Investigating Science 2024 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:

• clearly identify the technology used by Spencer
• outline the features that led to Spencer's development of the microwave.

Areas for students to improve include:

• using precise scientific terms to identify the technology.

Question 22

In better responses, students were able to:

• explain the links between the effect of childhood vaccination programs and world health.

Areas for students to improve include:

• using correct scientific language to explain the effect of vaccination programs.

Question 23

In better responses, students were able to:

• refer to information in the graphs
• state how information in the graphs misrepresented the data
• explain how misrepresentation of data could impact the public image of the company.

Areas for students to improve include:

• using specific information from graphs
• using accurate examples from both graphs to support their explanation.

Question 24

In better responses, students were able to:

• correctly identify a native plant
• identify Aboriginal and Torres Strait Islander Peoples knowledge of either food, medicinal use or building materials
• identify reasons why Aboriginal and Torres Strait Islander Peoples knowledge is valued by the scientific community.

Areas for students to improve include:

• clearly distinguishing between the perspectives of the scientific community and Aboriginal and Torres Strait Islander Peoples
• outlining the value of the knowledge to the scientific community.

Question 25

In better responses, students were able to:

• correctly identify a surgical device
• provide a description of how it is used during surgery
• outline the impact of the device on wellbeing.

Areas for students to improve include:

• understanding the difference between a surgical device and a surgical procedure
• outlining explicit links between the identified surgical device and human wellbeing.

Question 26

In better responses, students were able to:

• give a correct definition of numerology
• state that a lack of scientific evidence was a reason why numerology is a pseudoscience
• outline how the use of scientific language to mislead is a common feature of pseudoscience.

Areas for students to improve include:

• demonstrating understanding of how a pseudoscience manipulates scientific language and processes
• identifying the specific features of numerology that make it a pseudoscience.

Question 27

In better responses, students were able to:

• provide a clear ethical issue (a)
• clearly explain how to manage the ethical issue or outline why the issue could not be mitigated (a)
• make a valid conclusion (b)
• link their conclusion to specific data from the graph (b)
• identify three modifications to the methodology (c)
• specifically link each modification to improvement in validity, reliability and/or accuracy (c).

Areas for students to improve include:

• understanding the term ‘ethical’ as discrete from accurate, valid, reliable and/or efficacy (a)
• recognising the significance of values presented on graph axes (b)
• referring to specific data from the graph (b)
• identifying evidence to support the conclusion (b)
• recognising that the integrity of an investigation should be judged in terms of validity, reliability and accuracy (c)
• making clear links between each modification and a feature of validity, reliability or accuracy (c).

Question 28

In better responses, students were able to:

• provide specific instructions on how to take quantitative measurements in order to determine a relationship between pressure and volume (a)
• manage relevant controlled variables (a)
• understand reliability in terms of methodology and results as opposed to simple repetition (b)
• understand the mathematical relationship between pressure and volume and how this is communicated in a graph (c).

Areas for students to improve include:

• writing a logical sequence of repeatable steps rather than a general outline of a method for a scientific investigation (a)
• understanding that this investigation required quantitative data (a)
• understanding reliability and validity and how they specifically relate to first-hand investigations (a,b).

Question 29

In better responses, students were able to:

• accurately outline key events in Jenner’s work, such as the use of cowpox for inoculation
• recognise Jenner’s role in laying the foundation for future vaccination programs
• highlight the global impact of smallpox vaccination and eradication due to Jenner’s work.

Areas for students to improve include:

• explaining why Jenner’s discoveries were significant, linking his work to the eradication of the smallpox disease
• understanding that vaccines are a preventative treatment and not a cure
• providing specific details on key events and their outcomes.

Question 30

In better responses, students were able to:

• recognise that the statements relate to for and against arguments
• provide examples to support both sides
• discuss funding space exploration versus addressing social issues.

Areas for students to improve include:

• providing detailed and specific information rather than general statements
• outlining for and against points rather than personal opinions.

Question 31

In better responses, students were able to:

• state a clear, testable hypothesis that accurately relates variables based on the stimulus and aligns with the student investigation
• perform and display mass change calculations clearly, integrating them in table with data in stimulus
• demonstrate understanding of both van Helmont’s methodology and experimental results, drawing comparisons to that of the student investigation.

Areas for students to improve include:

• writing a concise hypothesis as a single statement
• organising data clearly with headings, units, and important information for clarity
• applying knowledge of van Helmont’s, and the student’s methods, to support a reasoned comparison, rather than using general experiment features.

Question 32

In better responses, students were able to:

• draw a correct graph to show the relationship between distance and speed
• calculate the gradient of the line drawn on their graph
• show units in their calculation and link these to the gradient representing the time taken for each trial
• use the space provided to better demonstrate the trend in the data
• plot points accurately with an x in the correct position based on their scale
• use a consistent scale for each axis.

Areas for students to improve include:

• placing the dependent variable (distance) on the y-axis
• drawing a correct line of best fit that omits the outlier at (0.77, 0.15)
• identifying time as the representation of gradient
• correctly using units when calculating gradient to reveal that time in seconds is represented by the slope of the line.

Question 33

In better responses, students were able to:

• understand the issues with the methodology and explain their impact
• substantiate their response with specific examples from the stimulus
• understand the implications of a conflict of interest.

Areas for students to improve include:

• structuring responses to address the entire question
• engaging with the stimulus material to construct meaningful responses.

Question 34

In better responses, students were able to:

• link government priorities to a clear example, for example COVID-19 vaccines or climate change
• demonstrate an understanding of government funding on research time frames
• differentiate between competitive and non-competitive grants to universities and state the role of research bodies such as NHMRC and ARC.

Areas for students to improve include:

• giving specific examples that link government priorities and university research
• outlining the need for universities to show success in studies for continued funding or government time frames
• selecting examples that are relevant to the question rather than other examples in the course, such as cold fusion or the Manhattan Project
• referring specifically to the research project rather than the university of general research being performed.

Question 35

In better responses, students were able to:

• use scientific terms to identify how placebo, double-blind trial and control groups are used within an investigation
• provide a clear structure within the response
• use specific examples of testing the efficacy of copper bracelets.

Areas for students to improve include:

• having clear understanding of the terms placebo, double-blind trial and control groups
• use scientific language throughout their response
• understanding how placebo, double-blind trial and control groups can be used in a claims test.