Science Extension 2019 HSC exam pack

Students should:

• analyse stimulus material rather than describing the material
• plan responses so they address the key words of the question
• ensure all aspects of the question are addressed
• integrate stimulus material into their responses
• monitor time as the online examination stops allowing responses as soon as the time runs out.

Question 1

In better responses, students were able to:

• provide a good explanation as to why the Journal editor should be concerned
• demonstrate an understanding of how an effective literature review is conducted
• draw on different aspects of the source and use specific evidence to support arguments
• write with clarity to present ideas. 

Areas for students to improve include:

• analysing the process of conducting a literature review, not describing the content of a research report
• structuring responses and using dot points or headings to better articulate ideas.

Question 2(a)

In better responses, students were able to:

• use correct statistical analysis tests to assess each data set and explain how the tests support the null hypothesis
• draw a correct conclusion based on the analysis.

Areas for students to improve include:

• applying statistical analysis to a scenario.

Question 2(b)

In better responses, students were able to:

• describe how inductive reasoning may be applied to a scenario
• discuss positive and/or negative issues associated with applying an inductive reasoning process to a scenario. 

Areas for students to improve include:

• describing the benefits and limitations of using inductive reasoning
• identifying issues of applying inductive reasoning in a scenario rather than describing issues of inductive reasoning in general.

Question 3

In better responses, students were able to:

• describe the specific type of bias that each data set may demonstrate
• assess how bias in each scenario changes the scientific approach.

Areas for students to improve include:

• identifying sources of bias in situations and then articulating how these may impact scientific thinking and research.

Question 4

In better responses, students were able to:

• compare communication methods in all sources and cite similarities and differences
• clearly identify the audience and purpose for each of the sources.

Areas for students to improve include:

• identifying features for specific sources, such as the target audience and purpose, rather than generalising based on the media type used
• making comparisons of specific communication features of different sources rather than describing the features of individual sources
• focusing on the communication features of a source rather than focusing on the scientific information being presented.

Question 5

In better responses, students were able to:

• describe how research questions and hypotheses are developed
• clearly relate to the source steps that may help in the development of a scientific question or hypothesis
• explain an extended range of considerations in designing scientific research.

Areas for students to improve include:

• identifying the logical steps involved in the development of a scientific research proposal and justifying the reason for each step based on a scenario
• identifying the considerations that may impact the feasibility of a scientific research proposal and assessing their impact on the proposal
• understanding the role of the research question and hypothesis individually in the scientific process.

Question 6

In better responses, students were able to:

• bring a wider knowledge of the processes of science beyond that included in the stimulus which supported their analysis of the models and Scientific Research Report
• present a logical and coherent response that integrated the stimulus and Scientific Research Report.

Areas for students to improve include:

• analysing the question, making reference to the stimulus rather than simply unpacking or rewriting aspects of the stimulus
• articulating the main points of their response clearly, without going into extraneous detail
• selecting relevant aspects of the course and integrating them into a response that is coherent and links to the stimulus.