Primary Industries 2022 HSC exam pack

Students should:

• carefully read the question and answer all components of the question
• develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and industry terms
• be prepared to address a range of industry issues and relate to industry examples
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical, cohesive and comprehensive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• identify a hazard in the diagram such as chemical being spilt (a)
• correctly outline two risks associated with hazards in the diagram, for example, a chemical could splash on the skin causing irritation (b)
• define the term ‘control measure’ and provide a relevant example, such as wearing Personal Protective Equipment (PPE) (c)
• clearly show and link how the control measure minimised the risk. For example, protective overalls prevent chemicals coming in contact with the skin (c)
• clearly show how/why safe work procedures/practices were important in the workplace, using examples to support their response, for example, training (d).

Areas for students to improve include:

• distinguishing between hazards, risks and controls (a, b, c)
• using the stimulus provided when responding to the question (a, b, c)
• familiarising themselves with the key term used in the question to scaffold an appropriate response. For example, providing an explanation rather than just a description of both control measures (c) and safe work procedures/practices (d).

Question 17

In better responses, students were able to:

• distinguish between the terms weather and climate (a)
• describe appropriate sources of weather and climate information (Bureau of Meteorology) in terms of weather forecasting information (b)
• name an extreme weather event, for example, flooding
• describe preventative actions to reduce the negative effects of the named weather event, such as, moving livestock either off site and/or to higher ground to prevent drowning.

Areas for students to improve include:

• understanding the difference between weather and climate (a)
• providing appropriate depth of response relative to the key term used in the question (describe) rather than outline (b,c)
• providing the appropriate number of examples relative to the question. In other words, look for any ‘plurals’ used, in this case the ‘s’ on actions (c).

Question 18

In better responses, students were able to:

• demonstrate a clear understanding of the concept of resource efficiency (a)
• support their response with an example to demonstrate understanding (a)
• name a primary industries workplace practice, for example, land clearing (b)
• show how and why the practice impacts on the natural environment. For example, clearing of land removes natural habitat and nesting/feeding sources for native species, causing a decline in their numbers (b).

Areas for students to improve include:

• developing a better understanding of primary industries resources in terms of type and efficiency (a)
• familiarising themselves with the key term used in the question to scaffold an appropriate response, for example, provide an explanation showing how/why the workplace practice impacts on the natural environment (b)
• providing the appropriate number of examples relative to the question. In other words, look for any ‘plurals’ used, in this case the ‘s’ on impacts (b).

Question 19

In better responses, students were able to:

• outline a hazardous effect of using chemicals, such as the chemical can get on the skin causing irritation/burns (a)
• define the term integrated pest management and the principle behind it (b)
• demonstrate how strategies used in integrated pest management help minimise chemical resistance in pest populations (b).

Areas for students to improve include:

• stating a specific hazardous effect of using chemicals rather than broad outcomes of using chemicals, such as ‘chemical can get on the skin’ (a)
• demonstrating an understanding of what integrated pest management is, rather than describing one strategy or strategies to control pests (b)
• moving the response beyond a description of the pest control strategy to showing how the strategy reduces chemical resistance (b).

In better responses, students were able to:

• provide a general overview of the reasons for and importance of technological change
• support the response citing several current technologies, and providing a description of each
• clearly show how the chosen technologies have impacted efficiency in a primary industries workplace. For example, robotic dairies save labour costs because the milking is automated and provides farmers with time to focus their energy on other aspects of farm operation because they are not required to be in the dairy parlour.

Areas for students to improve include:

• using current technologies to support their response
• providing more than one technology in the response
• identifying inefficiencies that existed in the industry and clearly demonstrating how/why the technology improves efficiency rather than just describing the technology
• suggesting opportunities where technological change could further enhance efficiencies.

Question 21

In better responses, students were able to:

• name and then show the importance of a piece of legislation in relation to livestock management, for example, the Prevention of Cruelty to Animals Act 1979 (a)
• distinguish between the terms prevention and control in relation to disease in livestock (b)
• identify a disease and describe the impact of the disease on humans, livestock and the environment, for example, foot and mouth disease (c)
• provide a range of biosecurity measures to minimise the introduction of diseases into a livestock industry, for example, quarantine (c)
• provide a judgement on the value of the biosecurity measures in terms of preventing the introduction of disease in a livestock industry (c).

Areas for students to improve include:

• familiarising themselves with legislation relevant to livestock industries (a)
• citing an example of prevention and control to support the explanation (b)
• providing a number of biosecurity measures (c)
• using the key term used in the question to scaffold an appropriate response, in this case, making a judgement on the value of the biosecurity method in relation to preventing disease introduction (c).

Question 22

In better responses, students were able to:

• outline the purpose of Codes of Practice and relate this to the primary industries workplace. For example, it sets out the guidelines for employees and employers to follow to ensure an industry guided and safe workplace (a)
• demonstrate the importance of both reporting and recording separately. For example, provide reporting requirements for the incidence of a disease and the use of chemicals, reporting to the supervisor or industry bodies on the treatment, notification of outbreak or control measures to be carried out (b)
• describe reasons, using relevant examples, for controlling pests and treating/controlling diseases and disorders. For example, outlining a simple Integrated Pest Management (IPM) program covering chemical, biological and mechanical measures for a pest (c).

Areas for students to improve include:

• understanding the role of the Code of Practice within a primary industries workplace beyond the basic safety of workers (a)
• addressing the importance of both recording and reporting separately in relation to primary industry workplaces. For example, recording details regarding the use of a chemical to treat a specific plant disease and reporting to neighbours and relevant authorities if the disease is of a significant concern (b)
• distinguishing between a pest, disease and a disorder of plants with a control and/or treatment for each. For example, pest – aphids: using a biological control, disease – leaf curl virus, disease powdery mildew integrated pest management (IPM), disorder – nitrogen deficiency disorder, rectified by adding urea (c)
• discussing the treatment and control measures for all three areas. For example, a detailed IPM Program that incorporates pests, diseases and disorders (c).