Primary Industries 2019 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, explain, justify
• provide primary industries examples with relevant primary industries terminology
• communicate in a coherent, succinct and logical manner.
• ensure each long response answer is completed in a separate writing booklet
• complete a plan and ensure that this is completed in the provided writing booklet and not on the question paper.

Question 16

In better responses, students were able to:

• provide clear outlines of impacts of natural disasters on primary industries (a)
• link reasons and effects for the work practice (b). 

Areas for students to improve include:

• being able to provide relevant outlines (a) and explanations (b)
• being able to use industry specific terminology
• using examples of work practices
• clearly addressing all areas of the question.

Question 17

In better responses, students were able to:

• extract and apply relevant information from the stimulus material (a)
• provide real world justifications of their priority choice for each day (a)
• make the connection between cause and effect (b)
• select a realistic method of handling/moving and link it to a consequence (b). 

Areas for students to improve include:

• using examples relevant to the primary industries sector
• addressing the key words, justify (a) and explain (b)
• clearly identifying a task for both Monday and Tuesday (a)
• linking handling/moving technique to a specific type of injury (b).

Question 18

In better responses, students were able to:

• provide clear outlines of the advantages and disadvantages of written and verbal communication.

Areas for students to improve include:

• avoiding repetition
• citing specific and applicable examples
• providing outlines instead of dot points or lists.

Question 19

In better responses, students were able to:

• identify both pre-operative and post-operative processes explaining why these processes are necessary before and after using chemical application equipment (a) and (b)
• justify the need for keeping accurate chemical records in terms of legal requirements, monitoring and usage, and adhering to withholding and re-entry periods (c).

Areas for students to improve include:

• providing an explanation of why the processes they chose were necessary when using chemical application equipment (a) and (b)
• supporting an argument as to why it is necessary for keeping accurate chemical records (c).

Question 20

In better responses, students were able to:

• use the stimulus material provided to state the only appropriate Personal Protective Equipment (a)
• provide a clear description of suitable workplace procedures to respond to the chemical spill (b)
• ensure that environmental issues were explained in depth (c).

Areas for students to improve include:

• ensuring that the stimulus provided is read and interpreted correctly
• providing greater detail about workplace procedures
• providing explanations instead of dot points or outlines.

In better responses, students were able to:

• identify a specific industry IPM program and illustrate how each of the control methods clearly linked to increasing production and sustaining the environment.

Areas for students to improve include:

• concentrating on a specific industry IPM program explaining how different control methods maximised production and enhance environmental sustainability
• using correct industry terminology and specific examples to illustrate answers.

Question 22

In better responses, students were able to:

• use industry specific examples and terminology
• describe a number of strategies for dealing with different types of animal residue and different types of waste (a)
• demonstrate a thorough knowledge and understanding of a range of biosecurity measures related to minimising the spread of disease among livestock (b).

Areas for students to improve include:

• addressing the key word ‘explain’
• providing industry specific examples and terminology to support responses
• clearly identifying the sections with an (a) and (b)
• answering the question in the correct section as some students included detail on biosecurity in part (a)
• not repeating the response in (a) and (b)
• describing a number of different strategies and different types of both animal residue and waste.

Question 23

In better responses, students were able to:

• use industry specific examples and terminology
• describe the features of strategies for dealing with diseased plant material as well as plant waste (a)
• demonstrate a thorough knowledge and understanding of a range of biosecurity measures related to minimising the spread of weeds (b)
• identify that plant waste need not be diseased material (a).

Areas for students to improve include:

• addressing the key word in the question
• using  industry specific examples to support responses
• clearly identifying the sections with an (a) and (b)
• not repeating the response in (a) and (b)
• identifying that plant waste is more than just diseased material (a)
• responding in terms of strategies for dealing with plant waste rather than disease control (a)
• ensuring their response explains how the biosecurity measures minimises the spread of weeds (b).