred (a)
- understanding the components of an implementation plan and how they relate to each conversion method (bi)
- distinguishing between social and ethical issues, and relating those issues to a scenario (bii).
Question 22
In better responses, students were able to:
- distinguish which HTML tags were related to metadata (<head>, <title>) and HTML tags related to website content and design (<h1>, <img src>) (a)
- design an online form for the booking page and clearly identify relevant information through annotations and onscreen symbols using features, such as, textboxes, radio buttons and dropdown menus (b)
- articulate the effects of the database model in the scenario using examples, such as data, integrity and real-time updating, and the function of a centralised database in relation to users and participants (c).
Areas for students to improve include:
- developing an understanding of metadata in relation to a HTML webpage and html predefined formatting/display tags (a)
- understanding the different online collecting formats used in form design, such as radio buttons, and their role in assisting with data validation and verification (b)
- understanding the advantages of centralised databases and tools that assist with business development, such as data mining (c).
Question 23
In better responses, students were able to:
- draw and label all the hardware components required for the network system, and show the flow of data through the connection of devices (a)
- articulate clear advantages of using a wireless network over a wired network and how that benefits a home network environment (b)
- identify ethical issues pertinent to the use of the system and identify consequential outcomes of the issues (c).
Areas for students to improve include:
- recognising the various elements of a networked system and how they are connected in a LAN, and how the LAN is connected to a WAN such as the internet (a)
- understanding the advantages and disadvantages of various transmission media, and when to use them in a system (b)
- understanding the difference between social and ethical issues and how they relate to a specific example (c).
Question 24
In better responses, students were able to:
- articulate, with examples, elements of an operation manual and show a clear link to the implementation of a new system, for example, procedures that users follow (a)
- interpret the scenario to accurately construct a labelled decision table that correctly identifies actions based on the outcomes of conditions and rules (b)
- discuss, with relevant examples, separate social and ethical issues relating to public wi-fi by articulating positive and negative impacts on individuals (c).
Areas for students to improve include:
- linking features of an operation manual to elements of a new system (a)
- adhering to correct formatting and presentation of system representation tools, such as decision tables (b)
- drawing a decision table instead of a decision tree or system flowchart (b)
- understanding the ownership, control and access of data in open wi-fi systems and the potential impacts on users (c).
Section III
Question 25
In better responses, students were able to:
- provide examples of the system and identify specific user requests and acknowledgements by the system, for example, a passcode or password input at an ATM is a request to access bank account information (a)
- describe how the specific data collected in the online system is used to improve outcomes for an organisation, for example, customers names, email addresses, ages and preferred event types can be used to promote future events based on age or preference (bi)
- interpret the scenario to construct an accurate dataflow diagram that shows all external entities, processes, data store(s) and relevant data flow within the system (bii)
- use specific examples from the scenario to identify and justify real and batch processes, for example, password resets could be real-time processing and ordering paper could be batch processing (c)
- present specific scenarios in a system when mirroring and rollback occur, and why this is needed to preserve data security and or data integrity (d).
Areas for students to improve include:
- understanding that user actions are requests for information and how the systems acknowledge those requests (a)
- understanding the data collection process of a range of systems and how that data can be used to make informed decisions (bi)
- understanding the difference between a context and data flow diagram, and learning how to construct data flow diagrams for a range of online systems (bii)
- recognising when batch and real-time data processing occurs in a range of systems, and the importance of those processes occurring in the system, for example, real-time processing occurs when a ticket is sold in a ticketing purchasing system, allowing for an accurate update of the number of remaining tickets available so there is no over sale of tickets (c)
- understanding the use of rollback and mirroring and their relationship to data integrity and security (d).
Question 26
In better responses, students were able to:
- explain absolute and relative cell references and provide an appropriate example with a formula (a)
- include the concept of the database of facts holding user inputs for the current session, and making these inputs available to the inference engine to reach a conclusion (b)
- use examples of pattern matching relating to the scenario to provide a relationship between the viewer's history and future recommendations (c)
- articulate the functions of the neural network and include how the viewer feedback will change the weightings within the system (c)
- use examples to distinguish between structured and unstructured decision-making systems, and their outcomes based on the system's underlying data and information (d)
- show a relationship between wearable devices for users and participants based on collected data, and the outcomes on players due to the decision-making process (e).
Areas for students to improve include:
- understanding the difference between absolute and relative cell referencing formulas in spreadsheets (a)
- understanding all components and parts of an expert system, and the role they play specifically the database of facts (b)
- understanding how neural networks function while performing pattern matching (c)
- understanding that the terms structured and unstructured decision-making do not apply to the process of making the decision, but to focus on the underlying information system to reach a decision (d)
- understanding how data collected can contribute to the decision-making processes and explaining the links between the data, the effects and the results (e)
- providing responses that relate to the key words.
Question 27
In better responses, students were able to:
- describe the use of a microcontroller with reference to the processing of data collected by a sensor, resulting in an actuator performing an action (a)
- articulate the difference between analogue and digital data with appropriate reference to the pizza-making robot scenario (bi)
- provide examples of the analogue data being sourced from the environment, for example, temperature and how this source data is converted to digital form for the microprocessor to analyse, make decisions on and then provide the actuator with an instruction, for example, heat oven (bi)
- recognise, through using examples, the role of humans in the advantages and disadvantages of a semi-automated pizza-making robot (bii)
- provide a clear understanding of a mail sorting system, with examples, to support an accurate explanation of the roles of direct users and participants (c)
- name and use specific examples, explaining the function of relevant sensors, actuators and a controller to show the relationship between all five components in the scenario (d).
Areas for students to improve include:
- demonstrating an understanding of the function and purpose of a microcontroller in Automated Manufacturing Systems (AMS) (a)
- recognising how analogue data is collected from a range of sensors and how it is used when converted to digital data (b)
- understanding a range of scenarios where semi-automated and fully automated systems are applied and benefit participants (bii)
- understanding the roles participants and direct users perform in relation to the operation and maintenance of AMS systems (c)
- distinguishing between sensors, controls and actuators and their specific role in a range of AMS (d).
Question 28
In better responses, students were able to:
- articulate, using an example, how video and audio are represented in multimedia systems and how they enhance a user’s experience (a)
- provide an example of a survey and how Optical Character Recognition (OCR) is used to convert the analogue data into digital data (b)
- show a connection relating to the scenario of how the heads-up display relates to augmented reality to create an interactive exhibition based on a client's interests in the information presented (c)
- show the relationship between the size of an outdoor event area, and justify the placement and technical specifications required by the display hardware for a positive user experience, for example, a projector with high brightness and resolution is needed for image clarity from a distance (d)
- distinguish between the techniques and skills used to create a path and cell-based animation, showing the relationship between animation file types, frame rate and file size on processing time and speed when outputted (e).
Areas for students to improve include:
- understanding different data types and features such as interactivity, which are used in multimedia systems to enhance user experiences (a)
- providing examples of Information Technology to show an understanding of analogue to digital conversion (b)
- understanding how a range of multimedia technologies can be integrated into existing and emerging systems to enhance user experiences (c)
- understanding the technical aspects of hardware, specifically display devices for a positive user experience in a range of situations (d)
- distinguishing between the technical elements and digital techniques used in path-based and cell-based animation, and the impact characteristics such as frame rate and file size have on the processes of storage, displaying and processing (e).
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