2015 Notes from the Marking Centre – Earth and Environmental Science
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Earth and Environmental Science course. It contains comments on candidate responses to the 2015 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:
- the Earth and Environmental Science Stage 6 Syllabus
- the 2015 Higher School Certificate Earth and Environmental Science examination
- the marking guidelines
- Advice for students sitting for HSC science examinations
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Earth and Environmental Science in Stage 6.
Section I – Part B
Candidates showed strength in these areas:
- identifying a feature linked to a conservative plate boundary, providing features of oceanic plates and using diagrams to support their responses (Q21)
- using appropriate labels for features, arrows to show movement, and correct terminology within diagrams to describe difficult geological structures (Q23)
- including explicit references to quantitative data, distinct trends and providing reasons for those trends (Q25)
- providing a logical experimental method (Q28) with:
- indicated steps
- a comparison between compacted and un-compacted soils
- variables identified and controlled
- units given such as time, volume mass and size
- repetition (to ensure reliability)
- showing how they achieved or identified soils of different compaction
- providing geological features rather than general features when required (Q29).
Candidates need to improve in these areas:
- linking the correct rock types to plate boundaries (Q21)
- outlining the disadvantages of living near a volcano such as Mount Mayon (Q22)
- referring to the information (tables, graphs or data) given in the question (Q25 and Q30)
- generalising from a specific example to the survival of a species (Q26)
- identifying plant advantages available exclusively to the terrestrial environment (Q26)
- clearly differentiating between ozone and greenhouse gases (Q24)
- integrating relevant examples to support points being made (Q26)
- identifying that global temperature is maintained by natural forces (Q30)
- addressing the statement and making reference to all data provided in the question (Q23 and Q30)
- providing information with a logical progression indicating either breadth or depth of knowledge (Q30).
Section II
Question 31 – Introduced Species and the Australian Environment
Candidates showed strength in these areas:
- outlining reasons for the introduction of a species (part a)
- identifying abiotic features of the environment (part b)
- linking the answer to the data provided (part d).
Candidates need to improve in these areas:
- providing specific detail and responding to the stimulus material given in the question
- addressing all components in the question with an adequate breadth and depth of knowledge (part e).
Question 32 – Organic Geology – A Non-renewable Resource
Candidates showed strength in these areas:
- explaining the conversion of organic matter to oil (part a)
- comparing the geological features of coal and petroleum deposits (part b)
- using the data from the graph given in the question (part d).
Candidates need to improve in these areas:
- making reference to the stimulus material given in the question
- addressing all components in the question with an adequate breadth and depth of knowledge (part e).
Question 33 – Mining and the Australian Environment
Candidates showed strength in these areas:
- explaining the features of an environmental impact statement (part b).
Question 34 – Oceanography
Candidates showed strength in these areas:
- explaining the variation of light availability in the oceans (part a)
- providing a relevant diagram (part c).
Candidates need to improve in these areas:
- making reference to the given map and linking this to specific knowledge (part d)
- understanding principles of sustainability when applied to ocean systems (part e).
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