Investigating Science 2022 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of what is being asked
• 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
• show all working related to analysing trends in a graph and include correct units and significant figures
• recognise the importance of the work of scientists named within the syllabus.

Question 21

In better responses, students were able to:

• identify sections of an investigative report
• outline the correct purpose of the sections.

Areas for students to improve include:

• knowing the sections of a scientific report.

Question 22

In better responses, students were able to:

• use data from the table to answer the question
• compare the data to the true value as a measure of accuracy.

Areas for students to improve include:

• understanding that accuracy must be compared to the ‘true’ value
• knowing what constitutes a random error as opposed to a systematic error
• justifying their statements.

Question 23

In better responses, students were able to:

• use specific research examples rather than generic ones
• demonstrate an understanding of types of human progress
• make direct links between research and human progress
• provide clear reasons to support their judgements.

Areas for students to improve include:

• giving clear judgements as to how scientific research affected progress, not just stating that it has
• providing in depth knowledge of the chosen example
• discussing the effects of the research, rather than discussing the research itself.

Question 24

In better responses, students were able to:

• identify that relationships are represented using scatter plots with a line of best fit
• correctly apply a line of best fit to plotted data
• explicitly link a reason to an identified feature of their line of best fit
• understand the impact of systematic and random errors on a data set
• use gradient and/or units to determine average.

Areas for students to improve include:

• understanding the difference between a scatter plot (relationship), line graph (change against time) and column graph (categorical data)
• labelling the horizontal axis with the independent variable
• plotting given data accurately
• knowing a line of best fit does not have to include 0,0, especially when this data is not provided
• using a line of best fit rather than data in a table
• using evidence of how the graph has been used.

Question 25

In better responses, students were able to:

• recall key features of the method used by Eratosthenes
• outline how the circumference of the Earth was calculated
• justify the method used based on the accuracy of the result obtained or the validity of the method used.

Areas for students to improve include:

• including a justification in the response
• outlining the main features of the experiment that enabled its success.

Question 26

In better responses, students were able to:

• name an Indigenous group of people linked with the partnership of a named scientist, government or large corporation
• detail what the partnership involved with adequate detail
• identify the impacts of partnerships on both an Indigenous group of people and a scientist, government or large corporation.

Areas for students to improve include:

• identifying clear partnerships.

Question 27

In better responses, students were able to:

• provide a reason for controlling a variable
• explain van Helmont’s method including relevant steps
• address the variables outside/independent of Van Helmont’s method
• explain a reason for controlling a variable.

Areas for students to improve include:

• understanding Van Helmont’s experiment, linking the variables to the experiment/investigation performed and then linking to the cause or effect of these variables on the investigation
• addressing the multiple components of the question.

Question 28

In better responses, students were able to:

• describe types of collection and manipulation of data separately
• recall relevant example(s) with clear economic influences
• correctly apply specific terms such as cherry picking and suppression.

Areas for students to improve include:

• describing specific techniques used to influence the collection and manipulation of data
• using examples of collection/manipulation with links to economic influences.

Question 29

In better responses, students were able to:

• outline how to measure temperature or identify temperatures
• outline how to quantitatively measure volume
• identify factors that needed to be kept constant
• include repetition of measurements and/or measurements at multiple temperatures
• identify risks and outline safety measures to minimise/eliminate risk
• label axes appropriately, including units
• identify that volume cannot be zero at 0^oC.

Areas for students to improve include:

• understanding that an experimental outline needs to explicitly address the independent and dependent variables
• documenting all parts of the experimental outline including reliability, validity and safety
• recognising that the relationship between temperature and volume is proportional.

Question 30

In better responses, students were able to:

• identify a technological development that improved the Large Hadron Collider
• link the development to the discovery of the Higgs boson
• outline how particle accelerators work.

Areas for students to improve include:

• identifying a technological development
• linking the discovery of the Higgs boson to technological development.

Question 31

In better responses, students were able to:

• make a judgement
• outline different perspectives
• outline scientific research specific to the mentioned perspectives
• link the perspectives to the research undertaken.

Areas for students to improve include:

• recognising that a judgement was required
• understanding what a perspective is
• outlining specific research relevant to the perspective rather than broad statements.

Question 32

In better responses, students were able to:

• define peer review and its importance in today's scientific research environment.

Areas for students to improve include:

• incorporating links to the advancement of science that are independent of each other
• providing specific and explicit examples in the link to the advancement of science.

Question 33

In better responses, students were able to:

• identify trends in the graph (a)
• incorporate specific data within the response (a)
• incorporate future trends in the data (a)
• incorporate examples to justify the need for regulation (b)
• identify impacts of water purity (ci)
• include links between integrity and contract design (cii)
• provide a judgement (cii).

Areas for students to improve include:

• identifying trends other than increasing (a)
• extracting data from the graph (a)
• justifying the need to regulate funding including the source of funding (b)
• linking world health to research (ci).