Primary Industries 2017 HSC exam pack (archive)

Students can prepare for this examination by:

• reviewing the support materials available on the NESA website
• developing a deep understanding of the key words
• becoming familiar with industry terminology and relevant examples
• practise by using the questions from past exam papers
• constructing a plan before attempting each extended response.

Question 16

Students should expect to:

• show their working for all components of the answer
• address all parts of the question
• address the use of Safety Data Sheets (Material Safety Data Sheets) to guide the processes of disposing of any surplus mixture and cleaning the spray tank.

In better responses, students were able to:

• complete the calculation correctly and demonstrate their ability to work through the question to obtain the correct quantity of chemicals in millilitres
• define a ‘selective herbicide’ and provide reasons for its use (Q16 (b))
• correctly outline the steps in both disposing of any surplus mixture and cleaning the spray tank, using appropriate terminology and examples (such as spraying another area with the remaining mixture and triple rinsing the spray pack) (Q16 (c)).

Question 17

In better responses, students were able to:

• demonstrate a clear understanding of environmental sustainability
• relate the building of the dam to the potential effects on the environment
• identify the negative impacts associated with building a dam and the actions that can reduce these impacts
• link long-term resource management to issues of environmental sustainability.

Question 18

In better responses, students were able to:

• provide a broad range of resources while not naming those that are similar, such as the same types of infrastructure (for example, chemical shed, machinery shed, shearing shed and hay shed)
• provide clear and detailed explanations of the importance of the selected resources
• use their knowledge to select resources from a wide variety of primary industries workplaces.

Question 19

In better responses, students were able to:

• correctly identify the weather condition represented by the symbol
• specifically link the actions with the associated risks for the named weather condition.

Question 20

In better responses, students were able to:

• state how inputs result in high quality outputs
• draw on their knowledge of the ‘Working in the industry’ mandatory focus area in order to demonstrate their higher order level of understanding
• identify multiple benefits of implementing quality systems in primary industries workplaces and describe their relevance
• include benefits such as consistent standard of product, enhanced reputation and increased profit margins.

Students should expect to:

• use relevant examples of primary industries workplace practices
• use primary industry terminology appropriately.

In better responses, students were able to:

• identify environmental issues directly related to primary industries workplaces
• link environmental issues and environmentally sustainable primary industries workplace practices, then evaluate the practices
• evaluate workplace practices, rather than simply list them
• avoid discussing issues such as drought, fire, biosecurity and disease, unless there was a solid understanding of their relationship to environmentally sustainable workplace practices
• provide detailed reasoning for sustainable workplace practices undertaken in the primary industries setting.

General feedback

Students should expect to:

• clearly address parts (a), (b) and (c)
• use examples relevant to livestock health and welfare OR plant pests, diseases and disorders
• answer only one question from Section IV.

Question 22

In better responses, students were able to:

• understand the importance of safe work practices when working with livestock
• evaluate, rather than merely describe, methods to reduce stress and discomfort to livestock.

Question 23

In better responses, students were able to:

• demonstrate an understanding of why the treatment was required, rather than how the treatment was applied
• evaluate, rather than merely describe, methods used for the treatment and control of plant pests, diseases and disorders.