Primary Industries 2018 HSC exam pack (archive)

Students should:

• read the question carefully to identify all components of the question
• understand the key word, for example, identify, outline, describe
• provide primary industries examples with relevant primary industries terminology
• communicate in a coherent, succinct and logical manner.

Question 16

In better responses, students were able to:

• cite relevant examples to show the advantages of having culturally diverse people included in workplace teams (a)
• give descriptions of how workplaces support workers from culturally diverse backgrounds so that they feel valued in their working environment (b)
• show a deep understanding of the difference between a right and a responsibility of employees in the primary industries work place (c).

Areas for students to improve include:

• avoiding repetition of question in student response
• citing specific and relevant examples to illustrate how workplaces support workers from culturally diverse backgrounds
• understanding the difference between rights and responsibilities
• being aware that employees have different rights and responsibilities to employers.

Question 17

In better responses, students were able to:

• clearly identify two emerging (within the last decade) technologies, for example, drones, apps (Agriweb, MooCow) and autonomous tractors
• identify each technology and give detail about their effects (positively and/or negatively) on primary industries.

Areas for students to improve include:

• ensuring the technologies are emerging and related to primary industries, that is, not artificial insemination or mobile phones
• providing a relevant description of how the technology assists primary industries rather than a brief outline or general statement.

Question 18

In better responses, students were able to:

• give a specific example of a biosecurity risk, such as, footrot, importation of fruit, Johne’s disease and the potential effect of this threat on a primary industries enterprise (a)
• clearly identify two methods of recording biosecurity information for example, NVD and Livestock treatment records (b)
• link the actions to preventative measures when dealing with a biosecurity threat, for example, vehicle wash down to limit contamination risk from weed seeds (c).

Areas for students to improve include:

• developing an understanding of biosecurity, many students wrote generally about chemicals and environmental issues
• listing actions to prevent biosecurity threats rather than merely making a link to preventative actions.

Question 19

In better responses, students were able to:

• clearly identify a common injury and provide a description of the correct and appropriate first aid response (a)
• provide a range of strategies to prevent injuries from occurring in the workplace (b).

Areas for students to improve include:

• providing detailed descriptions of strategies to prevent workplace injuries, rather than listing strategies
• identifying an injury rather than an event, for example, broken arm versus tractor rollover (no injury identified)
• applying appropriate first aid to named injury.

Question 20

In better responses, students were able to:

• complete correct calculations, showing working (a) and (b).

Areas for students to improve include:

• familiarisation with basic mathematical function, that is, addition, multiplication and calculating a percentage
• linking appropriate issues regarding chemical use to manufacturers’ guidelines, for example, appropriate mixing rates to avoid chemical resistance.

In better responses, students were able to:

• clearly define the terms weather and climate accurately
• describe a number of relevant examples and link them to the impacts on specific primary industries activities. Show in detail, the cause and effect relationships
• coherently demonstrate the key aspects of both planning and production based on weather and climate.

Areas for students to improve include:

• defining the terms weather and climate (weather being short term meteorological events affecting planning and productions, climate being the long term forecasts that affect the overall planning and production of the enterprise)
• linking the weather and climate condition to its impact on specific primary industries activities, for example, spraying chemicals, drenching, tractor operations, shearing, livestock handling
• selecting industry specific examples to support both planning and production in relation to weather and climate, for example, spraying chemicals on hot, windy days is not the preferred conditions, as the effectiveness of the application would be reduced (affecting productivity of the enterprise). Therefore, the activity would need to be rescheduled to another day with preferred weather conditions for spraying
• using more industry terminology to answer the question, for example; ‘grazier’s alerts’, Bureau of Meteorology (BOM).

Question 22

In better responses, students were able to:

• make a clear link between nutrition and health of livestock (b)
• provide concise and detailed explanations of the importance of all three elements; hygiene, biosecurity and safe work practices in relation to working with livestock (c).

Areas for students to improve include:

• ensuring responses are organised effectively.

Question 23

In better responses, students were able to:

• identify a current legislation and link it to the treatment/control of plant pests, diseases and disorders (a)
• describe multiple functions of plant parts (b)
• provide detailed explanations of the importance all three elements; biosecurity, safe work practices and record keeping in relation to the treatment and control of plant pests, diseases and disorders (c).

Areas for students to improve include:

• linking legislation to appropriate industry recommendations for control and treatment
• ensuring responses are clear and concise.