2015 Notes from the Marking Centre – Senior Science
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Senior 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 Stage 6 Senior Science syllabus
- the 2015 Higher School Certificate Senior Science examination
- the marking guidelines
- advice for candidates attempting 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 Senior Science in Stage 6.
Section I
Part B
Candidates showed strength in the following areas:
- identifying that thermography was a non-invasive diagnostic technique that measured relative temperature (Q21)
- identifying that thermography showed little detail and was no longer considered a reliable diagnostic tool especially in relation to breast cancer (Q21)
- identifying various communication systems (Q22)
- understanding the role of UHMWPE and superalloys in artificial joints and outlining their properties (Q23)
- estimating and evaluating information from a graph to correctly determine the pH of the solution (Q25)
- understanding that the pH scale was limited to an upper level of 14 (Q25)
- understanding that CDs used a digital coding system and radios an analogue system (Q26)
- correctly defining the term microflora and linking it to skin pH (Q27)
- identifying that an ECG trace or stethoscope could be used to investigate aspects of the heart beat
- explaining the relationship between the two graphs and inferring the site of absorption (Q29)
- understanding the features of geostationary satellites (Q30)
- naming medications and bionic devices (Q31).
Candidates need to improve in the following areas:
- understanding that the thermal camera is a measuring device and emits no radiation – it simply measures the emitted radiation from the hot object/body (Q21)
- distinguishing between advantages and disadvantages of using thermography (Q21)
- relating properties to intended usage and using specific examples of named communication systems (Q22)
- differentiating between terms such as biocompatible with biodegradable (Q23)
- showing a clear definition of societal impacts versus personal impacts (Q24)
- drawing a line of best fit rather than a dot-to-dot plot (Q25)
- describing contrasting features as opposed to describing features (Q26)
- understanding cause and effect (Q27)
- understanding the difference between heart rate and heart beat stages (Q28)
- interpreting the inverse relationships showed by the two graphs (Q29)
- understanding the difference between dissolving and absorbing (Q29)
- using scientific terminology and providing specific named examples (Q31).
Section II
Question 32 – Polymers
Candidates showed strength in the following areas:
- identifying a use for and properties of PVC (part a)
- understanding that a hypothesis is a testable statement (part b)
- demonstrating skills in tabulating data in an appropriate format (part c)
- understanding that a column graph was the most appropriate way to represent the data (part c)
- demonstrating a knowledge of the effect of natural and synthetic fibres on the environment (part d).
Candidates need to improve in the following areas:
- differentiating between an hypothesis and an aim in an investigation (part b)
- identifying dependent and independent variables in a controlled experiment (part c).
Question 33 – Preservatives and Additives
Candidates showed strength in the following areas:
- identifying a range of additives that were not preservatives (part a)
- understanding that a hypothesis is a testable statement (part b)
- understanding how physical preservation methods limited microbial growth (part b)
- demonstrating skills in tabulating data in an appropriate format (part c)
- understanding that a column graph was the most appropriate way to represent the data (part c).
Candidates need to improve in the following areas:
- differentiating between an hypothesis and an aim in an investigation (part b)
- identifying dependent and independent variables in a controlled experiment (part c)
- linking legislation to the label requirements rather than stating the features of a label (part d).
Question 34 – Pharmaceuticals
Candidates showed strength in the following areas:
- identifying binary fission as the process by which bacteria reproduce (part a)
- identifying the limitations of penicillin (part a)
- understanding that a hypothesis is a testable statement (part b)
- understanding the mode of action of aspirin (part b)
- demonstrating skills in tabulating data in an appropriate format (part c)
- understanding that a column graph was the most appropriate way to represent the data (part c)
- describing the body’s natural response to disease and infection (part d)
- describing the features of the inflammation response (part d).
Candidates need to improve in the following areas:
- differentiating between an hypothesis and an aim in an investigation (part b)
- identifying dependent and independent variables in a controlled experiment (part c)
- making a clear analysis compared to a simple description (part d)
- using scientific terminology and providing specific examples (part d).
Question 35 – Disasters
Candidates showed strength in the following areas:
- identifying different types of fire extinguishers and the roles of managers in the workplace (part a)
- understanding that a hypothesis is a testable statement (part b)
- demonstrating skills in tabulating data in an appropriate format (part c)
- understanding that a column graph was the most appropriate way to represent the data (part c)
- correctly identifying the three types of earthquake waves and relating the type of wave to the environmental damage it can cause (part d).
Candidates need to improve in the following areas:
- differentiating between an hypothesis and an aim in an investigation (part b)
- identifying dependent and independent variables in a controlled experiment (part c)
- making a clear analysis compared to a simple description (part d)
- making a clear distinction between accuracy and validity (part b)
- using the type of earthquake waves to determine the location of the epicentre (part d).
Question 36 – Space
Candidates showed strength in the following areas:
- identifying stages of space missions (part a)
- understanding that a hypothesis is a testable statement (part b)
- understanding links between health issues and microgravity (part b)
- demonstrating skills in tabulating data in an appropriate format (part c)
- understanding that a column graph was the most appropriate way to represent the data (part c).
Candidates need to improve in the following areas:
- differentiating between an hypothesis and an aim in an investigation (part b)
- identifying dependent and independent variables in a controlled experiment (part c)
- making a clear analysis compared to a simple description (part d)
- identifying specific examples of space probes and telescopes.
NSW Government