Science Extension 2023 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• plan the response to assist in the logical sequencing of information
• communicate ideas and information using appropriate scientific terminology
• engage with any stimulus material provided and refer to it in their response
• show all working in calculations and include correct units
• present a logical and coherent response that addresses the question
• review their response to ensure that it addresses the question requirements
• review their response to ensure there are no contradictions
• plan responses and monitor time, to allow for thorough critical analysis of each question.

Question 1

In better responses, students were able to:

• recall the methods scientists use to communicate research findings named in the syllabus
• discuss the effectiveness of using signs to communicate findings, then provide a judgement based on the discussion
• discuss how the different methods of communicating scientific findings have different purposes and audiences.

Areas for students to improve include:

• focusing on the methods of communication instead of the content and format of the poster
• discussing a range of alternative methods to communicate scientific findings
• discussing both the effectiveness and ineffectiveness of the method shown in the stimulus to communicate scientific findings.

Question 2

In better responses, students were able to:

• establish criteria for ways data should be cleansed from the stimulus (a)
• justify the selected ways of cleansing data in the situation (a)
• distinguish between raw and derived data sets (b)
• discuss how releasing datasets publicly effects the direction of scientific research (b).

Areas for students to improve include:

• justifying the reason to data cleanse instead of only identifying the data to be cleansed. For example, Row 6 would be removed as it is above the 50^°C cutoff criteria, so is irrelevant data (a)
• recognising the individual effects of both raw and derived data sets on the direction of scientific research (b)
• linking the public release of both sorts of data sets on the direction scientific research may take (b).

Question 3

In better responses, students were able to:

• analyse all the available data provided to identify meaning and make decisions
• identify statistical meaning of data. For example, Source 3 Site B had a larger variance reducing confidence to make a recommendation
• make an overall recommendation after analysing all the data available.

Areas for students to improve include:

• using p-values to inform their decision-making process
• interpreting combination charts/dual axis charts
• understanding the impact uncertainty has on data confidence.

Question 4

In better responses, students were able to:

• articulate aspects of Occam’s razor, including its limitations, and relate it to each part of the stimulus (a)
• define empiricism and relate it to the stimulus (a)
• link empiricism and the alternative ways of knowing to relevant examples from the stimulus to demonstrate the development of scientific understanding (b).

Areas for students to improve include:

• using appropriate examples to support their answer
• recognising and applying a wide range of ‘ways of knowing’ from Module 1
• understanding key words from the syllabus, including definitions from the glossary.

Question 5

In better responses, students were able to:

• use appropriate examples to discuss the suitability of the two pathways
• integrate aspects of their Scientific Research Project to support their response
• consider different contexts where one pathway might be more suitable than the other in developing a research question.

Areas for students to improve include:

• integrating relevant examples from their Scientific Research Project.
• drawing on a wide range of relevant examples rather than just those in the stimulus
• applying the correct use of terminology such as falsifiability.

Question 6

In better responses, students were able to:

• describe a testable hypothesis drawn from any aspect of the stimulus
• coherently present each element of the research plan
• correctly demonstrate aspects of scientific investigations, such as controls, repetition and validity, within the methodology
• clearly describe relevant, and varied methods of analysing and representing data that is relevant to the hypothesis.

Areas for students to improve include:

• designing a method that enables the hypothesis to be falsified
• demonstrating an understanding of the independent, dependent and controlled variables, with clear links to the hypothesis and methodology
• selecting the most relevant data analysis to demonstrate an understanding of how it can be used to evaluate the hypothesis
• providing clarity and detail when explaining representation of results. For example, providing headings and units to be used in tables and graphs.